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Year 9 Learning Pathways

Options Booklet 2016

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South Molton Community College Courses 2016

Your pathway to……

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Contents

Message from Mr DJ Lewis Vice Principal 4

Key dates in Our Learning Pathways Options Process 5

Making Choices 6

The English Baccalaureate explained 7

What we need from you 7

Your Core Entitlement ~ Compulsory Subjects 9

Core EBacc Subjects

GCSE ENGLISH LANGUAGE 10

GCSE ENGLISH LITERATURE 11

GCSE MATHEMATICS 12

GCSE SCIENCE (COMBINED) 13

Science ~ Taking advice and making the informed choice 13

GCSE BIOLOGY, CHEMISTRY AND PHYSICS (Separate Sciences) 13

Short Course Subjects 15

Religious Studies 15

Preparation for Working Life 15

Ancillary Subjects – non examined 16

CORE PE and Sport 17

Citizenship/British Values/SMSC education 17

Additional English Baccalaureate subjects ~ Options 18

COMPUTER SCIENCE 19

FRENCH 21

GEOGRAPHY 22

GERMAN 23

HISTORY 23

Enhancement subjects ~ Options 25

ART AND DESIGN 26

DRAMA 26

MUSIC 26

PHILOSOPHY & BELIEFS 28

PHYSICAL EDUCATION 28

RESISTANT MATERIALS 31

BTEC HOSPITALITY 32

BTEC HEALTH & SOCIAL CARE 33

BTEC CONSTRUCTION 34

BTEC ENGINEERING 34

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Message from Mr DJ Lewis, Vice Principal SMCC Dear Pupil There are a number of important issues you have to consider as you come towards the end of Key Stage 3. You will soon embark on a range of two-year courses leading to public examinations at GCSE level (Level 2), which will in turn prepare you for the next step in your ‘Learning Pathway’. This may be going on to A’ levels or other Level 3 courses at college or perhaps employment with training opportunities, apprenticeships. You need to be fully informed before making decisions, Our ‘Learning Pathways’ Options Evening is the next stage in this process. This is the first opportunity that you have had to make choices in the subjects you study, although there is not complete freedom when making these choices. There is a compulsory element of study, some subjects must come from the EBaac portfolio and there are restrictions as to how many technology subjects can be taken. It is vital that you consider your options carefully and objectively. Do not be influenced by the choices of your friends or whether you like or dislike particular teachers. You must make positive decisions that will ensure you are able to continue on your desired ‘Learning Pathway’. As you embark on your chosen courses you should also consider developing a wider range of skills that will further enhance your future prospects. These may include: Negotiating a Work Experience placement and gaining real experience of the world of work.

Becoming a member of a school / local team, or take up a sport that interests you.

Taking an interest in music and the Arts, join a theatre group or choir, or learn to play an instrument.

Doing voluntary work

Joining Young Farmers, Army Cadets, Air Cadets or St. John's Ambulance

Getting a part time job / Saturday job (but limit the hours).

Aiming to become a Prefect or one of the wide range of College Ambassadors.

Aspire to achieve your best in your chosen subjects, aim high and take the initiative in developing your personal, as well as, academic skills. In two years’ time you will be making choices again. At that time we want to be satisfied that you have achieved your full potential and that you are well equipped to proceed to the next stage of your ‘Learning Pathway’. Sincere best wishes

Mr DJ Lewis, Vice Principal SMCC

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Key dates in Our Learning Pathways Options Process Learning Pathways Options Booklet given to parents and on our website. December

This booklet contains useful background information about the Learning Pathways Options Process, as well as in depth information about compulsory and option subjects.

Learning Pathways Options Awareness Evening 10th December 2015 (4:30-

6:30pm)

A chance for pupils and parents/carers to discover more about the Learning Pathways Options Process. Clarify the details of courses with teaching staff and consider which options should be taken.

Learning Pathways Straw Poll collection Deadline Monday 11th January

You will be issued with a blank straw poll form, which allows us to draw up option blocks that meet the needs of our learners whilst meeting statutory guidelines and staffing restrictions. If you want your straw poll choices to influence the option blocks then it is essential that this deadline is met.

Learning Pathways Option Blocks published Early March

The option blocks arrived at from the results of the straw poll are published. The majority of pupils will find that they preferences are met, however, some pupils will need to consider their reserve choices.

Learning Pathways Option Block review period April

Pupils who have difficulty matching their preferences to the option blocks can meet with Mr DJ Lewis to discuss the issues and receive advice.

FINAL Learning Pathways Option Blocks published Late April

All pupils and parents/carers will receive the final option blocks from which their final selections are made.

Confirmation of choices Late April ~ Early May

All pupils and parents/carers will receive a confirmation letter of their final choices. To check for administrational errors. These are the final choices and it is not envisaged that these will be altered unless there are exceptional circumstances that dictate a change.

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Making Choices We fully understand that this is a confusing and potentially stressful time for our students. The first chance in their educational career that they have been able to make choices about what they study, making decisions that could affect their educational and career pathway. Unless they have a specific and firm focus about their futures then the sensible advice is to keep their choices as BROAD as possible, do not narrow the pathway too much at this stage. For example it

is likely that colleges, universities and employers will look favourably on students who have achieved the EBacc, which encourages pupils to study a range of subjects and become educationally ‘well rounded’. To achieve the EBacc you need a grade 5 or better in Mathematics, English, Science (double), History or Geography and a Language. Advice for pupils Make your choices for the right reasons: • Research the internet to see what is available to you and what you need to study.

