Year 10 handbook 17 18

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SCHOOL INFORMATION School Address:

Sale Grammar School Marsland Road Sale Cheshire M33 3NH

School Telephone Number:

0161 973 3217

School Fax Number:

0161 976 4904

School E-mail number:

office@salegrammar.co.uk

Web Site:

www.salegrammar.co.uk

Headteacher:

Mr M Smallwood

Assistant Headteacher Student Development Years 7-11

Mr S Crane


CHOICES FOR YEARS 10 AND 11

PART I

General Information

Page 3

PART II

Advice and Information for Parents and Students

Page 16

PART III

GCSE Courses

Page 22

PART IIII

Non GCSE Courses

Page 43

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PART I GENERAL INFORMATION

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INTRODUCTION At the end of Year 9, students will make the transition to GCSE qualifications in a wide range of subjects. Students will have had the opportunity to make some subject choices and their particular strengths and talents should now be maximised to the full. One of the changes is the move from being taught as a form to subject groups in all subjects and this will require students to be very organised and self disciplined. It is vital for students to realise that work covered in Year 10 is just as important as that undertaken in Year 11. Consistency of effort and a positive attitude are therefore required from the start of GCSE courses. Each student has a School Planner which contains lesson and Extension Study timetables. It is an important channel of communication between home and school and we would ask you to continue to look at the Planner and sign it every week. Each student should have extension study every night although some of this may be set over several allocated sessions. Students will be expected to spend about 10-14 hours on their Extension Study each week. We consider the form group to be a very important unit. It is the Form Tutor’s role, with the support of the Head of Progress and Learning and the Assistant Headteacher, to track the progress of students in their care and to reinforce aspects of the Skills for Life programme. The pastoral staff support the academic progress of the students and encourage them to take responsibility for their own learning. This can be more difficult for some than others. Effective use of time is very important and some students find it very beneficial to remain in school at the end of the school day to start Extension Study. The Refectory and Library are available for study between the hours of 8am and 5pm Monday – Thursday, and 8am - 4pm on Friday. To make good progress, students must attend school regularly. We expect parents to make every effort to avoid any disturbance to a student’s studies. Holidays should be carefully planned so that no time is lost during the term and regular appointments e.g. dental or medical should be made in holiday time or after school whenever possible. If a student is absent because of illness, the school should be informed on the first day of absence before 9.15am. If the absence is not notified early on the first morning, parents will be contacted by the Attendance Officer. Any absence for which no note is received will be recorded as an unauthorised absence. 4


There is no entitlement for parents to take their child on holiday during term time; any application for leave must be in exceptional circumstances and the Local Authority will monitor all school absences during term time and will challenge the school if we do not follow the new legislation. Parents can be fined by the Local Authority for taking their children on holiday without consent. Leave of Absence forms must be submitted 4 weeks before the absence. Please be aware that some GCSE courses may involve Non Examined Assessments during Years 10 and 11. You should not plan any term time absence unless you are absolutely certain that it does not impact on these tests. In the Summer Term of 2018, all Year 10 students will have the opportunity to complete a week of Work Experience or activity of a similar nature. We expect all students to participate in this valuable experience and you will be notified of the exact dates early in the Autumn Term 2017. In Year 11, all students are offered interviews with Trafford Connexions Advisors and discussion time with Senior Members of staff to consider their post 16 options. The aim is to give guidance and support in preparing for the future. For many students this will be consideration of the most appropriate subjects to study in the Sixth Form at Sale Grammar School. However, for others, the advice and help needed may be in support of courses at Colleges of Further Education, or employment. We expect Year 10 and 11 students to behave in a mature and responsible manner and to set a good example to the younger members of the school. They should take pride in their appearance and wear the correct school uniform as detailed in the Planner and in this Handbook. Your attention is specifically drawn to the Appearance Code. Parents and staff need to work with the students to help them achieve a level of success which reflects their effort and ability. We look forward to seeing you at the Information Evenings and at Parents’ Evenings but if you have concerns about your son’s/daughter’s progress at any other time please do not hesitate to contact either the Assistant Headteacher – Student Development Y7-11, the Form Tutor or the appropriate Head of Progress and Learning. However, where these concerns involve a member of staff, please contact the Headteacher directly. HEALTH AND WELLBEING Learning Support Department and SEN Pupils identified as Special Educational Needs are supported in a variety of ways in Key Stage 4. Each individual pupil will have a pupil profile outlining barriers to learning and effective teaching strategies to enable effective learning. Their progress will be monitored should further intervention be required this will be coordinated by the SENCO. More 5


