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RYEDALE OPTIONS BOOKLET 2015/16
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Contents
Page Page
Introduction 3 History 18
4 Computer Science 19
5 Dance 20
6 Drama 21
7 Music 22
8 Food Preparation & Nutrition 23
Possible Problems in Choosing Options 9 Product Design 24
What next? 10 Art 25
COMPULSORY 11 Physical Education 26
Mathematics 12 RE/Citizenship 27
Science 13 Important Dates in the Options Process 28
EBACC 14
French EBACC 15
EBACC 16
Geography EBACC 17
Compulsory & option subjects
Which option subjects should I choose?
The English Baccalaureate
New Progress Measure (Progress 8)
New GCSE Grading System
English
Triple Science
Spanish
EBACC
COMPULSORY
COMPULSORY
COMPULSORY
EBACC
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IntroductionThis booklet is to inform you about the courses available to Year 10 students at Ryedale School in September 2016.
All students are required to study mathematics, English language, English literature and two sciences at GCSE level. Other subjects, such as core physical education, religious education, citizenship and personal development do not lead to examinations, but remain compulsory elements of the curriculum.
In the remaining 20 hours per fortnight, students choose four subjects, each for 5 hours a fortnight, from an extensive list which includes: art, dance, drama, food preparation & nutrition, French, Spanish, geography, history, computer science, music, product design, GCSE physical education and triple science.
Most students will therefore be entered for 9 GCSEs in total.
A small number of students who require a less academic pathway will be guided towards taking only three option subjects. They will use the extra time available to support the learning, coursework, homework and preparation for assessments in their remaining 8 GCSE courses. Maths and English will be a major focus of this support. Students who may benefit from this support will be spoken to individually by Mr Gentry.
Compulsory and Option Subjects
OPTIONSSUBJECTS
COMPULSORY SUBJECTS TAKEN BY ALL STUDENTS
English Language
English Literature
Mathematics
ScienceRE/CitizenshipPersonal development
Core PE
GeographyHistory
Computer science
Triple science
Dance
Spanish
French Drama
Music
Food Product design
Art
Physical educationSUPPORT
PL++
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Which Option Subjects Should I Choose?
There are many good reasons for studying a subject at GCSE:
- you may need it for your career- you may need a particular GCSE to access your chosen post-16 course- you may be good at it- you may enjoy it- it may give you the English Baccalaureate- it may give you a good balance of subjects
Students with option choices that reflect a breadth of study including languages and humanities subjects, are highly valued, as are students who achieve very high standards in any subject area. Therefore, if you are really good at a subject, think very carefully before giving it up.
Please do not make the mistake of thinking that every subject you take must be directly related to your career aims. Some subjects, such as dance, drama and music encourage self-confidence and clear communication and so are useful for many types of career.
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The English Baccalaureate
To be awarded an English Baccalaureate, students must achieve a good pass (grade C or above) in the following six subjects:
Maths English 2 x sciences A humanity subject – history or geography A language - French or Spanish
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The EBacc is a measurement, rather than a qualification in itself. However, students with option choices that reflect this breadth of study, particularly languages and humanity subjects, are valued by colleges, universities and employers.
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New Progress Measure (Progress 8)
From 2016 onwards, the Department for Education will assess all students’ progress in secondary schools using a new measure called ‘Progress 8’. This is designed to ensure that students make progress in a wide range of subjects. The Progress 8 figure is calculated by working out the progress made by students in 3 areas:
1 - English & maths (double weighted)2 - EBacc qualifications3 - Other GCSEs and approved qualifications.
The diagram below shows how the Progress 8 measure is calculated. At Ryedale English, maths and two science subjects are compulsory. When making options choices, students may wish to consider which subjects would most benefit their Progress 8 measure.
New GCSE Grading System
You will be the first year group for whom all GCSE subjects will be graded using the new GCSE grading system. The new grading system is shown in the table below.
You will receive numbers as grades instead of letters, where 9 is the top grade, and 4 is similar to a current grade C.