• Speak to a careers advisor.

• Consider subjects you enjoy and that stimulate you.

• Speak to older students about the subjects you are considering

• Think about the subject combinations and potential workload issues.

• Consider your ability in a subject, are you capable of studying it at examination level.

• Speak to your teachers.

• Keep your options BROAD you will narrow your pathway more later in your education.

DO NOT choose subjects just because: • your friends are doing it

• you like that teacher

REMEMBER we decide who teaches a group and which pupils are in those groups, friendship is not a factor we consider.

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The English Baccalaureate explained The English Baccalaureate (EBaac) is designed to recognise achievement in a range of subjects. It is not a qualification in its own right, however, it is an indication of a ‘well rounded’ student.

To achieve the EBacc you need a grade 5 or better in:

• GCSE Mathematics,

• GCSE English Language,

• GCSE Science (double award),

• GCSE History or Geography

• GCSE French or German

It is likely that colleges, universities and employers will look favourably on students who have achieved the EBacc. Our Straw Poll and the subsequent option blocks will allow students to maximise their chances of achieving the EBacc.

What we need from you You will be issued with a Leaning Pathways Straw Poll form, you need to complete this and return it via your form tutor by the 11th January. Do your research thoroughly and complete the form carefully, all the yellow boxes need your attention, make sure your parents/carer sign the form. If you have any difficulties completing this form please see your Head of Year, Mr DJ Lewis or Mrs Preston who will help you through the process

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GCSE, AS and A level subject reforms

The Government is in the process of reforming GCSE, AS and A level qualifications. The reforms are extensive and include changes to both the subject content and assessment of these qualifications, as well as the qualifications that may be studied. The reforms have aimed to increase the rigour of the qualifications, with an increased focus on examinations.

The reformed GCSEs are linear, with all assessments normally taken at the end of the course, and have reformed course content. There would no longer be higher and foundation tiers, and a new grading scale that uses the numbers 9 – 1 to identify levels of performance, with 9 being the top level, will be introduced. The standard for a ‘good pass’ is also being raised, with the new grade 5 standard being more challenging than the bottom of the existing C grade. Additionally, exams will take place only in the summer, apart from English, English language and mathematics, where students who want to re-take these subjects will be able to do so in November.

Subjects included in the reform that affect your children are:

To be taught from September 2015: Mathematics, English literature, English language.

To be taught from September 2016: Physics, chemistry, biology, combined science (double

award), history, geography, modern and classical languages, art & design, dance, drama, music, computer science, citizenship, religious studies, PE.

Key features

Structure: All new GCSEs will be fully linear, and

most will be untiered. Only mathematics will be

tiered.

Assessment model: Assessment will normally be

by examination only, except in subjects where some non-examined assessment is the best approach, such as art & design.

Availability: Assessment will be available only in

the summer, with the exception of mathematics and English language, which will have an additional assessment opportunity for students aged 16 and over in November.

Grading: The new GCSEs will be graded from 1 to

9, with 1 as the lowest grade and 9 as the highest.

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Year 9

Learning Pathways Options Booklet

Your Core Entitlement Compulsory Subjects Core EBacc Subjects

GCSE ENGLISH LANGUAGE GCSE ENGLISH LITERATURE GCSE MATHEMATICS GCSE SCIENCE

Science ~ Taking advice and making the informed choice GCSE ADDITIONAL SCIENCE GCSE BIOLOGY, CHEMISTRY AND PHYSICS (Separate Sciences)

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ENGLISH LANGUAGE 8700

Examination Board: AQA Assessments All texts in the examination will be unseen. Paper 1: Explorations in Creative Reading and Writing

Paper 2: Writers’ Viewpoints and Perspectives

Non – examination Assessment: Spoken Language

What’s assessed Section A: Reading • one literature fiction text Section B: Writing • descriptive or narrative writing

What’s assessed Section A: Reading • one non-fiction text and one

literary non-fiction text Section B: Writing • writing to present an view point

What’s assessed (A07 – A09)

• presenting

• responding to questions and

feedback

use of Standard English Assessed • written exam: 1 hour 45 minutes • 80 marks • 50% of GCSE

Assessed • written exam: 1 hour 45

minutes • 80 marks • 50% of GCSE

Assessed • teacher set throughout course

• Marked by teacher

Separate endorsement (0% weighting of GCSE

Questions Reading (40 marks) (25%) - one single text • 1 short form question (1 x 4

marks) • 2 longer form questions (2 x 8

marks) • 1 extended question (1 x 20

marks) Writing (40 marks) (25%) • 1 extended writing question (24 marks for content, 16 marks for technical accuracy)

Questions Reading (40 marks) (25%) - two linked texts • 1 short form question (1 x 4

marks) • 2 longer form questions (1 x 8, 1

x 12 marks) • 1 extended question (1 x 16

marks) Writing (40 marks) (25%) • 1 extended writing question (24 marks for content, 16 marks for technical accuracy)