detailed information regarding SEN at Sale Grammar can be accessed through the school website under the heading Information – SEN information. The School Nurse The school nurse is available in school one day a week. She runs a drop in service during break on this day for those students who would like to seek advice. She will see all students within the school at some point for example to check for colour blindness and to give immunisations. If you have concerns regarding the health of your child or recent problems that your child may have experienced (for example, bereavement, diagnosis of illness within the family) it is possible to request an appointment for your child, or yourself to discuss how the school can support your family. You may also request to see the school nurse with your family. Counsellor Service We currently offer a service for students whereby they can request an appointment, or series of appointments with the Counsellor. This offers students the opportunity to work through school or personal issues and offers impartial guidance. You may also request to see the Counsellor with your family. Medicines  Please inform us if your child has any long term medical needs such as asthma, epilepsy, diabetes, or allergies to nuts.  It is important that medical information is shared with school and that we are informed of any health and medication changes.  Students who suffer severe allergic reactions and are prescribed an Epipen by their doctor will be asked to provide an Epipen in a clearly labelled box including the expiry date, which will be left at Student Services. The student should keep a second Epipen on them as advised by their doctor. Parents are responsible for updating the Epipens as required. The school nurse will train staff volunteers in the use of Epipens.  Staff are unable to administer medicines within school.  If it is necessary, on doctor’s advice, to take tablets in school hours, they should be handed to the staff in Student Services for safe keeping and collected at the beginning of break, or lunch time. No other tablets should be brought into school. This should be clearly labelled with the student’s name, and the correct dosage to be taken.  Please ensure all medicines and inhalers are clearly labelled with your child’s name and are within expiry dates. Illness Students feeling unwell in school should try to remain in school until the end of the day. If the student does not feel capable of continuing, the subject teacher should be informed. The student will be sent, with a note in their school planner, to Student Services. A designated member of staff responsible for assessing student’s medical status will decide on the appropriate course of action, including contacting parents. Please ensure all 6


contact information held in school is up to date. Fostering excellent relations Our school believes that every individual, irrespective of gender, ability/disability, colour, culture, ethnic origin and creed has a unique and valuable contribution to make to our school community. Our aim is to enable all students to reach their full potential within a supportive learning environment. All staff take responsibility for implementing equality policies and fostering an atmosphere of mutual respect and trust. The taught curriculum challenges stereotypes, racism and promotes cultural diversity.

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The Aims of the School 

To realise the potential of all individuals by promoting excellence and a love of learning.

To foster an ethos which is caring and considerate of others and their feelings.

To provide a curriculum which provides students with the skills, knowledge, understanding and experiences relevant to their future roles in society.

To develop self-discipline, self-esteem and self-respect of students and respect for the environment and for the property of others.

To enhance school life with extra-curricular activities to encourage interests beyond the classroom.

To create a pleasant, well-maintained and safe environment which is conducive to learning.

To promote equality of opportunity in all aspects of school life.

To further partnerships between home, the community and the school.

Aspire Act Achieve

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Uniform and Appearance Policy and Practice Purpose The purpose of the uniform policy is to ensure:   

High standards of dress for all students That everyone follows the same rules and procedures to allow consistency of approach throughout the school That high expectations are clearly communicated

Our aim is to work together to continuously improve standards of uniform in order to develop an ethos of respect and consideration; a sense of community; self-discipline. The uniform and appearance code is based on the following key principles: 

The school will not discriminate unlawfully on the grounds of religion, sex, race, disability and sexual orientation in determining and applying its uniform and appearance code.

The school will act reasonably in accommodating religious requirements, providing they do not pose a threat to security, safety and learning, or compromise the wellbeing of the whole school community. Where individual requirements have an impact in any of these areas, the Headteacher in consultation with the Governing Body, will take appropriate action.

The health and safety of students is paramount.

The school is a safe and secure environment for all members of the school community.

Uniform and appearance do not interfere with teaching and learning.

The need to promote a strong and cohesive school identity that supports high standards, and a commonality which ensures harmony and a shared sense of purpose.

That the cost of uniform should not prevent any student from applying to the school or attending the school. 9


In circumstances of financial hardship and on written request to the Headteacher, a contribution to the cost of uniform will be considered.

The school will also act reasonably in applying the Code by taking into account any permanent or temporary medical conditions which may constrain the wearing of certain items of uniform. In such circumstances, the Headteacher must be informed in writing of any such circumstances.