Grading the new GCSEs in 2017, Ofqual (2014), The Department of Educat on
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Possible Problems in Choosing Options
An example options grid
The option choices selected by students will be used to construct an option grid that gives the maximum number of students the combinations they have requested. The option lines will satisfy most students, but inevitably a minority will not get all four of their option choices. Therefore, when you are asked for your choices, it is necessary to state clearly which choices are most important to you and also to select a reserve choice.
Parents/carers should be aware that if a very small number of students select an option subject, it may not run.
The option grid each year is constructed from student choice. Students must then choose one subject in each option line.
The option grid shown opposite is just an example. It shows two French groups running in option lines 1 & 2. Students could choose to study French in either line. However there is only one group of triple science and one group of dance, both in option line 4. This means that in this option grid, students could not choose triple science and dance.
Please notice that a range of combinations are possible, but not all!
Option line 1 Option line 2 Option line 3 Option line 4
History
Art
Food
Support
Geography
French
Spanish
History
Product design
Drama
Music
Geography
PE
Product design
Triple science
Art
Dance
Food
Computing
French
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What Next?
We hope you find this booklet useful. It contains details of the compulsory subjects and the 13 options subjects, including course content and methods of assessment.
We look forward to seeing you at the Options Information Evening on Thursday 14 January at 6pm. There will be a 20 minute presentation by Mr Gentry on how the Year 10 curriculum is designed and he will present a summary of the options process. Parents and students will then have the opportunity to visit departments around the school. All staff will be present and available to discuss subject content, methods of assessment and suitability of courses. Examples of work from Year 10 and Year 11 will be on display and some upper school students will also be present to share their experiences.
At the Year 9 Parent Consultation Evening on Thursday 10 March 2016, any final questions about option choices will be answered. Students will need to return their final completed options form by Thursday 17 March 2016.
We shall be working closely with students to guide them through the options process.
If you have any questions or concerns about the process, please contact Mr Gentry ([email protected]) or Ms Nicholson ([email protected]).
Aims
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English
Students will study for two GCSEs which will be taught together as one integrated course; lessons include elements of both English Language and English Literature.
The course will allow and encourage students to develop the ability to read, understand, enjoy and respond to all types of text, and develop the ability to construct and convey meaning in written language and write creatively.
Other information
Further information
available from:
Miss RoundHead of English
Content
Students will be required to produce their own fiction and non-fiction writing and will study a range of texts including pre-20th century texts and a play by Shakespeare. These texts will be selected from a list provided by the Exam Board and will be chosen to engage and inspire students as well as broaden their experiences of literature.
Students will be required to write accurately and in suitable forms for differing purposes and audiences; they will have to be able to respond to different stimuli for writing and to edit and proof-read their own work.
Assessment
100% of the assessment for English Language and English Literature will be through examinations taken at the end of Year 11.
Language exams
Paper 1 - Fiction1hour 45 mins (50%) Paper 2 - Non-fiction1 hour 45 mins (50%)
Literature exams
Paper 1 - Shakespeare/19th Century novel1 hour 45 mins (40%) Paper 2 - modern texts/poetry/unseen poetry2 hours 15 mins (60%)
All students study English in Years 10 and 11, continuing the courses already in progress. Students are placed in sets based on their Key Stage 3 achievement.
Other information
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Mathematics
Further information available from:
Mr Underwood
Head of Maths
Aims Content Assessment
Number – arithmetic, fractions, percentages, application to finance, powers and estimating;
Algebra – algebraic manipulation, equations, formulae, graphs and sequences;
Ratio, proportion and rates of change - measures, scale factors, maps, ratio, proportion, percentage and speed;
Geometry and measures – angles, construction, 2D and 3D shapes, Pythagoras, area, volume, trigonometry, vectors and similarity;
Probability – experimental and theoretical probability, outcomes and combined events;
Statistics – averages, charts, cumulative frequency, histogram and scatter graph
Assessment is based on 3 examinations taken at the end of Year 11. Each exam is 1 hour 30 mins long and will be a mix of short single mark questions and multi-step problems.
Students are expected to be competent at mental and written calculation to solve problems and interpret the result.