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ENGLISH LITERATURE 8702

Examination Board: AQA Assessments All assessments are closed book: any stimulus materials required will be provided as part of the assessment. All assessments are compulsory

Paper 1: Shakespeare and the 19th – century novel

Paper 2: Modern texts and poetry

What’s assessed • Shakespeare Macbeth • The 19thcentury novel

A Christmas Carol

What’s assessed • Modern texts An Inspector Calls • Poetry Power and Conflict

• Unseen poetry

How it’s assessed • written exam: 1 hour 45 minutes • 64 marks • 40% of GCSE

How it’s assessed • written exam: 1 hour 45 minutes • 96 marks • 60% of GCSE

Questions Section A Shakespeare: Students will answer one question on their play of choice. They will be required to write in detail about an extract from the play and then to write about the play as a whole. Section B: The 19-century novel: students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole.

Questions Section A Modern texts: students will answer one essay question from a choice of two on their studied modern prose or drama text. Section B Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster. Section C Unseen poetry: students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem.

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GCSE MATHEMATICS

Examination Board: EDEXCEL (1MA1)

The skills, knowledge and understanding of the course build directly upon the work taught throughout Key Stage 3. The course includes the Mathematics of Number, Ratio and proportion, Algebra, Shape and Space and Handling Data. There are two tiers of entry for the GCSE that cover the upper and lower tiers in the National Curriculum for Maths at KS4. The Higher GCSE Tier follows the programmes of study as laid out in the upper tier of the National Curriculum for Mathematics. Grades that are available from this tier are 4-9. The Foundation GCSE Tier follows the programmes of study as laid out in the lower tier of the National Curriculum for Mathematics. Grades that are available from this tier are 1-5. Please note that the GCSE grades have changed from previous years and are no longer the familiar ‘letter’ system of old. Broadly speaking, an A* is now a grade 8 and a C grade is 4. The assessment of the GCSE is as follows:

Time Exam Description % of Final Grade

Yr 10 Summer term Mock Full GCSE mock exam, 3x 1hr 30 minute exam papers. Two of the papers allow the use of a calculator.

n/a

Yr 11 Autumn term GCSE Second mock exam n/a

Yr 11 Summer term GCSE Final GCSE Maths exam. 100

All pupils must be equipped each lesson with a ruler, protractor, compasses, scientific calculator and suitable pens and pencils.

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COMBINED SCIENCE GCSE (double award GCSE) Examination Board: AQA 8464 This course is designed to equip students with the skills and understanding to help them become scientifically literate citizens. It will also provide a route of progression to science A levels. The course will contain a large amount of practical work and will cover the 24 topics shown below. The GCSE will be assessed by six written exams at the end of the course, each of 1 hour and 15 minutes duration.

Biology

Chemistry

Physics

1. Cell biology

2. Organisation

3. Infection and response

4. Bioenergetics

5. Homeostasis and

response

6. Inheritance, variation

and evolution

7. Ecology

8. Atomic structure and

the periodic table

9. Bonding, structure, and

the properties of matter

10. Quantitative chemistry

11. Chemical changes

12. Energy changes

13. The rate and extent of

chemical change

14. Organic chemistry

15. Chemical analysis

16. Chemistry of the

atmosphere

17. Using resources

18. Forces

19. Energy

20. Waves

21. Electricity

22. Magnetism and

electromagnetism

23. Particle model of

matter

24. Atomic structure

SEPARATE SCIENCE GCSEs in Biology, Chemistry and Physics Examination Board: AQA 8461, 8462 and 8463 This course will result in three separate GCSEs being awarded in Biology, Chemistry and Physics. All the topics of the Combined Science GCSE will be covered but with increased content. Lessons will deal with all three sciences at a much higher level and will suit those who may wish to pursue science at post 16 and degree levels. It will be particularly useful for those wishing to study medicine or veterinary science. Each GCSE will be assessed by two written exams at the end of the course, each of 1 hour and 45 minutes duration.

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Year 9


Your Core Entitlement Compulsory Subjects Short Course Subjects

GCSE PHILOSOPHY & BELIEFS CERTIFICATE IN PREPARATION FOR WORKING LIFE

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PHILOSOPHY & BELIEFS

Examination Board: AQA Religious Studies A Philosophy & Beliefs GSCE will be assessed through two written examinations. There are two modules; i) Religious Philosophy & Ulitmate Questions

ii) Religion & Life Issues

The Philosophy & Beliefs department is one of the most successful in school, regularly achieving above 93% A*- C grades (30% of them being A or A*) The course also offers an opportunity to visit a cultural and spiritual centre in Europe.

PREPARATION FOR WORKING LIFE

Examination Board: AQA Pupils work towards a GCSE points equivalent examination in preparation for working life. Level 1 or level 2 award. The national requirements for PHSME are mostly delivered within the preparation for working life course.

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Year 9


Ancillary Subjects

non-examined

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ANCILLARY SUBJECTS – NON-EXAMINED

CORE PHYSICAL EDUCATION & SPORT

All pupils in years 10 and 11 are required to take part in PE as part of the National Curriculum. Most activities will be compulsory as in Key Stage 3 but at various times of year pupils will have the opportunity to choose what they undertake. Pupils will follow blocks of work. They are encouraged to apply and extend skills previously learned and are introduced to increasingly advanced techniques (including coaching and officiating). They are guided to develop an increased knowledge and understanding in each activity, and all students are encouraged to make informed choices about leading a healthy and active lifestyle.

