YEAR 9 OPTIONS EVENING 2018 - Onslow St Audrey's School · 2020-01-18 · YEAR 9 OPTIONS EVENING 2018 SUBJECT INFORMATION FOR PARENTS AND STUDENTS . Key Stage 4 Course Selection

ONSLOW ST AUDREY’S SCHOOL

YEAR 9 OPTIONS EVENING 2018

SUBJECT INFORMATION

FOR PARENTS AND STUDENTS

Key Stage 4 Course Selection

Overview

For all students, the subjects and qualifications you study at Key Stage 4 are vitally important. By entering for the right courses, you will:

● Give yourself the best chance of achieving well in Years 10 and 11. ● Prepare for future success in Post-16 education. ● Set yourself on the right path for your future and career.

Options Choices

Onslow St Audrey’s wants to offer all students a broad and balanced curriculum that is appropriate to their needs. You will choose your options from four carefully-composed option blocks, one of which contains subjects from the English Baccalaureate or ‘E-Bacc’. Your choices will allow you to pursue your own interests and enthusiasms, while also making sure you have a challenging and aspirational range of subjects.

We strongly advise that all students:

● Make their choices based on the subjects they are best at. ● Use evidence (e.g. predicted grades) to identify their strengths. ● Listen carefully to the advice of both teachers and family members. ● Never make subject choices based on what your friends have chosen.

Compulsory Subjects

Students and parents should be aware that the following subjects, known as ‘Basics’, are compulsory and studied by all students:

● GCSE English Language ● GCSE English Literature ● GCSE Maths

In addition to the Basics subjects, all students will study some form of GCSE Science. The possible pathways for Science are:

● Separate Sciences (three separate GCSEs in Biology, Chemistry and Physics.) ● Combined Science (A double-award qualification worth two GCSEs.)

Course Types

Among the non-compulsory subjects, there are two main course types on offer:

1) GCSE courses. These are traditional, academic courses, which are graded A* - G. As a rough guide, you should consider a GCSE if you have a Key Stage 3 level of 5 or above in the subject.

2) BTEC courses. BTECs are a vocational alternative to GCSEs. They cover similar content, but are assessed differently, with a greater coursework component that makes them more accessible for many students.

In addition to these course types, we offer ASDAN qualifications, including the Certificate of Personal Effectiveness (CoPE). These courses are suitable for students who may not be able to access a large number of GCSEs, and will help the student to gain confidence and build their employability skills.

Please note that ASDAN courses are not listed on the main option blocks- we will approach you in the coming weeks if we think your child will benefit from this qualification as one of their options. If you believe ASDAN may be right for your child, please ask a senior member of staff for more information.

The English Baccalaureate (E-Bacc)

The English Baccalaureate is a group of GCSE qualifications which the government has identified as representing a strong, well-balanced, academic curriculum. At Onslow St Audrey’s, our aim is that all students will study at least one E-Bacc subject, in addition to English, Maths and Science. The E-Bacc subjects are:

● GCSE Computer Science ● GCSE History ● GCSE Geography ● A GCSE language qualification.

Course Selection Process

Students will select subjects from four option blocks, A to D.

Students will select a first and second choice from each block.

Should students face a clash of subjects that they want to study, they can identify this on their Options form. If many students face the same clash, we will consider adjusting the option blocks and asking students to re-choose options, so that the highest possible proportion of students can study subjects of their choice.

The deadline for the submission of completed Options Forms is Friday 26th January 2018 – please hand forms into the School Office.

SECTION 1

COMPULSORY SUBJECTS

EB

ENGLISH LANGUAGE AND ENGLISH LITERATURE

(2 x GCSE, AQA)

Overview

All students will study both English Language and English Literature at GCSE, leading to two separate qualifications. The courses are both linear: 100% examination at the end of Year 11.

English Language

There will be a strong focus on mastering the craft of English. Students will build on the skills developed at Key Stage 3 to create gripping and imaginative pieces. Students will be given the freedom to write about topics that they find engaging.

Students will also study a range of prose fiction and develop skills in evaluating 19th-century fiction extracts. Exam preparation will give students the confidence to comment on how the structure and the quality of language affects the reader and respond to the texts presented to them. We will build students’ focus and writing stamina – essential when analysing unseen texts in the final exam.

There is a renewed focus on accurate spelling, punctuation and grammar as this now forms 20% of the final GCSE grade. The English Faculty website provides links and resources to encourage independent learning and revision of key skills.

English Literature

Students will study a Shakespeare play, a post-1914 British play or novel and a Poetry Anthology.

Literature lessons will enhance the enjoyment of texts. We make use of flip cameras, role-play and group presentations to give students the freedom to explore the text in a way that suits them.

Set Texts may include:

Shakespeare’s Macbeth, Romeo and Juliet, Much Ado about Nothing.

Post-1914 British plays / novels: An Inspector Calls – J B Priestley, Hobson’s Choice – Harold Brighouse,

Journey’s End – R C Sherriff, Animal Farm – George Orwell, Lord of the Flies – William Golding, Anita and

Me – Meera Syal.