The main aims of the course are to allow and encourage students to develop an ability to think mathematically ie precisely, logically and creatively; they will also develop understanding of mathematical ideas and how to communicate them.
Through independent and co-operative study, students will develop an appreciation of how maths can be used in their own lives as well as the place of maths in society as a whole.
Maths underpins many other subjects; this course gives students a firm foundation for further study across the curriculum.
All students study Mathematics in Year 10 and Year 11, continuing the courses already in progress. Students are placed in sets based on their achievement and potential shown at the end of Year 9.
Additional Maths will be offered as an extra course to the most able students and Entry Level Certificate will be available for those students working below grade 1.
Content
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Science
The aim of the science course is to enable students to recognize the impact of science and technology on everyday life, make informed personal decisions about issues and questions that involve science and to understand and reflect on the information included in media reports.
By the completion of the course, students will have gained a broad body of scientific knowledge and understanding across the three sciences of biology, chemistry and physics.
The students are assessed through examinations at the end of Year 11; the practical work that the students undertake in class will be assessed within these examinations.
Biology paper 1 - 1 hour 15 mins Biology paper 2 - 1 hour 15 mins
Chemistry paper 1 - 1 hour 15 minsChemistry paper 2 - 1 hour 15 mins
Physics paper 1 - 1 hour 15 mins Physics paper 2 - 1 hour 15 mins
Other informationAssessmentAims
Further information available from:
Dr Beal
Head of Science
All students will follow the new GCSE specification for science, leading to 2 GCSEs.
The course alternates between biology, chemistry and physics, with each being further divided into discrete topics.
The course covers a wide range of fundamental scientific principles relevant to all our lives; it provides a solid foundation of science literacy and gives insight as to how scientists develop an understanding of the world we live in.
All students study science in Years 10 and 11, continuing the courses already in progress. Students are placed in sets based on their achievement and potential shown at the end of Year 9.
Aims Content Assessment
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Triple Science
Triple science will be taught alongside the content for the double science award, so that students get the deeper understanding of scientific concepts necessary for studying science at A level.
This course will lead to a separate GCSE in Biology, Chemistry and Physics. A series of set practicals will be incorporated into the course, which help develop key scientific skills required for further study at A level.
Students will study a range of topics including: cutting-edge gene technologies, research in space, production of chemicals used in everyday life and new energy technologies important in sustaining our energy needs in years to come.
To give students an in-depth look at many of the fundamental scientific principles and ideas needed to study science in further and higher education.
This course develops many transferable skills, the most important being the ability to make sound judgments, based on scientific evidence.
100% of the assessment for this course is by examination at the end of Year 11.
Biology paper 1 - 1 hour 45 mins (50%) Biology paper 2 - 1 hour 45 mins(50%)
Chemistry paper 1 - 1 hour 45 mins (50%)Chemistry paper 2 - 1 hour 45 mins (50%)
Physics paper 1 - 1 hour 45 mins (50%)Physics paper 2 - 1 hour 45 mins(50%)
Other information
Students choosing this option will need to be prepared for the extra challenge and have good mathematical skills in order to access the higher ability content; it is not recommended for students in set 4 and below.
Further information available from:
Dr Beal
Head of Science
Aims Content Assessment Other information
French
The French GCSE course will allow students to develop their understanding of how the French language works. Students will continue to build on and improve all four skills of listening, speaking, reading and writing developed in Key Stage 3.
The students will be assessed by examination at the end of Year 11.
Paper 1 - Listening (25%) Foundation tier - 35 mins Higher tier - 45 mins
Paper 2 - Speaking (25%) Foundation tier - 7 to 9 mins Higher tier - 10 to 12 mins
Paper 3 - Reading (25%) Foundation tier - 45 mins Higher tier - 1 hour
Paper 4 - Writing (25%) Foundation tier - 1 hour Higher tier - 1 hour 15 mins
Support is given to students through study clubs and individual help with the preparation of the speaking and writing exams. Revision sessions are also available after school for those students wanting help with the reading and listening papers.
The course is divided into 3 main themes: Identity and Culture; Local, National, International and Global Areas of Interest; Current and Future Study and Employment.