Students continue to have access to fantastic opportunities such as Ten Tors, the Duke of Edinburgh award and our other extra-curricular activities

CITIZENSHIP This will be delivered through collapsed timetable days throughout the 2 years and through other year and whole school activities.

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Year 9


Additional English

Baccalaureate subjects - Options

GCSE COMPUTER SCIENCE GCSE FRENCH GCSE GEOGRAPHY GCSE GERMAN GCSE HISTORY

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COMPUTER SCIENCE

Examination Board : OCR Cambridge OCR GCSE (9-1) in Computer Science has been developed in response to a number of recent initiatives aimed at promoting computer science as a rigorous, knowledge-based subject discipline that should be part of every young person’s education. These initiatives include:

Recommendation 7 of the Royal Society report ’Shut down or restart? The way forward for computing in UK schools’ (January 2012)

‘Computer Science: A curriculum for schools’ produced by the Computing at School (CAS) Working Group (March 2012)

‘Computing: Programmes of study for Key Stages 1–4’ (draft) published by the Department for Education (July 2013)

OCR’s GCSE (9–1) specification in Computer Science encourages learners to be inspired, and challenged through completing a coherent, satisfying and worthwhile course of study. The specification will help learners to gain an insight into related sectors. It will prepare learners to make informed decisions about further learning opportunities and career choices Course objectives The aims and learning outcomes of the OCR’s GCSE (9–1) in Computer Science are to enable learners to:

understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation

analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs

think creatively, innovatively, analytically, logically and critically

understand the components that make up digital systems, and how they communicate with one another and with other systems

understand the impacts of digital technology to the individual and to wider society

apply mathematical skills relevant to Computer Science. The Computer Science GCSE examination course followed in key stage four is provided by the OCR syllabus J276. The Computer Science GCSE provided by OCR is now part of the English Baccalaureate.

Assessment consists of two papers, one focusing on the theory of Computer Science and one with a focus on programming and algorithms. Both papers have identical weighting and mark allocations.

Assessment is by means of 2 terminal exams accounting for 40% of the marks, an investigative exercise worth 20% of the marks

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Content Overview Assessment Overview

Computer systems

Systems Architecture Memory

Storage

Wired and wireless networks

Network topologies, protocols and layers

System security

System software

Ethical, legal, cultural and environmental concerns

Computer systems (01)

80 marks

1 hour and 30 minutes

Written paper

(no calculators allowed)

40% of total GCSE

Computational thinking, algorithms and programming

Algorithms*

Programming techniques

Producing robust programs

Computational logic Translators and facilities of languages

Data representation

Computational thinking, algorithms and programming (02)

80 marks

1 hour and 30 minutes

Written paper

(no calculators allowed)

40% of total GCSE

Programming project **

Programming techniques

Analysis

Design

Development

Testing and evaluation and conclusions

Programming project (03/04)

40 marks

Totalling 20 hours

Non-Exam Assessment (NEA)

20% of total GCSE

SSESSMENT OBJECTIVES

The link below gives access to the full specification of the course. You can also view past papers, mark schemes and examiners reports:

PLEASE NOTE: This is a draft specification and has not yet been accredited – assuming it will be authorised this is the likely syllabus that will be followed in 2016.

http://www.ocr.org.uk/qualifications/gcse-computer-science-j276-from-2016/

It is suitable for young people who want to explore and investigate how computers work, and how they are used. You are most likely to enjoy the subject if you have a real interest in how computers work and

http://www.ocr.org.uk/qualifications/gcse-computer-science-j276-from-2016/

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if you are a logical thinker and enjoy problem solving. An interest in Mathematics and currently working at this subject at a high level is desirable also.

The course is open to students of all abilities. However, students opting for this subject will need to meet the requirements of the examinations, and also to show a commitment and a willingness to learn.

FRENCH

Examination Board: AQA The new Modern Languages GCSE will be taught for the first time in September 2016 and sat in 2018. We will be following the AQA exam board and their scheme of work which has been worked out by the exam board to teach all the content and skills you require and provided materials to help you learn. The main change is that this exam is skills-based and not an exercise of memory, as has been the case with the current GCSE, which has proved challenging for those who find it hard to learn large chunks of work. This means that you have 2 years to concentrate on developing your skills and knowledge before having any exams which is a great improvement. All your exams will be taken in Year11 – there are no official assessments in Year 10, apart from those assessments your teacher will give you to assess your progress. You will be studying 3 main themes: Identity and culture; local, national, international and global areas of interest; current and future study and employment. You will be assessed under exam conditions on your listening, speaking, reading and writing skills and you will still be able to enter for either Foundation or Higher levels, as before, for each paper. The Listening Paper – 35 mins for Foundation and 45 for Higher. You will be given 5 minutes before the recording to read through the questions. Section A questions will be in English and section B in French. The Speaking Assessment – 7-9 mins preparation time for Foundation and 10-12 mins for Higher A role-play, a conversation about a photo card and a general conversation on a topic you’ve studied. The Reading Paper Section A – questions in English, section B questions in French and section c translation from French into English. The Writing Paper This consists of writing a message, a continuous passage, a translation into English and a longer continuous passage, depending on which tier you take.