19th-century novels: Jane Eyre – Charlotte Brontë, Great Expectations – Charles Dickens, Dr Jekyll and Mr

Hyde – R L Stevenson, A Christmas Carol – Charles Dickens, Pride and Prejudice – Jane Austen, Silas

Marner – George Eliot, Frankenstein – Mary Shelley.

Teaching will ultimately give students the opportunity to develop their critical style, providing them with the skills to make an informed personal response in exam conditions.

EB

MATHEMATICS

(Compulsory: 1 x GCSE)

What will your child be learning in Years 10 and 11?

The new Maths GCSE covers the following key areas of study:

Number

Algebra

Ratio, proportion and rates of change (new)

Geometry and measures

Probability and statistics

What will your child do in these lessons?

The lessons are class-based, resourced by class texts, worksheets, the VLE and several pieces of software. Extensive use is made of examination papers towards the end of the course, which are made available for revision on the school VLE. The main examinations are taken in June of Year 11. There is no coursework in GCSE Mathematics.

What should your child have gained by the end of the course?

a) A solid basis of number work upon which your child can rely in life, after school.

b) An understanding of the power of algebra in problem solving.

c) An awareness and appreciation of the symmetries that are present in the spatial world and an ability to formulate the rules that govern them.

d) The ability to read and create graphical and diagrammatic presentations of numerical and statistical information.

e) A deeper conceptual understanding of mathematics through its application to investigations and practical tasks.

How will your child be assessed at the end of the course?

Is there any specialist equipment that your child needs for the course?

We consider the following items to be essential for the GCSE Mathematics course:

Geometry set

Scientific calculator (Casio is the most appropriate)

The qualification consists of three equally-weighted written examination papers at either Foundation tier or

Higher tier. Each student is permitted to take assessments in either the Foundation tier or Higher tier.

Paper 1 is a non-calculator assessment and a calculator is allowed for Paper 2 and Paper 3.

Each paper is 1 hour and 30 minutes long.

The content outlined for each tier will be assessed across all three papers.

Each paper will cover all Assessment Objectives, in the percentages outlined for each tier.

Each paper has a range of question types; some questions will be set in both mathematical and non-

mathematical contexts.

The qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total mark

across all three papers, where 9 is the highest grade. Individual papers are not graded.

What sort of homework will be set?

Homework will usually follow naturally from the topics being covered in the class lessons. Homework is set twice a week and can be found on the VLE or via the MyMaths website. Towards the end term, an increasingly large amount of homework time will be devoted to revision through past examination papers for continued assessment.

How will progress be measured?

As in Years 7 – 9, your child will be placed in a mathematics group, according to ability and aptitude and progress will be recorded on the usual reports using the GCSE grades below, indicating the level at which your child is currently working.

EB

GCSE SCIENCE

Exam board: Edexcel

Combined Science (2 GCSE qualifications – covers Biology, Chemistry and Physics)

Separate Science (3 GCSE qualifications in Biology, Chemistry and Physics)

Course Structure

There is no controlled assessment in Science. Students will complete set practical activities within class time and be assessed on their practical skills.

Some key attributes of these courses are:

8 core practicals for each separate science (24 in total).

16 core practicals for Combined Science.

Mathematical skills will make up 15% of the practical assessments, mathematical skills will also be embedded within the course content. Students will need to have some recall of Physics equations as well as the ability to manipulate and use the mathematical skills.

Students will take written examinations at the end of year 11.

Combined Science students will take six written examinations of 1hr 10 each.

Separate Science students will take six written examinations of 1hr 45 each.

Course Content

Biology

Cells and control

Genetics

Natural selection

Health

Plants

Animal coordination and control

Transport in animals

Ecosystems

Chemistry

Atomic structure

States of matter

Acids

Metals

Electrolytic processes

Reactions and equilibrium

Groups 1,7,0

Rates of chemical reactions

Fuel

Energy changes in reactions

Atmospheric Science

Physics

Motion

Forces

Waves

Light and electromagnetic spectrum

Particle model

Radioactivity

Energy

Electricity and circuits

Magnetism and electromagnetic induction

Matter

Separate Sciences Additional content

Genetic modification

Medicines

Material cycles

Transition metals

Alloys and corrosion

Quantitative analysis

Dynamic equilibrium

Chemical cells

Qualitative analysis

Hydrocarbons

Polymers

Alcohols and carboxylic acids

NanoScience

Conservation of energy

Astronomy

Static electricity

Homework

All students will be expected to complete between two and three hours of Science homework per week. This will comprise of a range of different activities including exam preparation, research, presentations, literacy and numeracy practice.

SECTION 1

OPTIONAL SUBJECTS

GRAPHICS (1 x GCSE)

(Including typography, printing, advertising, book illustration, digital manipulation) ART

(1 x GCSE) (Including 3D, textiles, fine art, graphics)

PHOTOGRAPHY: LENS BASED MEDIA (1 x GCSE)

(Including digital photography, pinhole photography, stop-frame animation)

How are the courses structured?

Unit 1 - 60% of the total mark

Unit 1 comprises of two coursework journals and final pieces completed from the beginning of Year 10 until the coursework deadline in January of Year 11. Both journals will consist of a body of research, supporting studies and developmental work leading to one or more final pieces. The mock examination in Year 10 will also count towards this body of coursework.