Students will build on their knowledge of topics covered at Key Stage 3, such as self and family, free time, home town, school life and customs and festivals in French-speaking countries.
The course will also introduce new topics such as marriage and partnership, social media, social issues, the environment, post-16 education and career choices.
Further information
available from:
Mrs PinkneyHead of MFL
Pa ge 15
'One language sets you in a corridor for life. Two languages open every door along the way.'
Assessment Other information
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SpanishAims Content
Further information
available from:
Mrs PinkneyHead of MFL
Students currently studying Spanish will have the option of choosing Spanish at GCSE level.
Support is given to students through study clubs and individual help with the preparation of the speaking and writing exams. Revision sessions are also available after school for those students wanting help with the reading and listening papers.
The Spanish GCSE course will allow students to develop their understanding of how the Spanish language works. Students will continue to build on and improve all four skills of listening, speaking, reading and writing developed in Key Stage 3.
The course is divided into 3 main themes: Identity and Culture; Local, National, International and Global Areas of Interest; Current and Future Study and Employment.
Students will build on their knowledge of topics covered at Key Stage 3, such as self and family, free time, home town, school life and customs and festivals in Spanish-speaking countries.
The course will also introduce new topics such as marriage and partnership, social media, social issues, the environment, post-16 education and career choices.
The students will be assessed by examination at the end of Year 11.
Paper 1 - Listening (25%) Foundation tier - 35 mins Higher tier - 45 mins
Paper 2 - Speaking (25%) Foundation tier - 7 to 9 mins Higher tier - 10 to 12 mins
Paper 3 - Reading (25%) Foundation tier - 45 mins Higher tier - 1 hour
Paper 4 - Writing (25%) Foundation tier - 1 hour Higher tier - 1 hour 15 mins
Aims Content
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Geography
An exciting, contemporary new course in which students develop an understanding of key processes and features in UK and around the world.
The course aims to highlight important challenges and opportunities the human race is facing including; natural hazards, climate change, poverty, global shifts in economic power, the importance of new technologies and the sustainable use of the planet's resources.
Students will be encouraged to make links between issues and appreciate different values and attitudes in order to recognise the complex inter-relationships found within and between physical and human geography
Unit 3 Geographical application: - Issue evaluation - a decisionmaking enquiry based on acontemporary geographical issue- Fieldwork - 2 fieldworkenquiries in which studentscollect, analyse, present,interpret and evaluate primarydata in a physical (rivers) &human (town/city) location.
Unit 1 Living With the Physical Environment:- The challenge of natural hazards(volcanoes, earthquakes, tropicalstorms, extreme weather in the UKand climate change)- Physical landscapes in the UK(relating to rivers & coasts)- The living world(the characteristics and sustainable management of cold environments and tropical rainforests)
Unit 2 Challenges in the Human Environment:- Urban issues and challenges- The changing economic world(the development gap, factorsdriving rapid economicdevelopment in lower incomecountries and understanding theUK economy )- The challenge of resourcemanagement (globally & in the UK)
Further information available from:
Mr Rodd
Head of Geography
Assessment is by examination at the end of Year 11.
Unit 11 hour 30 mins (35%)
Unit 21 hour 30 mins (35%)
Unit 31 hour 15 mins (30%)
Assessment
Aims
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History
The course aims to develop the students' depth of knowledge and understanding of a wide range of fascinating periods, societies and aspects of history. This fosters an understanding and interest in politics, the world and current affairs.
Students will also develop the skills necessary to examine, analyse and evaluate evidence, to ask relevant questions, to carry out research and improve independent thinking.
Assessment
100% of the assessment will be through examinations taken at the end of Year 11.