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GEOGRAPHY

Examination Board: tba

The study of Geography helps students develop a wide range of skills applicable to a variety of situations and other subject areas, as well as giving them an essential knowledge and understanding of what is taking place in the world around them. Geography also equips students with a wide range of skills demanded in the workplace.

The course is open to students of all abilities. However, students opting for this subject will need to meet the requirements of the examinations, and also to show a commitment and a willingness to learn.

The September 2016 GCSE Geography exam board specifications are still awaiting accreditation from Ofqual although detailed frameworks have be released to Colleges throughout the last few months. We are intending to follow the AQA Specification from September 2016 which would involve the following components:

Paper 1 (35%): Living with the Physical Environment.

Section A: Challenges of Natural Hazards (including tectonic hazards, weather and climate)

Section B: Physical Landscapes of the UK (including coasts and rivers)

Section C: Living World (including ecosystems, rainforests and deserts)

Paper 2 (35%): Challenges in the Human Environment.

Including: Urban issues and challenges, changing economic world, resource management (food, water, energy)

Paper3 (30%): Geographical Application

Including: Evaluation of a topical geographical issue, fieldwork skills and interaction

Geography is undoubtedly becoming a more wide ranging GCSE and the new specification will cover a dynamic and topical range of content. Fieldwork remains an important component and students can expect to conduct at least two pieces of contrasting fieldwork to transfer skills and understanding from the classroom into the world outside.

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GERMAN

Examination Board: AQA The new Modern Languages GCSE will be taught for the first time in September 2016 and sat in 2018. We will be following the AQA exam board and their scheme of work which has been worked out by the exam board to teach all the content and skills you require and provided materials to help you learn.

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The main change is that this exam is skills-based and not an exercise of memory, as has been the case with the current GCSE, which has proved challenging for those who find it hard to learn large chunks of work. This means that you have 2 years to concentrate on developing your skills and knowledge before having any exams which is a great improvement. All your exams will be taken in Year11 – there are no official assessments in Year 10, apart from those assessments your teacher will give you to assess your progress. You will be studying 3 main themes: Identity and culture; local, national, international and global areas of interest; current and future study and employment. You will be assessed under exam conditions on your listening, speaking, reading and writing skills and you will still be able to enter for either Foundation or Higher levels, as before, for each paper. The Listening Paper – 35 mins for Foundation and 45 for Higher. You will be given 5 minutes before the recording to read through the questions. Section A questions will be in English and section B in German. The Speaking Assessment – 7-9 mins preparation time for Foundation and 10-12 mins for Higher A role-play, a conversation about a photo card and a general conversation on a topic you’ve studied. The Reading Paper Section A – questions in English, section B questions in German and section c translation from German into English. The Writing Paper This consists of writing a message, a continuous passage, a translation into English and a longer continuous passage, depending on which tier you take.

HISTORY

Exam Board: Edexcel : Specification Number: GCSE (9-1) History (1H10)

Aims of the subject at GCSE This course gives students opportunities to:

acquire knowledge and understanding of selected periods and aspects of history,

explore the significance of historical events, people, changes and issues

use historical sources critically in their context, recording significant information and reaching conclusions

develop understanding of how the past has been represented and interpreted

organise and communicate their knowledge and understanding of history

draw conclusions and appreciate that historical judgements are liable to reassessment in the light of new or reinterpreted evidence.

Topics covered in Year 10 The topics you will study over the 2 year course are:

A period study: The American West c1835-c1895

A British depth study: Anglo-Saxon and Norman England c1060-1088

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A period study: The American West c1835-c1895

A Thematic study: Medicine in Britain 1250- present day

A historic environment: The British sector of the Western Front,1914-1918: injuries treatment and

trenches

A modern depth study: Germany 1918-1939

Examination There are 3 examination papers of between 1hour 15 minutes and 1hour 45 minutes

Controlled assessment/ coursework There is no controlled assessment or coursework. All assessment is based on exams at the end of year 11 Homework Homework will be set on a weekly basis. It will usually be comprised of extension to classwork or stand alone tasks such as practice exam questions.

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Year 9


Enhanced

subjects - Options

GCSE ART & DESIGN GCSE DRAMA GCSE MUSIC GCSE PHILOSOPHY & BELIEFS GCSE PHYSICAL EDUCATION GCSE FOOD TECHNOLOGY GCSE RESISTANT MATERIALS BTEC CONSTRUCTION BTEC ENGINEERING

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ART AND DESIGN

Examination Board: AQA This specification consists of two units of work: Unit 1 A portfolio of work. Controlled Assessment - 60% Unit 2 Externally set task Controlled Assessment under supervision (10 hours) - 40% Students will be issued an exam paper, usually in January, and will spend up to eight weeks planning for a final piece, which is produced during the 10 hours controlled test. The course allows you the freedom to explore the following aspects;-

- Fine art; - Graphic communication; - Textile design; - Three-dimensional design; - Photography.