Unit 2 - 40% of total mark

Unit 2 is an externally set assignment. Students are given eight weeks of teacher led class time to prepare for the 10 hour controlled test set by the Edexcel examination board. The examination is spread over 2 days.

What projects will be covered?

At Key Stage 4 a more personal approach to the subject begins to develop, particularly in Year 11. Students have covered projects including album covers, safely contained, Olympic posters. In Lens Based Media students will explore themes including ‘Identity’ and will be expected to create a range of personal responses.

How is work assessed?

Projects are assessed using the Edexcel GCSE Art and Design Assessment Matrix, which can be found on the Edexcel website. (www.edexcel.org.uk) Annotation, artist research, use of mixed media, primary and secondary materials are a few of the areas in which students gain marks. Formal teacher assessment, critiques, peer assessment and self-assessment are also used to aid student’s progress within the course.

Homework structure

Students are required to complete projects or weekly homework tasks. Homework is an integral part of coursework and without regular completion students risk seriously underachieving.

What equipment will be required for the course?

Students will be required to purchase materials to complete homework including acrylics, watercolours, oil pastels and chalks. Within the first few weeks of the course all students are given the opportunity to purchase materials and a folder to protect and carry their journals to and from home. Students must bring 2B pencils and their journal to every lesson.

Student support available

All students are welcome to complete classwork and homework tasks in workshops the Art Department run after school. Students are encouraged to attend at least one after school session a week to develop their skills and coursework. Classrooms are also available at lunchtime if permission is given by the subject teacher.

Students will be required to make a one-off payment before starting the course to cover the cost of essential equipment and journals.

GCSE BUSINESS STUDIES

Edexcel (1 x GCSE)

What is the structure of the course?

All students will complete two units of work, investigating a small business and building a business.

What will your child be learning in Years 10 & 11?

Your child will learn more about how small businesses are developed and discover how businesses promote themselves and keep their customers happy. Learning how businesses manage both their finances and the people who work for them.


Students will learn how to effectively communicate and explain ideas, think creatively and make decisions, work with numbers to solve business problems, learning about the world of business through research and investigation, as well as through practical tasks.


While studying the first two units of this course your child will be introduced to the world of small businesses and will look at what makes someone a successful business person. They will find out how to spot an opportunity, how to develop that idea and turn that into a successful business. They will understand how to make a business effective and manage money. They will also see how the world around us affects small businesses and all the people involved.


Homework will consist of written notes, case study materials, independent research and GCSE practice questions.


Progress will be measured through assessment of class work and homework, supplemented with formal examination practice with end of unit tests and mock examinations.

GCSE Assessment

Each unit will be assessed by a written exam of 1 hour and 30 minutes. Each exam will contain a mixture of multiple choice short and long answer questions. Grading will be 9-1.

BTEC FIRST AWARD BUSINESS

Level 2 Edexcel

(Equivalent to 1 x GCSE)

What is the structure of the course?

All students will complete a total of four units, three will be coursework based and internally assessed and one is assessed by an externally marked exam.


Students will gain skills, knowledge and understanding in business. A broad, practical, work-related introduction to the employment area. This is all delivered in a programme of study that enables progression to both employment and further study in business.


They will undertake practical exercises, using projects and assignments that are based on realistic workplace situations, activities and demands. All lessons are taken in computer rooms using the internet to access recent and relevant data and business examples.


The aim of this course is for students to gain high quality skills, knowledge and understanding associated with the subject and become equipped with an introduction to the skills they will need in the workplace or in further education or training. The ability to investigate and understand real life business scenarios.


Homework will consist of written notes, research and completion of coursework.


Progress in theory and practical work is monitored through continual assessment of class work and homework, against the Edexcel criteria for Business

BTEC Assessment

All units are assessed and graded then aggregated to give an overall grade, for the qualification. This will either be a pass, merit, distinction or distinction* (equal to C-A*). One unit will be assessed by an external online exam.

FOOD PREPARATION AND NUTRITION

(1 x GCSE)

What is Food Preparation and Nutrition?

Food Preparation and Nutrition involves learning about foods, cooking processes, the science of food and understanding about nutrition, diets and health. Students currently take part in one practical cooking lesson per week and one theory lesson every two weeks.

What will your child be taught in Years 10 and 11?

Students will develop a range of cookery skills during Y10 as well as knowledge and understanding through of cooking through practical tasks. Nutrition, hygiene, food productions, sustainable food production and chemical processes in cookery are also covered throughout the theory side of the course.

How is it different to KS3?

The theory content of the course represents 50% and this is reflected in lesson time. Students are expected to embrace the food science element, including learning about farming, food production and nutritional / chemical make-up of foods and cooking processes. This means that it is far more academically challenging than Food in Y7-9. This means that it is also a really interesting and engaging subject but one that is suited to students with an enjoyment of sciences as well as cooking.


The emphasis in Years 10 and 11 is placed upon achieving the highest possible grades in public examinations. Weekly homework is set and often related to the theory of the course. This is to enable delivery of the extensive theory element while still being able to cook every week in lessons, so students are able to learn the key cooking skills required. Past experience shows that the high standards expected can only be achieved through students investing time and effort.


Progress in theory and practical work is monitored through continual assessment of class work, theory tasks and homework. Assessed practicals and theory tests are also performed every half term to check progress in each module.