Paper 1 - The People's Health (thematic study) (20%)
-The Elizabethans (Britishdepth study) (20%)1 hour 45 mins
Paper 2 - History Around Us 1 hour (20%)
Paper 3 - The Making of America (period study) (20%)
- Living Under Nazi Rule(world depth study) (20%)1 hour 45 mins
Content
This course will help students understand how the world has been shaped by historical events. It will develop understanding of the diversity of human experience across history as well as developing students' depth of knowledge and understanding of a wide range of interesting periods and topics:
The People's Health - 1250 to present
The Elizabethans - 1580 to 1603
History Around Us: Site Study - Helmsley Castle
The Making of America - 1789 to 1900
Living Under Nazi Rule - 1933 to 1945
Further information available from:
Ms Kesterton
Head of History
Other information
The course will help students to develop the widely transferable skills of analysis and evaluation; understanding and breaking down interpretations; independent enquiry and developing evidence-based arguments.
Aims Content
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Computer Science
The course will enable students to:
understand and apply the principles and concepts of computer science;
analyse problems in computational terms through practical experience of solving such problems;
understand the components that make up digital systems and how they communicate with one another and with other systems;
think creatively, innovatively, analytically, logically and critically;
understand the impacts of digital technology to the individual and to wider society;
apply mathematical skills relevant to computer science.
Problem-solving: students will design, implement and analyse algorithms for solving problems.Programming: students will design, read, write and debug computer programs.
Data: students will learn how different types of data are represented in a computer, using binary data.
Computers: students will become familiar with the hardware and software components that make up a computer system and will recognize the many different forms that computers can take.
Communication & the internet: students will learn the key principles behind the organisation of computer networks.
The bigger picture: students will study the influence of emerging trends in computing technology and its effect in the wider world.
Other information
Further information available from:
Mrs McGlen
Head of Computer Science
Assessment for Computer Science will be through examinations taken at the end of Year 11 and a project, which is done during Year 11: Component 1 - principles of computer science1 hour 40 mins (40%)
Component 2 - application of computational thinking2 hours (40%)
Component 3 - computer science project20 hours (20%)
Assessment
Content Other information
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DanceAssessment
Practical and written assessments will take place at the end of Year 11.
Performance - a set study and a performance of a duet or trio (30%)
Choreography - a solo or group choreography(30%)
Written paper - covering knowledge & understanding of dance and the critical appreciation of professional and own works1 hr 30 mins (40%)
Aims
The course will allow and encourage students to perform and appreciate dance as an art form. They will work collaboratively and independently to choreograph their own dances, and develop as creative and artistic individuals.
Students will learn to critically analyse professional works and develop physical, technical, mental and expressive skills.
Further information available from:
Mrs GentryTeacher in charge of dance
Mr MoxonHead of Performing Arts
[email protected] [email protected]
Performance: students must develop and apply the knowledge, understanding and skills required in performance.
Choreography: students must learn how to respond creatively to a set stimulus to choreograph their own complete dance, which includes their own choice of accompaniment and communicates the idea, mood and meaning.
Theory: students must learn to critically appreciate their own work and the professional set works in the GCSE Dance anthology.
Aims Content Assessment Other information
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Drama
Students will study the Edexcel GCSE in Drama, which focuses on pupils working together imaginatively and creatively, developing and communicating ideas through performance, reflecting on their own and others’ work, and exploring key texts and practitioners in the dramatic arts.
Drama at GCSE level is assessed through two coursework components and one written examination:
Unit 1: Devising (40%)
- Create and perform a devisedplay from a stimulus.- Write a portfolio essaydescribing, analysing andevaluating creative process.
Unit 2: Performance from Text (20%)- Study a play text in detail.- Perform two key scenes in frontof a visiting examiner.
Unit 3: Theatre Makers in Practice 1 hour 30 mins (40%) - Practical study of one play text.- Write about it in exam.- Evaluation of a live performance.
Component 1 is focused on devising theatre, where students are required to research, develop and perform an issue-based piece of drama, then produce a 2000 word portfolio essay analysing and evaluating the creative process.
Component 2 involves developing students’ skills and understanding when working with performance texts; here, students undertake a practical exploration of a complete play and are assessed through a live performance played to a visiting examiner.
The final component is based on understanding theatre makers practice, and involves pupils studying a second performance text and learning how to reflect on and evaluate live professional theatre; the knowledge and skills acquire is assessed through a written examination at the end of the course.