You will be expected to integrate critical, practical and theoretical study within the relevant areas of your work, recording your ideas and thoughts carefully at all times. Most of this reflective and critical work will be recorded in your sketchbooks, as you have become accustomed in years seven to nine. The portfolio requires some self-discipline in managing your own time to ensure that all work is completed and assembled together in a coherent form in preparation for the assessment deadlines. Three dimensional work has to be completed to an exhibition standard and careful thought given to the nature and style of the construction and materials used.

DRAMA

Examination Board: AQA (Draft syllabus) Assessment Pattern The GCSE Drama qualification is split into three separate parts called components: Component 1: Understanding drama Component 2: Devising drama (practical) Component 3: Texts in practice (practical)

Coursework Information Component One:

Written exam 1 hour 45 minutes; 3 sections : Theatre roles and terminology; Study of set texts; Live theatre production

Open book

80 marks; 40% of GCSE Component Two:

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Devising log (60 marks) Pupils record of study 2500 words

Devised performance (20 marks)

80 marks; 40% of GCSE; moderated by AQA Component Three:

Performance of two extracts of a play (different to Component One).

25 marks each, 50 marks in total; 20% of GCSE

Pupils may contribute as a performer or a designer. Options for designers are: Lighting; sound; set; costume and puppet.

All students devise drama. All students explore texts practically and work on two text-based performances. Students can choose to develop as a: • performer • designer (lighting, sound, set, costume, puppets) • performer and designer. Whichever option they choose, students can be sure to gather many invaluable skills, both theatrical and transferable, to expand their horizons. This specification ensures continuity for students progressing from GCSE Drama to AS and A-level Drama and Theatre. To succeed in Drama, pupils must have self-confidence, self-discipline, and imagination. They must be comfortable with performance, as it is an integral part of the course

MUSIC

Examination Board: AQA The course is split into 3 parts: Performance 40% Listening 20% Composition 40% This is a very practical subject. The emphasis is on playing and composition. You do not have to read music, but it is an advantage. However having instrumental lessons is a necessity and only students who play or sing confidently are advised to take this subject.This obviously has financial implications which need to be considered. All of our teachers help with the solo pieces and give advice on the technical parts of composition. Students who have not had these lessons have found the subject difficult and not achieved as highly as those who had lessons. It is not too late to have lessons, and the practical nature of the subject often balances out the more academic subjects. AQA quote that 45 % of all Russell University students play a musical instrument at a high level, and it is seen as an extra-curricular advantage and music grades above grade 6 can be used as UCAS points. Listening Students will be required to listen and comment on pieces of music from Baroque and Classical music to popular music. They learn how to identify musical characterisation such as texture, structure, instrumentation etc. A written exam is taken at the end of the 2 year course.

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Performance At the end of the course students perform 2 pieces on their chosen instrument.One solo piece of grade 4 or higher , and an ensemble or band piece. Students are expected to come to the course already playing an instrument at a reasonable level. If they sing they are expected to be in a choir in or out of the school. Composition A major part of the lesson time is spent on this area and listening work. At the end of the course students will have produced 2 compositions between 2 – 4 minutes each. In year 10 their work is based on developing composition techniques and by the end of the year they start to produce compositions in their chosen style and combinations of instruments. Music IT is an important part of the composition process. Drummers and singers are expected to learn another instrument such as the keyboard or guitar for their composition work.

PHILOSOPHY & BELIEFS

Examination Board: AQA Religious Studies A Philosophy & Beliefs Full Course GSCE will be assessed through two written examinations. There are two modules; iii) Religious Philosophy & Ulitmate Questions

iv) Religion & Life Issues

The Philosophy & Beliefs department is one of the most successful in school, regularly achieving above 93% A*- C grades (30% of them being A or A*) The course also offers an opportunity to visit a cultural and spiritual centre in Europe.

GCSE PHYSICAL EDUCATION

Examination Board: Edexcel/Pearson – 1PE0; 1PE0-01; 1PE0-02; 1PE0-03; 1PE0-04 This GCSE in Physical Education will equip students with the knowledge, understanding, skills and values they need to be able to develop and maintain their performance in physical activities. Students will also gain understanding of how physical activities benefit health, fitness and well-being. The aims and objectives of this qualification are to enable students to: ● develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge and understanding to improve performance ● understand how the physiological and psychological state affects performance in physical activity and sport ● perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas

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● develop their ability to analyse and evaluate to improve performance in physical activity and sport ● understand the contribution that physical activity and sport make to health, fitness and well-being ● understand the key socio-cultural influences that can affect people’s involvement in physical activity and sport. The Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Physical Education consists of two externally-examined papers and two non-examined assessment components. Components 1 and 2 will be assessed in May/June in any single year. Components 3 and 4 may be assessed at any point during the course, with marks submitted by the centre prior to moderation. Moderation will take place in the same year as the written examinations. Component 1: Fitness and Body Systems (Component code: 1PE0/01) Written examination: 1 hour and 45 minutes 36% of the qualification 90 marks Content overview ● Topic 1: Applied anatomy and physiology ● Topic 2: Movement analysis ● Topic 3: Physical training ● Topic 4: Use of data Assessment overview The assessment consists of multiple-choice, short-answer, and extended writing questions. Students must answer all questions. Calculators can be used in the examination. Component 2: Health and Performance (Component code: 1PE0/02) Written examination: 1 hour and 15 minutes 24% of the qualification 70 marks Content overview ● Topic 1: Health, fitness and well-being ● Topic 2: Sport psychology ● Topic 3: Socio-cultural influences ● Topic 4: Use of data Assessment overview The assessment consists of multiple-choice, short-answer, and extended writing questions. Students must answer all questions. Calculators can be used in the examination. Component 3: Practical Performance (Component code: 1PE0/03) Non-examined assessment: internally marked and externally moderated 30% of the qualification 105 marks (35 marks per activity) Content overview ● Skills during individual and team activities ● General performance skills Assessment overview The assessment consists of students completing three physical activities from a set list. One must be a team activity. One must be an individual activity. The final activity can be a free choice. Students will be assessed against set assessment criteria found in the Pearson Edexcel Level1/Level 2 GCSE (9–1) in Physical Education practical performance assessment criteria document on the Pearson website. Each activity can last up to 12 hours. These will be assessed by the teacher and moderated by Pearson. Component 4: Personal Exercise Programme (PEP) (Component code: 1PE0/04) Non-examined assessment: internally marked and externally moderated 10% of the qualification 20 marks Content overview ● Aim and planning analysis ● Carrying out and monitoring the PEP ● Evaluation of the PEP Assessment overview

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The assessment consists of students producing a Personal Exercise Programme (PEP), and will require students to analyse and evaluate their performance. These will be assessed by the teacher and moderated by Pearson. Physical activities The list below contains the permitted team and individual activities that students must select from. This list has been set by the Department for Education. Any changes or additions to the activities will in the first instance be indicated on our website. The right-hand column lists forbidden combinations and provides further clarity regarding the scope of the activity, where applicable. Team activities and activities forbidden combinations and rules Association football cannot be five-a-side or futsal Badminton cannot be assessed with singles/individual activity badminton Basketball cannot be ‘street basketball’ Camogie Cannot be assessed with hurling Cricket Dance Acceptable dances include: ballet, ballroom, contemporary/modern, hip-hop, jazz, salsa, street, and tap Gaelic football Handball Hockey must be field hockey, not ice hockey or roller hockey Hurling cannot be assessed with camogie Lacrosse Netball Rowing cannot be assessed with sculling, canoeing or kayaking. This can only be used for one activity Rugby league cannot be assessed with rugby union or rugby sevens – cannot be tag rugby Rugby union can be assessed as sevens or fifteen-a-side. Cannot be assessed with rugby league, cannot be tag rugby Squash cannot be assessed with singles/individual activity squash Table tennis cannot be assessed with singles/individual activity table tennis Tennis cannot be assessed with singles/individual activity tennis Volleyball Specialist activity* Blind cricket Goal ball Powerchair football Table cricket Wheelchair basketball Wheelchair rugby *The specialist activities are available only to those students with a physical disability, and in line with entry criteria set out by that activity’s National Governing Body. If a student is classified then they should be assessed within the classification based on the relevant activity’s National Governing Body classification criteria. Individual activities and activities forbidden combinations and rules Amateur boxing Athletics can be assessed in one event from the disciplines of either Track or Field Race walking and cross country are not a permitted Athletics events Badminton cannot be assessed with doubles Canoeing cannot be assessed with kayaking, rowing or sculling Cycling Track or road cycling only Dance can only be used for one activity Diving Platform diving Golf

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Gymnastics Floor routines and apparatus only Equestrian can be assessed in either show jumping, cross country or dressage Kayaking cannot be assessed with canoeing, rowing or sculling Rock climbing can be indoor or outdoor Rowing cannot be assessed with sculling, canoeing or kayaking. This can only be used for one activity Sculling cannot be assessed with sculling, canoeing or kayaking Skiing Outdoor/indoor on snow; cannot be assessed with snowboarding. Must not be dry slopes Snowboarding Outdoor/indoor on snow; cannot be assessed with skiing. Must not be on dry slopes Squash cannot be assessed with doubles Swimming not synchronised swimming Table tennis cannot be assessed with doubles Tennis cannot be assessed with doubles Trampolining Specialist activity* Boccia Polybat

RESISTANT MATERIALS

Examination Board: AQA

This specification consists of two units of work: Unit 1 Covers materials and components, influence of historical and contemporary designers, Design and

market influences, sustainability of design, design, social, cultural, moral, environmental and economic issues, health and safety, processes and manufacture, joining techniques, information and communication technology and industrial practices. Written Paper - 40%

Unit 2 Design and Making Practice - you will be required to work from a basic brief, chosen from a given list, to design and manufacture a product.

Controlled Assessment over approximately 45 hours - 60% Students will develop a wider range of designing skills through practical experience during year ten in preparation for the Controlled Assessment Task undertaken mainly in year eleven. Subject content specific to Resistant Materials will include an understanding of the properties, methods of production and commercially available forms of metals, timbers, plastics, composites, smart materials and nanomaterials. A working knowledge of plastic sheet materials and modelling foams will be investigated and students will have the opportunity to produce realistic finished models during the course. Modern ‘smart’ materials will be studied alongside the joining of materials using modern and more traditional methods. Whilst much of the work will require hand/manual elements of drawing and illustration techniques there will be a requirement that some form of computer aided design work will also be undertaken where appropriate. This may include the production of two and three dimensional sketches and formal drawings as well as animated assembly drawings and will include the use of CAM. A basic understanding of the use and application of mechanisms and electronics within products will also be developed. You will also be required to develop an understanding of various industrial processes and practices

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including the scale of production, the importance of prototypes within the planning process, the quality assurance process, the methods used to limit and reduce waste and the methods used to protect a designer’s intellectual property. A range of practical tasks will be undertaken within the workshops to expand your practical skills and understanding of how materials are formed, shaped and cut.