Controlled Assessment 1 – (15%) involved students planning and undertaking a science experiment to investigate the chemical changes that occur in different food preparation / cooking processes.

Controlled Assessment 2 – (35%) Cooking exam – students undertake a research project (both theory and practical cooking) making dishes of their choice based on a brief from the exam board. This culminates in a ‘MasterChef’ style cooking practical exam where they will be expected to prepare a 3 course meal over 3 hours.

Written theory exam for 1 ¾ hours (50%) which covers the theory content learnt throughout the course.

A financial commitment to this course is essential. Students will be expected to cook a range of products and components on a weekly basis.

For further information see the exam board site at www.eduqas.co.uk/qualifications/food-preparation-and-nutrition/

http://www.eduqas.co.uk/qualifications/food-preparation-and-nutrition/

http://www.eduqas.co.uk/qualifications/food-preparation-and-nutrition/

CERTIFICATE OF PROFESSIONAL EFFECTIVENESS

ASDAN Level 2


What is it?

The Certificate of Personal Effectiveness is a nationally recognised qualification outcome of the ASDAN programmes. The qualification offers imaginative ways of accrediting young people's activities. It promotes and allows students to develop and record a wide range of personal qualities, abilities and achievements as well as introducing them to new activities and challenges.

What will your child be learning?

The Certificate of Personal Effectiveness is a 12 unit course that is designed to develop skills required in a professional setting through a series of practical and discussion based activities and. These include:

Working with Others

Improving own learning and performance

Problem solving

Planning and carrying out a piece of research

Communication through discussion

Giving an oral presentation

Units of Work

Students are required to complete a series of challenges which can be chosen from the 12 units below. For each unit there are a number of challenges; students will complete some of the challenges together but they will also be able to choose some challenges which interest them the most.

Communication Citizenship and Community Sport and Leisure Independent Living The Environment Vocational Preparation Health and Fitness Work Related Learning and Enterprise Science and Technology International Links Expressive Arts Beliefs and Values

How is the course assessed?

The course is 100% portfolio based. Assessment will happen continuously throughout.


The emphasis in Years 10 and 11 is placed upon achieving the highest possible grades. In addition to completing challenges both inside and outside of school, students may be expected to complete tasks at home that will prepare them for the next lesson.

NCFE CACHE Level 2 Award in Child Development and Care Course Overview



Students will be studying a NCFE CACHE Course in Child Development and Care course, which will be based on an external exam which is 1 hour and continuous assessment through Coursework.

They will achieve this by studying 3 Units of Work:

An introduction to working with children aged 0-5 years - This unit designed to give an overview of the types of settings and local provision for children. You will learn how to prepare for working in settings and the responsibilities of early years workers. You will also gain an insight into your preferred learning style and develop your ability to study.

Development and well-being 0-5 years - This unit focuses on holistic development and factors that affect development. You will be introduced to ways of observing children so that you can support development through appropriate activities and care routines. You will also learn how to work with children when they move from one setting to another.

Child care and development 0-5 years (External Exam) - This unit will assess your knowledge about the development of children aged 0-5 years. You will be expected to know about the different types of care settings and your responsibilities if you were learning how to work with children. You will need to show that you understand how children develop, what can affect their development and the individual needs they may have. You will need to show that you know ways to care for them and simple activities that help them to develop in a healthy and safe way. You will also need to show that you understand the ways that can support your own learning


The course will prepare your child for a career in childcare, playgroup or nursery assistant and other related careers.


Students will be set research homework.

How will progress be monitored?

Examinations will be undertaken and students will be assessed throughout the units by directed assignments completed within school time.

EB

COMPUTER SCIENCE

(1 x GCSE)


Computer Science gives students a real, in depth understanding of how computer technology works. It offers an insight into what goes on ‘behind the scenes’, including computer programming, which many students find captivating.

Computer Science is a rigorous academic discipline incorporating a scientific and mathematical approach which should help you gain valuable thinking skills that will be attractive to employers and relevant in a vast range of situations and careers.

Computer science will enable pupils to communicate effectively both orally and in writing.

Computer Science course components:

Understanding Computer Science – You will explore what goes on inside the computer by looking at common hardware devices that make a computer system. You will explore operating systems and software. You will be introduced to computer programming that will help you discover the excitement of creating your own computer programs.

Programming project – you will understand the process of designing, developing, testing and maintaining a software program to solve a particular problem. You will develop good problem-solving and creative-thinking skills. This will involve programming games and software.

Analysis and problem solving skills – this qualification will allow you to analyse problems in computational terms through programming of solving such problems, including designing, writing and debugging software, games and mobile apps.

Assessment involves:

1. Computer Systems (40%) - 90-minute examination to assess understanding of the theory content of Computer Systems

2. Computational thinking, algorithms and programming (40%) – 90-minute examination to assess understanding of the theory content of programming, computational thinking and programming.

3. Programming project (20%) - externally assessed and externally moderated 20 hour controlled assessment to understand standard programming techniques. Students will solve a problem and program a solution. You will design, develop and test.

DANCE BTEC Tech Award in Performing Arts


What will you be learning?