Students should be aware that although the approach is largely practical, there will also be more ‘writerly’ lessons.
Students must be willing to commit extra time in lunchtimes and after school when we are rehearsing for productions; they must also participate in extra-curricular trips to the theatre.
Further information available from:
Mr LewisTeacher in charge of drama
Mr MoxonHead of Performing [email protected] [email protected]
Aims
Page 22
Music
The course will enable students to develop into an excellent all-round musician, by improving performance, composition and listening skills.
Musicians of all types are welcome and extensive previous musical experience is not necessary. What is important is that students are prepared to work hard and show commitment.
Having instrumental/vocal lessons during the GCSE isn’t essential, but it is desirable.
If you have older siblings who have taken GCSE music at Ryedale, the set works you are studying are different from what they studied.
Content
Performance - musicians have to demonstrate solo and ensemble skills on any instrument, or voice. This involves performing in class, and if the student wishes to, in public. There is no need to have taken any ABRSM exams, although this can be helpful. Students do not need to be able to play more than one instrument, or to play the piano.
Composition - students have to compose two pieces, one free choice and one to a set brief from EDEXCEL. These pieces can be in any style, and produced using manuscript, Sibelius, Cubase, or any other recognised means.
Listening - students study set works of a range of composers, such as Bach, Beethoven, John Williams (Star Wars), Queen, music from Wicked, Samba and Club Dance.
Assessment
Performance - recordings of two performances, one as a soloist and one as an ensemble musician, are assessed (30%).
Composition - both the free choice and set brief compositions are assessed (30%).
Listening - an exam, sat in the summer of Year 11, with a variety of questions based on the set works, and other related pieces of music (40%).
Other information
Further information available from:
Mr Moxon
Head of Performing Arts
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Food Preparation & Nutrition
This is a new, exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials.
Food preparation skills are integrated into 5 core topics:
Food, nutrition & health - students will learn about the main nutrients, why our bodies need them and which foods contain them
Food science - this involves the study of the science of processes affecting food such as gelatinisation, coagulation and emulsification
Food safety - this will further develop themes covered in Key Stage 3
Food choice - this will cover ideas such as why we make certain choices about food
Food provenance - the students will cover issues such as food miles, organic produce and food labelling
Aims Content Assessment Other information
Further information available from:
Miss WallisTeacher in charge of FPN
Mr HowardHead of Design Technology
[email protected] [email protected]
50% of the assessment will be via examination taken at the end of Year 11; students will also complete 2 non-exam assessments tasks:
Task 1 - Food investigation - assessed via a 1500-2000 word report (15%)
Task 2 - Food preparation assessed via practical tasks, presented as an electronic portfolio (35%)
Written exam1 hour 45 mins(50%)
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Product Design
GCSE Design and Technology - Product Design is a wide ranging course where you will design and make products to solve a problem or create a new styling statement.
As well as developing your skills of designing and making, you will study associated topics such as materials, manufacturing processes, how human factors affect design, design history, consumers’ rights, packaging design, computer-aided design and manufacture.
Aims Content Assessment
Assessment is done through examination at the end of Year 11 and a major design and practical project completed in Year 11. This further develops the skills learned on shorter projects done in Year 10.
Controlled assessment project - this is chosen from a list of design briefs set by the exam board, covering a wide range of products from a concept model of a hair dryer to a working storage unit for audio equipment or a docking station for an mp3 player (60%).
Examination - covering design and theory topics including materials, processes, environmental issues and manufacturing. 2 hours (40%).
Other information
Further information available from:
Mr Howard
Head of Design Technology
Studying design and technology helps prepare young people for living and working in a technological world, by teaching the technical understanding, design methods and making skills needed to produce practical solutions to real problems.
If you enjoy designing and making, you will enjoy product design.
The importance and relevance of studying a design based subject can clearly be seen when you think about the products we use every day. Where would the world be without designers?
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Art
The course offers students a wide range of creative and exciting opportunities to explore art & design through a variety of media, with reference to contemporary artistic practice.
Students develop their own coursework projects from a common starting point, deciding on an area of study they wish to follow.