The following items of uniform are compulsory: Boys      

Black school blazer with school badge * Black trousers White school shirt (not a leisure shirt) School clip on tie-which must be worn at all times* Black/grey/white socks Black sensible shoes (trainers, sport/leisure shoes are not allowed)

Girls  Black school blazer with school badge*  Black tailored trousers without manufacturer or designer logos, comfortably and loosely cut  Black straight skirt with identifying purple piping on pockets or SGS logo on skirt* OR  Black half-stitched box pleated skirt  White school shirt (not a leisure shirt and not tight fitting)  School clip on tie – which must be worn at all times*  Black/grey/white socks/black tights  Black sensible shoes (trainers, boots, high heels, platform shoes, leisure shoes/flat ‘dolly’ shoes are not allowed) The items below are optional for both boys and girls  Outdoor coats must be all one colour – either black, navy, grey or beige. Exceptions will be made where the coats have reflective markings as a safety measure. Denim, leather/imitation leather coats and short blouson style jackets are not allowed. Manufacturer or designer logos must not be visible.  Black sweater with grey stripe on V-neck for Years 10 and 11*  Grey sweater with purple strips on V-neck for Years 7 to 9* *only available through school suppliers

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PE & Sport It is compulsory for all students to wear the correct school/team kit when representing the school. The Year 9 to 11 PE kit is acceptable to wear but if the need arises to replace any items throughout the year you will notice an update in designs of some articles. Boys Badged white sports polo with purple stitching* Badged black football shorts* Black/purple stripe reversible sports shirt* Plain black jogging bottoms or piped track pants are optional when outside Badged ½ zip sweat top* Sports socks with school lettering* Plain white sports socks Football boots Trainers (black or white) Towel Change of underwear

Girls Badged white sports polo with purple stitching* Badged black sports skirt* Black fitness shorts* Plain black jogging bottoms or piped track pants are optional when outside Badged ½ zip sweat top* Sports socks with school lettering* Plain white sports socks Plain black leotard (optional) Trainers (black or white) Towel Change of underwear

*Only available through school suppliers Students are advised to wear shin pads for rugby and hockey lessons and must wear them for football lessons, practices and games. Well-fitted gum shields are strongly advised for rugby and hockey. These can be ordered from school. Long hair must be tied back. Plimsolls or canvas pumps are not acceptable footwear for PE lessons. Any students who participate in sporting activities and suffer from any medical condition that requires medication e.g. asthma sufferers requiring an inhaler, must ensure that it is brought to all PE activities and is labelled with the students name. All uniform must be named. All classroom uniform items can be purchased from John McHugh School wear at: 11


The Old Post Office 10 King Street Stretford Mall Stretford M32 8AE Tel: 0161 865 3142 W: www.johnmchughschoolwear.co.uk Sale Grammar sportswear items can be purchased from: Emirates Mega Store Lancashire County Cricket Club Emirates Old Trafford Brian Statham Way Old Trafford Manchester M16 0PX Tel: 0161 848 8611 Email: lcccshop@kukrisports.com Monday to Saturday 10.00am – 6.00pm (except match days) W: www.kukrisports.co.uk/teamshop/sale-grammar-school

Charity Days Students may wear items of their own choosing for the prescribed days. However, dress must be sensible, not present health and safety risks and conform to standards of decency expected in a school environment.

Bags Students carry considerable weight to and from school and sometimes during the school day. The school bag should be a dark colour and as plain as possible, with sturdy straps, for example a rucksack. Fashion handbags and sport shoe bags are not appropriate.

General Reminders (full policy details are available on the school website) 

No jewellery is allowed e.g. earrings, rings, bracelets, necklaces, wrist bands, except a wrist watch NB. Smart watches are not allowed. Facial piercing and tongue studs are not permitted nor are any other piercing which is visible at any time including in PE / Sport e.g. on arms and hands. Visible tattoos are also not permitted. Unconventional hairstyles, closely shaved heads, patterned hair styles/eyebrows or unnatural colouring of hair or different colours in one style, are not acceptable. Long hair which presents health and safety issues must be tied back. 12


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Headscarves should be plain black Make-up including nail varnish and gel/acrylic nails are not allowed. No hoodies. The student planner contains details of items not required in school, please note mobile telephones are not to be seen in school, contact through Student Services.

Breach of the Code -

It is the duty of all teaching staff and support staff (when supervising students) to enforce the Uniform Code throughout the day.