Students will be studying a BTEC Course in Dance, which will be based on continuous assessment through

Coursework and Practical Dance. During the course, students can see whether the industry is one they want to be

in, whilst developing the knowledge and skills needed to inform their next steps.

Students will study the 3 Components below:

Component 1 – Exploring the Performing Arts

Component 2 – Developing skills and techniques

Component 3 – Performing to a brief

What will you be doing in these lessons?

Exploring the Performing Arts

Students will discover what it is like to be a professional dancer across different styles.

They will observe and reproduce existing repertoire learning about; creative intentions, purpose,

processes, roles, responsibilities, skills and techniques of a practitioner.

They will research and understand how the practitioners create and influence a performance piece.

Developing skills and techniques

Students will develop skills and techniques in dance, gaining physical, interpretative skills in lessons.

They will apply their technical and stylistic skills in performances and reflect on their progress, setting

targets to improve.

They will perform 1 existing piece of repertoire lasting 2 minutes.

Performing to a brief

Students will respond to a set brief.

They will select and develop skills and techniques, in response to a brief.

They will apply their skills in a performance lasting 10-15 minutes for a chosen target audience.

They will evaluate the development process (ideas and skills) and outcome, in response to a brief.

What will you have gained by the end of the course?

With the new BTEC Tech Award, students not only get the chance to perform, but also develop valuable skills and techniques in different styles and explore potential careers in the industry.

Prepare students for life and work in the Performing arts industry.

Provide an educational base for further training, further education or for employment within the performing arts industry, teaching, coaching and leading.

Motivate learners through practical learning and assessment.

After completing the course, students can continue on to further vocational and academic study at level 3, as well as apprenticeships and traineeships.


Students will be set research tasks as homework, evaluation logs and review their targets and progress. They will

also be expected to attend extra-curricular Dance clubs after school to practice and refine skills and grow in

confidence. It is important that students work on their coursework and dance skills in their own time to achieve

the highest grade possible.


Progress will be monitored through coursework, practical dance lessons and controlled assessment. Each

component has tasks to complete and students have to pass all of these tasks in order to pass the course.

AQA Design Technology

(1 x GCSE)

Why choose AQA for GCSE Design and Technology?

GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly

technological world. Students will gain awareness and learn from wider influences on Design and Technology

including historical, social, cultural, environmental and economic factors. Students will get the opportunity to

work creatively when designing and making and apply technical and practical expertise.

Subject content

1. Core technical principles

2. Specialist technical principles

3. Designing and making principles

Assessments

Paper 1

What's assessed:

Core technical principles

Specialist technical principles

Designing and making principles

How it's assessed:

Written exam: 2 hours

100 marks

50% of GCSE

Questions

Section A – Core technical principles (20 marks)

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

understanding.

Section B – Specialist technical principles (30 marks)

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

technical principles.

Section C – Designing and making principles (50 marks)

A mixture of short answer and extended response questions.

Non-exam assessment (NEA) (traditionally known as coursework or controlled assessment)

What's assessed:

Practical application of:

Core technical principles

Specialist technical principles

Designing and making principles

How it's assessed:

Non-exam assessment (NEA): 30–35 hours approx.

100 marks

50% of GCSE

Substantial design and make task

Assessment criteria:

Identifying and investigating design possibilities

Producing a design brief and specification

Generating design ideas

Developing design ideas

Realising design ideas

Analysing & evaluating

DRAMA

(1 x GCSE, AQA)

Overview

GCSE Drama has changed nationally from 2016. This is an exciting time to choose this engaging and inspirational

course! Students will have the freedom of 60% non-exam assessment, giving them the opportunity to study the

subject in depth. During the GCSE, students have the option to specialise in performing and/or designing for each

performance, expanding their knowledge of performing on stage as well as the craftsmanship of theatre. Students

will also be given the time and space to create portfolios and performances that are truly personal to them.

Transferable Skills

Students gain the confidence to pursue their own ideas, reflect and refine their efforts.

They learn to collaborate with others, think analytically and evaluate carefully.

Whatever the future holds, students of GCSE Drama emerge with a toolkit of transferable skills, applicable

both in further studies and in the workplace.

Assessment

40% Written Examination

1hr and 45-minute written assessment. Section One, testing the understanding of stage types and careers within

theatre production. Section Two, the opportunity to share creative directing, performing and design ideas for a

written play. Section Three, reviewing a piece of live theatre. Students are expected to pay for and attend a

school trip the theatre to see a live production.

40% Devising Drama (Practical performance and coursework)

Students can choose to develop as a performer or designer (lighting, sound, set, costume, puppets). Students

create their own performances based on a given stimulus. Whilst devising their performances, students log the

creative process for their coursework. This log can be in essay form, scrap books, or video.

20% Texts in Practice (Practical)

Students will perform or design set for two extracts from one play. These extracts can be monologues, duologues

or in groups. The students are assessed on their intent to successfully meet the playwright’s artistic intentions.

Why Study Drama?

Some students may wish to take a GCSE in drama for its own sake, perhaps to form the basis for future

Drama study at A Level / University.

Others might wish to go into a job where it is useful to have had experience of drama, or where some of

the skills developed during this course are needed.

Lessons will be engaging and challenging – encouraging all students to fulfil their potential and expand their

horizons.