Students are encouraged to use and experiment with a variety of media, techniques and approaches.
Aims Content Assessment
The course provides students with the opportunity to develop a wide range of skills, explore an exciting range of contemporary artists and express their own ideas.
Students are assessed through coursework and an exam:
Unit 1 - assessment of coursework completed in Years 10 & 11, consisting of :- 2 or more completed projects(preparation, research,development and final piece)- a portfolio of work (studysheets, homework, experimentaland workshop pieces).(60%)
Unit 2 - choice of one question from approximately 7, set by the exam board. There are at least 2 months of preparation before the final piece is created under exam conditions in the art rooms. This is exam lasts 10 hours, spread over 2 days (in early March).(40%)
Other information
GCSE Art is highly rewarding but equally demanding in terms of the time needed to complete projects. Students will be expected to plan and develop work beyond lesson time.
We want to encourage students to demonstrate self-expresssion and imagination - this is not just limited to the talented few.
Further information available from:
Mr Hopkins
Head of Art & Design
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Physical Education
To provide students with an interest and enthusiasm in sport and the opportunity to learn advanced skills and techniques. This results in students becoming highly skilled and knowledgeable in many areas of physical education.
Assessment has practical and written components; exams are sat at the end of Year 11.
Practical performance - assessment in the skills and techniques of 3 sports activities (1 team sport & 2 individual sports or vice versa). This can include sports done outside of school. Assessment includes a written analysis of practical performance. (40%)
Paper 1 - the human body & movement in physical activity & sport1 hour 15 mins (30%)
Paper 2 - socio-cultural influences and well-being in physical activity & sport1 hour 15 mins (30%)
GCSE students participate in 2 lessons of practical and 3 lessons of theory per fortnight, in addition to 4 hours per fortnight of core PE.
The theory part of the course covers: applied anatomy and physiology; movement analysis; physical training; use of data; sports psychology; socio-cultural influences and health,fitness & well-being.
In the practical part of the course, students will have the opportunity to participate in a range of activities, including hockey, netball, athletics, football, rugby, tennis and cricket.
Aims Content Assessment Other information
Further information available from:
Mr MarwoodMrs Green
Head of Boys/Girls PE
[email protected] [email protected]
All students will do 2 hours a week of compulsory core PE, even if they do not choose a GSCE PE option.
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Aims of REReligious education develops open, sensitive, reflective and critical approaches to understanding humankind's varied religions and beliefs, exploring practices, values, beliefs and lifestyles, relating these to students' own experiences and to questions of everyday life.
ContentRight to life - covers topics on euthanasia and abortionPersonal responsibility - covers topics on sex and drugsSocial responsibility - covers topics on prejudice and discrimination Global concerns - covers topics on the environment and world poverty Conflict - covers topics on war and peace
Aims of CitizenshipCitizenship equips young people with the knowledge, skills and understanding to play an effective role in public life. Citizenship encourages students to take an interest in topical and controversial issues and to engage in discussion and debate. Students learn about their rights, responsibilities, duties and freedoms, and about laws, justice and democracy.
Content Britain - covers topics on diversity, multi-culturalism, multi-ethnicity and identityThe UK's role in the world - covers topics on the EU, the single currency, Commonwealth and the UNGlobal challenges - covers topics on the environment, poverty, health and education, war and terrorismThe law - covers topics on how laws are made, crime and punishment, anti-social behaviour, the youth justice systemHuman rights - covers topics on refugees and asylum seekersRacism - covers topics on discriminationThe media - covers topics on freedom of speechGovernment - covers topics on Parliament, elections, democracy, local governmentWorking for change - covers topics on pressure groups, volunteering and community activities.
RE / Citizenship
Important Dates in the Options Process
Options assemblies
Option booklet distribution
Options information evening
Year 9 reports
Parents consultation evening
Final options choice
Wednesday 9 December 2015 & Thursday 10 December 2015
Wednesday 16 December 2015
Thursday 14 January 2016 at 6pm
Week commencing Monday 8 February 2016
Thursday 10 March 2016
Thursday 17 March 2016
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