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Where a student is deemed to be in breach of the Uniform Code, by failing to wear an appropriate item, he/she may be asked by the Headteacher or a person authorised by the Headteacher acting on his/her behalf, to return home, dress correctly and return to school (depending on the reason for the breach). Parental permission will be sought before students are sent home. Where this is not possible and where a replacement item cannot be provided by the school e.g. loan tie from the Student Services, the student may be isolated on that day. Where purchase of an item of uniform is required account will be taken of order/purchase time (no more than a week).

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Failure to comply with any request to act within 24 hours, where this is reasonable, will result in parental contact. Should the situation continue after parental contact, then this will be interpreted as intentional defiance of school rules and may result in a fixed term exclusion.

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Where any student persistently breaches the Code, then this will be deemed to be intentional defiance and may result in a fixed term exclusion.

Examinations Students will be expected to conform to the Code when on the premises during these times.

Equipment List Students should ensure that they bring the following items into school every day: Pens – minimum of x 2 black and x 1 other colour Pencil Pencil sharpener 13


Pencil eraser Transparent ruler Calculator Glue stick Highlighter(s) Coloured pencils Protractor Pencil Case

Acceptable Use Agreement and Policy Acceptable Use Agreement: Students The internet and other digital information and communications technologies are powerful tools, which open up new opportunities for everyone. These technologies can stimulate discussion, promote creativity and stimulate awareness of context to promote effective learning. Young people should have an entitlement to safe internet access at all times. • Young people will be responsible users and stay safe while using the internet and other communications technologies for educational, personal and recreational use. • School ICT systems and users are protected from accidental or deliberate misuse that could put the security of the systems and users at risk. The school will try to ensure that students will have good access to ICT to enhance their learning and in return, expects the students to agree to be responsible users. Acceptable Use Policy Agreement I understand that I must use school ICT systems in a responsible way, to ensure that there is no risk to my safety or to the safety and security of the ICT systems and other users. For my own personal safety: • I understand that the school will monitor my use of the ICT systems, email and other digital communications. • I will treat my username and password like my toothbrush – I will not share it, nor will I try to use any other person’s username and password. • I will be aware of “stranger danger”, when I am communicating on-line. • I will not disclose or share personal information about myself or others when on-line. • I will immediately report any unpleasant or inappropriate material or messages or anything that makes me feel uncomfortable when I see it on-line. I understand that everyone has equal rights to use technology as a resource and: • I understand that the school ICT systems are primarily intended for educational use and that I will not use the systems for personal or recreational use (e.g. YouTube), unless I have permission to do so. • I will not try (unless I have permission) to make large downloads or uploads that might take up internet capacity and prevent other users from being able to carry out their work. 14


• I will not use the school ICT systems for on-line gaming, on-line gambling, internet shopping, file sharing, or video broadcasting.

I will act as I expect others to act toward me: • I will respect others’ work and property and will not access, copy, remove or otherwise alter any other user’s files, without the owner’s knowledge and permission. • I will be polite and responsible when I communicate with others, I will not use strong, aggressive or inappropriate language and I appreciate that others may have different opinions. • I will not take or distribute images of anyone without their permission. I recognise that the school has a responsibility to maintain the security and integrity of the technology it offers me and to ensure the smooth running of the school: • I will only use my personal hand held/external devices (mobile phones/USB devices etc) in school if I have permission. I understand that, if I do use my own devices in school, I will follow the rules set out in this agreement, in the same way as if I was using school equipment. • I understand the risks and will not try to upload, download or access any materials which are illegal or inappropriate or may cause harm or distress to others, nor will I try to use any programmes or software that might allow me to bypass the filtering/security systems in place to prevent access to such materials. • I will immediately report any damage or faults involving equipment or software, however this may have happened. • I will not open any attachments to emails, unless I know and trust the person/organisation that sent the email, due to the risk of the attachment containing viruses or other harmful programmes. • I will not install or attempt to install programmes of any type on a machine, or store programmes on a computer, nor will I try to alter computer settings. • I will not attempt to use chat and social networking sites. When using the internet for research or recreation, I recognise that: • I should ensure that I have permission to use the original work of others in my own work. • Where work is protected by copyright, I will not try to download copies (including music and videos).