EB

FRENCH

(1 x GCSE)

Is GCSE French useful?

The ability to speak a foreign language is increasingly important in today’s multinational and multilingual society. Both employers and universities actively seek out people who can speak additional languages. It will also help you to communicate with millions more people in the world, whether at work or on holiday. Speaking a second language is a skill that lasts for life.

What will your child be learning in Years 10 and 11 in French?

The course will give your child the confidence to communicate effectively in French both in writing and speaking, and will allow them to understand complex texts both written and spoke, as well as deepening their understanding of the cultures of French-speaking countries.

The broad themes of focus include “Identity & Culture”, “Local, National, International and Global Areas of Interest”, “Current and Future study and employment”. These themes are all broken into subtopics that touch upon personal choices, the interests of teenagers, and the world around us.


There are four key skills that need to be practised: listening, reading, writing and speaking. Each lesson, students are given the opportunity to practise each skill through a variety of activities of different structure:

Some will be structured similar to the exam to practise exam technique,

Some will use video and other technologies to replicate the real world

Some will be fun in order to reinforce the learning

All will be designed to encourage INDEPENDENT language comprehension and production.

In order to achieve this, students will be taught grammar and sentence structure. The new GCSE also requires explicit teaching of translation skills. All of these elements will benefit their mastery of English.

What will your child have gained by the end of the course?

By the end of the GCSE your child will have gained the confidence to communicate effectively (although not with fluency) with native speakers both in familiar and unfamiliar environments.

The understanding of linguistic structure, decoding skills, pattern identification and memory development required to master a language are skills that will benefit all other subjects, in particular English.


Homework will be a variety of vocabulary learning, reading comprehensions, extended written work, and independent watching and listening of foreign language film and music. This latter is a very enjoyable way of developing their ear for language.


Progress will be measured through classwork, homework, verbal participation in class, and end of module tests which are key to developing exam technique and embedding knowledge in long term memory.

Assessment Structure

The GCSE examines the 4 skills of Reading (and translation to English), Writing (including translation to French), Listening and Speaking at the end of the 2-year course. There are Foundation and Higher papers for each of Reading, Writing and Listening. Speaking is conducted via a structured speaking exercise. The final grade is an average of the four different exams, each of which is worth 25% of the final mark.

EB

GEOGRAPHY

(1 x GCSE)

The course format is as follows:

Students will undertake 3 external exams at the end of their 2-year course. They will be examined on the following:

Living with The Physical Environment

Students will study the worlds natural hazards both tectonic and atmospheric, (earthquakes, volcanoes, and weather) as well as the very topical challenge facing our world today, that of climate change.

Students will also understand factors affecting our global ecosystems and how human activity interacts with these systems.

The final part to this unit is studying the UK's environment, we will look at our ever changing coastal and river landscapes and how humans interact, manage and live with these challenges. We also understand how these landscapes as well as our glacial landscapes are formed.

How it's assessed:

Written exam: 1 hour 30 minutes

88 marks (including 3 marks for spelling, punctuation, grammar and specialist terminology (SPaG)

35% of GCSE

Challenges in The Human Environment

Students will study our urban landscapes, how cities are growing and changing around the globe and the social and economic challenges and opportunities faced in these environments. We will investigate how management of transport and resources leads to urban sustainability.

There are global variations in levels of development and quality of life, we will look at current strategies used to address this gap and how these strategies bring economic, social and cultural changes.

A section of this unit specifically focuses on UK challenges in regards to employment and the different levels of economic development across the UK.

Within this unit resource management is also studied with a focus on food, water or energy.

How it's assessed:


88 marks (including 3 marks for SPaG)

35% of GCSE

Geographical Applications

In this section students will be required to answer exam questions based on geographical issues. Students will have to complete a minimum of two enquiries based in the field. This must be carried out outside of OSA. Students will look at a hypothesis, investigate possible sampling and data collection techniques for primary data, analyse and present results and from this, draw conclusions and evaluate their chosen techniques. Field trips will have a cost attached to these, and the school will endeavour to limit the expense as much as possible.

How it's assessed:


76 marks (including 6 marks for SPaG)

30% of GCSE

EB

HISTORY

(1 x GCSE)

The New GCSE Specification – Commenced September 2016.

The History GCSE comprises the following elements:

One period study

One thematic study

One wider world depth study

One British depth study including the historic environment.

Paper One: Understanding The Modern World.

Section A: Period Studies Unit 1B: Germany 1890-1945 - Democracy and Dictatorship

This is a period study with a focus on two key developments in a country’s history over at least a 50-year period.

In this case, we have chosen Germany from the Age of Unification under a Kaiser, to the fall of the dictatorship after WWI, the struggles of the new Republic of Germany, its collapse, the rise of the Nazi party and Hitler’s dictatorship, leading to WWII and the collapse of Germany and the fall of the Nazis.

Section B: Wider World Depth Studies Unit: Conflict and Tensions between East and West, 1945-1972

This is a wider world depth study, which focuses on international conflict and tension.

In this case we have chosen the conflict following WWII between the Democratic ‘West’ of Europe and USA against the Communist East and domination of USSR, commonly referred to as the ‘Cold War’ years. We will look at key events, e.g.: the building of the Berlin Wall, the Berlin Blockade, the Cuban Missile Crisis, etc.