BTEC HOSPITALITY

Examination Board: Edexcel/Pearson

Hospitality is one of the largest industries in the UK. It has over two million employees and makes a significant contribution to the UK economy. It is a dynamic industry that responds quickly to changing market needs, through rapid growth, innovation and diversity. This enables the hospitality industry to offer many different types of employment, with opportunities for you to work in this country and around the world. Unit 1: In the first unit you will explore different aspects of the hospitality industry by looking at its component parts, gaining an insight into the business of hospitality and the different products and services it provides. You will then concentrate on the essential processes involved in operating a hospitality business. Unit 2: Understanding the importance of customer service and working as an effective team member is an essential requirement for anyone who wants to work in a successful hospitality business. How staff present themselves and interact with customers can make or break a business. Where this is done well, customers will return and the business will gain a good reputation that will help its profitability. You will learn how to develop effective team working skills so that you can give excellent customer service and gain an understanding of the essential interpersonal skills needed by all of those who work with customers and colleagues in a service situation. You will also learn how to make a good impression on others as well as using a range of appropriate communication skills when working with customers and other team members in real situations. Unit 3: Within this section you will learn the importance of following appropriate procedures to maintain food safety when storing, preparing, cooking and serving food. Businesses within the hospitality industry adopt these procedures to prevent any problems with potential food safety hazards. Hospitality businesses are regulated by legislation to prevent hazards, you will explore how businesses enforce compliance with legislation, about how safety signs, information and documentation should be used. Unit 6: You will explore the understanding and skills required for proficiency in planning, preparing, cooking and finishing a range of food types, how to select and prepare ingredients and plan a two-course meal including the tools and equipment used.

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Assessment pattern: Unit 1 is externally examined through a written paper of 1hr 15minutes and counts for 25% of the overall mark. Units 2, 3 and 6 are internally assessed, and then externally verified, through Assignment Briefs. You will be expected to work to given deadlines and ensure that all work is presented as stated on the assignment brief. Wherever possible work must be presented as an electronic file to enable accurate records and details to be kept.

BTEC HEALTH & SOCIAL CARE

Examination Board: TBA Details to follow.

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BTEC CONSTRUCTION

Examination Board: Edexcel The BTEC First Award in Construction consists of four units, three of which form the Core Unit 1: Construction Technology Unit 2: Construction and Design Unit 3: Scientific and Mathematical Applications for Construction Students will then study a further unit which will be taken from the following: Exploring Carpentry and Joinery Principles and Techniques, Exploring Brickwork and Blockwork Principles and Techniques, Exploring Plumbing Principles and Techniques and Exploring Electrical Principles and Techniques.

All students will study aspects of how buildings are designed and built, the Structure of the Construction Industry and Health and Safety as well as developing their skills in a practical unit. Unit 1 will be assessed through a paper based examination whilst the other three units of work will assessed by your teachers based on the work you have completed in the classroom. Students should:

note that a major part of this course will be classroom based;

have a keen interest in construction and building design;

enjoy practical activities;

be able to interpret working drawings and have good observational skills;

be willing to produce written assignments which are well researched;

be capable of working to a deadline;

want to move onto a related career or into further education to study construction; The assessment approach of the BTEC Firsts in Construction allows for learners to receive feedback on their progress throughout the course as they provide evidence towards the grading criteria. Delivery strategies will reflect the nature of work within the Construction Industry, by encouraging learners to conduct research, and carry out assessment, in the workplace, or in simulated working conditions, wherever possible. Learners will be encouraged to take responsibility for their own learning and achievement.

BTEC ENGINEERING

Examination Board: Edexcel Students are offered the chance to develop the style of work begun in year nine within this course that leads to the Level 2 First Award in Engineering. This new specification consists of three units of work: The Engineered World, Investigating an Engineering Product, and Machining Techniques

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In addition to these students will be required to study and become familiar with a wider range of materials, processes and industrial practice for the externally set examination The second compulsory unit of work requires students to dismantle, examine and analyse component parts of an engineered product that they will be given. The course will be delivered through a practical approach wherever possible but students must realise that they will be required to provide evidence of their work in written assignments as well. At least two machined products will be manufactured during the course utilising the drilling machine, lathe and milling machine. Students should:

have a keen interest in engineering related activities

enjoy practical activities

be able to interpret working drawings and have good observational skills

be willing to produce written assignments which are well researched

want to move onto a related career or into further education to study engineering

enjoy maths and science. It is important that students selecting this preference appreciate the need for a high standard of commitment and a willingness to adhere to all health and safety requirements in the workshops at all times.

Documents

YEAR 9 OPTIONS BOOKLET - supporting success › wp-content › ... › 12 › ...18-ver2.pdf · Negotiating a Work Experience placement and gaining real experience of the world of