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• When I am using the internet to find information, I should take care to check that the information that I access is accurate. I understand that I am responsible for my actions, both in and out of school: • I understand that the school also has the right to take action against me if I am involved in incidents of inappropriate behaviour, that are covered in this agreement, when I am out of school and where they involve my membership of the school community (examples would be cyber-bullying, use of images or personal information). • I understand that if I fail to comply with this Acceptable Use Policy Agreement, I will be subject to disciplinary action and in the event of illegal activities the involvement of the police.

PART II GCSE ADVICE AND INFORMATION 16


FOR PARENTS/CARERS AND STUDENTS

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This booklet is intended to help parents and students make informed decisions about GCSE subject choice. It is important that students choose courses that are best suited to their academic abilities and that allow them to keep their career options open. All parents need to know answers to a number of important questions. What subject choice is available? 1. All students will follow a course of study in the subjects listed below: Mathematics English Language and Literature Science English and Science are dual award subjects. This means students will receive 2 grades for each subject, which is the equivalent of 2 passes at GCSE per subject. 2. All students must choose one subject from each list below: Humanities** History Geography Religious Education

Languages: continue with Spanish French

3. All students must complete a GCSE qualification in Design Technology (D&T), Food Preparation & Nutrition or Computer Science. Students are required to select their 1st , 2nd and 3rd choice from the following six options. Food Preparation & Nutrition* Computer Science* Textile Technology* (D&T)

Electronic Products* (D&T) Graphic Products* (D&T) Resistant Materials* (D&T)

4. From the Science options students should choose from 1) Combined, 2) Triple 5. Students must choose one subject from each list below: Option 1 Art & Design Business Studies History** Physical Education Psychology Religious Education** Triple Science

Option 2 Art & Design Business Studies Drama Geography** Music Physical Education Psychology

Please note: * Students will be required to select a 2 nd and 3rd Technology subject on the Options Form in case their 1st choice is oversubscribed. **

Students can only study 2 subjects from RE, History and Geography.

6. Students will also follow non GCSE courses in Physical Education and Skills for Life. Please see section four for more details. 18


Important Whilst we try to accommodate as many choices as possible, there are limits to school resources. If sets are too small to be viable, the optional subject may be cancelled and students will be required to make a further choice. In some subjects we are only able to run single groups in Option 1 and Option 2 because of staffing and accommodation constraints. Where these subjects may be over subscribed, students will be selected by appropriate criteria identified by the Subject Leader. Therefore, some students may be asked to make a different choice. What to do if career plans are uncertain  Do not worry about this uncertainty and do not rush your son/daughter into making career decisions. The Year 10 curriculum is designed to keep career choices open. 

Do not advise your son or daughter to follow a course of study if experience suggests he/she does not enjoy it or finds it too demanding academically, even though you might perceive it as ‘useful’.

Discourage him/her from choosing a subject just because friends are studying it or his/her brother or sister found it interesting.

Also remember that the range of subjects taken at GCSE level may form the basis of Advanced Level choices in the future.

What will school do to help? As part of the Year 9 Skills for Life programme students have had the opportunity to become familiar with a range of relevant resources including:    

Kudos Careers Package Work with Connexions staff and careers resources. Key Clips programme DfE Progress file – getting started.

Throughout various activities they have also been made aware of:     

The skills, abilities and qualifications required by different occupations The courses, training and opportunities Post 16 The Connexions Staff and their role in the school The importance of their own personal qualities, abilities, strengths, interests and hobbies in relation to subject choice and future careers Decision making skills and techniques 19


This Year 10 Handbook, which includes information about the courses offered at GCSE, is given to all students. Direction is given about how to use the book and how to complete the option form. The opportunity to find out more about “new� subjects available in Year 10 is made possible through year group assemblies. Students can also discuss choices with Form Tutors, subject specialists and the Connexions Advisors if required. The Year 9 Options Evening will provide opportunities for parents to seek advice and further information from staff, and the Connexions Advisors. Individual and group careers interviews will be offered to students who need further assistance.

What as parents/carers can you do to help? Read the information. Discuss it fully with your son or daughter. Encourage. All students in this school are capable of achieving good GCSE results. Encourage your son/daughter to adopt a mature attitude towards their studies and to maintain consistent effort throughout the two years. Help your children to think honestly about themselves. You observe your son/daughter out of school using their talents at home and in the community. You know their aptitudes and see them taking initiative, being creative, pursuing hobbies and behaving responsibly. All these help to build up a Curriculum Vitae and may be the very qualities that lead to a successful career. Seek help from staff - if in doubt contact staff in school. There will be additional support via a Year 10 Information Evening in the Autumn Term.