Paper Two: Shaping the Nation Unit 2B Britain: Health and the People

Section A: Thematic Studies Unit 2B: Britain, Health and the People, c1000 to the Present Day.

This is a thematic study which looks at key developments in Britain over a long period.

In this case we have chosen to look at Medicine and Surgery over the period from c1000 (so the traditionally called Medieval period) to the Modern Day. The themes are those of continuity and change over time, within certain element of medicine and surgery, including disease, anatomy; the unit will also look at factors that influenced change, such as war, religion, governments etc.

Section B: British Depth Study Including the Historic Environment: Elizabethan England, 1558-1603

The British depth study, which incorporates the study of a specific historic environment.

In this case we have chosen a specific era, Elizabethan England, 1558-1603. The exam board will allocate our historic environment of study. The unit will involve evidence gathering and a site visit to look at evidence and artefacts. This unit is a study unit combined with what was the old ‘controlled assessment’/coursework unit – but is examined externally, with the evidence gathering and investigation being completed as usual).

Key Exam Details

BOTH papers are written exams of 1 hour 45 minutes each.

84 marks area available for each paper; 40 marks for Section A and 40 marks for Section B and an overall 4 marks on EACH paper for spelling punctuation and grammar.

Each paper is worth 50% of the GCSE, therefore 2 papers = 100% with a total possible maximum raw score of 168.

BTEC FIRST AWARD MUSIC Level 2 Edexcel


How is the course structured?

The course contains 4 units. 2 are core units, 2 are mandatory units. Each unit is equal to 25% of the overall grade.

Unit 1: The Music Industry – Core Unit: (Externally Assessed)

An exam based on the modern music industry including organisations, how they work, job roles, their responsibilities and how they interact with each other to make the overall music industry function.

Unit 2: Managing a Music Product – Core Unit: (Internally Assessed)

The entire class will either be creating a CD or putting on a concert. This will include song selection, rehearsals/recording, holding meetings, promotion and so on.

Unit 3: Introducing Live Sound/Unit 5: Introducing Music Performance – Mandatory Unit: (Internally Assessed)

Students interested in performance will be practicing 2 songs, one as a solo performance and one as part of a group performance. They will then have to perform the songs to a live audience. Students more interested in technology will be taught how to safely set up and operate live sound systems and how to produce all the essential paperwork needed in the role of a Live Sound Technician.

Unit 4: Introducing Music Composition – Mandatory Unit: (Internally Assessed)

Students are given a brief as they would normally get in the modern music industry. This may, for example, be to create music for an advert, film trailer or a piece of art. Students will have to produce a portfolio of short musical ideas then one of these will be developed in to a fully realised piece of music.

Expectations of Students

BTEC is a vocational course, designed to give students a glimpse in to life working in the music industry. Therefore, students who achieve the best grades are likely to be the students who are the most proactive and independent!

Students on the BTEC course will be expected to contribute to the vibrant life of the music department by:

Participating in the setting up for/performing in concerts and other live performances inside and outside of school.

Using their spare time to arrange extra rehearsals in the music department outside of school time.

Attending every peripatetic lesson for your chosen instrument, paid for by the school.

Participating in at least one extra-curricular activity run by the music department, or starting their own.

How is work assessed?

Students are consistently assessed through written coursework, filmed evidence, teacher observation as well as various other forms of evidence collected to create a portfolio for each unit. The only exception to this is the externally assessed unit which is an exam.

Homework structure

Students will be expected to maintain logbooks for unit assessment on an ongoing, near-independent basis. As well as homework tasks that will need to be completed to advance coursework and prepare students for projects. Students will also be expected to practice their instrument independently and attend extra-curricular clubs.

What equipment will be required for the course?

Students are expected to bring in their instruments (except for drums and pianos) and all necessary equipment for practical sessions. This includes drumsticks (including an extra pair, plectrums, a capo, a tuner etc…).

PSYCHOLOGY (1 X GCSE)

What is psychology?

Psychology is the study of the mind and human behaviour. It is a diverse science with cutting edge research that

has real world applications to issues in everyday life, ranging from things like artificial intelligence to social

change. Psychologists observe and measure behaviour, and their therapies are based on scientific study.

Psychology has links with many disciplines including biological, computer and forensic science as well as

humanities such as sociology and philosophy.

Why choose psychology?

It helps you understand yourself and others and what motivates people to behave in certain ways. The course

provides students with an introductory overview of the methods and approaches used in psychology including:

social, cognitive, developmental, biological and individual differences. Students will also develop their critical

thinking skills and an understanding of ethical issues that must be considered when conducting research in

psychology.


The GCSE course is a two-year qualification covering two units. Unit 1 is studied in Year 10 and Unit 2 is studied in

Year 11.

Unit 1: Cognition and behaviour

Memory

Perception

Development

Research Methods

Unit 2: Social context and behaviour

Social influence

Language, thought and communication

Brain and neuropsychology

Psychological problems

How will your child be assessed?

Assessment for the course is 100% examination based at the end of the two years. Students will sit two

examinations at the end of Year 11. Questions are comprised of: multiple choice, short answer and extended

writing.

Unit 1: Written Paper – 1 hour 45 min 100 marks (50% of GCSE)

Unit 2: Written Paper – 1 hour 45 min 100 marks (50% of GCSE)


Throughout the two year course students will complete a series of mock examinations to prepare them for the

terminal exams. They will also plan, conduct and report upon their own research for given psychological topics.

EB

SPANISH

(1 x GCSE)


Spanish lessons offer the opportunity to express and explain ideas and points of view, to narrate events and produce extended sequences of speech. Students will develop the ability and confidence to communicate effectively in Spanish, covering a variety of topics and themes. They will acquire the ability to apply their knowledge and understanding in a variety of relevant contexts which reflect their previous learning and maturity.


The teacher will enable your child to realise their full potential. They will engage in practical learning strategies - listening to, speaking in, reading and writing in Spanish. The exam board is introducing more cultural topics and literature to enrich students’ appreciation of what they are studying.

What will your child have gained by the end of the course?

The ability to express him/herself verbally, with a degree of fluency and confidence.

The ability to listen and respond to authentic taped material.

The ability to read and respond to authentic visual material.

The ability to write a piece of continuous writing in Spanish.


Learning vocabulary.

Written exercises to reinforce concepts, vocabulary and grammar.


Continuous assessment of classwork and homework.

Formal assessment twice a year.

Assessment

In response to government changes, the course is now linear; assessment is 100% examination at the end of Year 11. There are two tiers to the paper. Higher paper where students can achieve 4-9 grades and a Foundation paper in which students can achieve 1-5 grades.

25% Listening exam

25% Reading exam

25% Writing exam

25% Speaking exam

Is GCSE Spanish useful?

Sí! Learning a foreign language makes you more aware of the mechanics of language and how it can be manipulated. This will enhance how you express your ideas in English too. Studying a second language also improves problem-solving skills and memory– it will compliment any academic subject.

SPORT Edexcel BTEC First Award in Sport



Students will be studying a BTEC Course in Sport. 75% of the course is based on continuous assessment through Coursework. The remaining 25% is completed through an exam.

The students will complete the 4 units below:

Unit 1: Fitness for Sport and Exercise (exam)

Unit 2: Practical Sports Performance (coursework)

Unit 5: Training for Personal Fitness (coursework)

Unit 6: Leading Sports Activities (coursework)


Fitness for Sport and Exercise

Students will know the components of fitness and the principles of training.

They will explore different fitness training methods.

They will investigate fitness testing to determine fitness levels.

Practical Sports Performance

They will need to understand the rules, regulations and scoring systems of selected sports.

They will practically demonstrate skills, techniques and tactics in selected sports.

They will need to be able to review sport performances.

Training for Personal Fitness

Create a personal fitness training programme relating to a component of fitness of their choice.

Know about exercise adherence factors and strategies for continued training success.

Review training programme implementation identifying areas of strength and development.

Leading Sports Activities

Know the attributes associated with successful sports leadership.

Plan and lead sports activities within a chosen sport.

Review planning and leading of sports activities and identify areas of strength and development.

Participation in the BTEC Sport course will…

Prepare your child for a career in the sports and leisure industry

Provide an educational base for further training, further education or for employment within the sports and leisure industry, coaching, teaching or sports media.

Motivate learners via applied learning and assessment.


Students will be set revision tasks and coursework development tasks as homework. They will be expected to attend extra-curricular clubs and represent the school in various sporting activities. It is important that students work on their coursework and exam assignments in their own time to achieve the best grade possible.


Progress will be monitored through the completion of coursework and knowledge and understanding of the exam unit. Each unit has a certain number of tasks and students have to complete these tasks to a Pass (C equivalent), Merit (B equivalent) or Distinction (A equivalent) standard. If all units are completed to Distinction standard, a Distinction* can be awarded (A* equivalent).

KS4 Options Form 2018 - Please complete and return this form to the School Office by Friday 26th January 2018

Student Name: …………………………………………………………. Form: ……………….

Block A English Baccalaureate

Block B General Choice

Block C General Choice

Block D General Choice

GCSE Computer Science Business Studies (BTEC or GCSE) Business Studies (BTEC or GCSE) GCSE Art

GCSE Geography BTEC Dance BTEC Child Care Computing (VOCATIONAL or GCSE)

GCSE History GCSE Drama GCSE Design & Technology GCSE Food & Nutrition

GCSE Triple Science GCSE History GCSE Food & Nutrition GCSE French

BTEC Music GCSE Geography GCSE Graphics

GCSE Psychology GCSE Photography GCSE Religious Education

BTEC Sport GCSE Spanish

BTEC Sport

Block A First Choice: Block B First Choice: Block C First Choice: Block D First Choice:

Block A Second Choice: Block B Second Choice: Block C Second Choice: Block D Second Choice:

CLASHES If you have a clash between two subjects that you want to study in the same block, please write down details below. If many students have the same issue, we may be able to help.

Documents

YEAR 9 OPTIONS EVENING 2018 - Onslow St Audrey's School · 2020-01-18 · YEAR 9 OPTIONS EVENING 2018 SUBJECT INFORMATION FOR PARENTS AND STUDENTS . Key Stage 4 Course Selection