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Linear Examinations It is important to note that all examinations are now linear i.e. they are examined at the end of the course. This means the students will sit all their examinations at the end of Year 11.

Non Examined Assessment In some subjects at GCSE there are Non Examined Assessments (NEA). Non Examined Assessments takes place in the classroom rather than the examination room. The type of Non Examined Assessment depends on the specific subject taken. Non Examined Assessment may be a long-term project, some practical work or an investigation. It is imperative that students fulfil their assessment commitments and therefore, good planning and sound organisation are needed. In September 2017 you will receive a list of the Non Examined Assessment to be completed.

Part Time Employment The school fully appreciates that some students will want to seek part-time employment. Students must, however, realise that their academic work takes priority if they are to do themselves full justice in their GCSE examinations. Under the Trafford Borough Council Byelaws with respect to the Employment of Young Children, no child shall be employed unless he/she has a certificate issued by Trafford. Application forms for the certificate are available in school from your Head of Progress and Learning.

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Things students can do to help in their decisions. First read this booklet carefully

1. Before choosing your optional GCSE subjects make sure that you have consulted with the staff of those subjects you are seriously considering. 2. If you are uncertain what to do, consult your Form Tutor. 3. Make full use of the careers facilities in school. Consult the Connexions Advisors, or our Citizenship Coordinator, if you need help concerning the subjects, which may be needed for future careers. 4. You can also help yourself by matching your strengths and interests to subjects. 5. Discuss your subject choices with parents/carers.

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PART III GCSE COURSES

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LEVEL OF ENTRY Most subjects provide a common examination for all. This means that candidates will be able to achieve a single grade. In other subjects, examination papers will be aimed at a specific range of grades. These subjects have tiered levels of entry. For example, a subject which offers a higher tier may only allow a candidate to achieve a grade in the higher range. You should note however, that a student who is entered for a higher tier and who fails to achieve the minimum grade may be unclassified. The foundation tier may only allow a candidate to achieve a grade in the lower range. Decisions for which tier a student is entered, will be made in the best interests of the student. Final decisions will not be made until staff have a clear assessment of a student’s aptitude and ability in the subject.

ABOUT THE SUBJECTS If a set size is considered not to be viable the course will be cancelled and students will be asked to make a further choice.

ART & DESIGN (AQA) The AQA course aims to stimulate curiosity, interest and enjoyment in Art. It encourages the development of critical and analytical skills and self-expression in an imaginative and creative way. This course provides the opportunity to explore a wide variety of techniques and materials giving students a greater understanding of the visual language of Art and Design, enabling them to observe and record sensitively, analytically and expressively. All students follow the GCSE ‘Art and Design’ endorsement detailed below. Teachers may use their discretion following discussion with the student in Year 11 to enter the students for one of the more specialised endorsements of Art and Design: 3-D, Textiles or Fine Art. Art and Design. This is a broad based practical Art and Design course intended to give students the chance to work with a wide range of media and learn different processes and 24


techniques. Areas of study covered within this syllabus include: drawing, painting, printmaking, three dimensional design, textiles and graphics. Starting points for projects relate to investigating themes, and/or responding to a brief.

Outline of Course Unit 1 Portfolio of Work The portfolio of work requires students to create at least two projects of work. This will demonstrate their ability to sustain work from initial starting points to a final outcome. The portfolio of work will include evidence of research, development of ideas and meaningful links with contextual sources, including artist reference. Students will be taught to write about art work and they will be taught skills in annotation. They will be taught about drawing across a variety of media and techniques with emphasis on drawing for different purposes. There will be particular emphasis on using drawing to collect and gather ideas and information as a starting point. Unit 2 Externally Set Task AQA will set a selection of starting points. Students will have a period of preparatory time in which to research and develop their chosen theme. This will be followed by an exam time of 10 hours in which students create a final piece of work. At the end of the course every student will be required to put up an exhibition of their work including sketchbooks. This exhibition, together with the Externally Set Task, will determine the grade awarded to each student. Assessment Portfolio of Work 60% Externally Set Task 40%

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BUSINESS STUDIES (AQA) In this new AQA course, students will have the opportunity to explore real business issues and how businesses work. Students apply their knowledge and understanding to different business contexts ranging from small enterprises to large multinationals and businesses operating in local, national and global contexts. The Course Is Assessed Via Two Externally Assessed Examinations In The Summer Of Year. 11:

The Business Studies Specification Covers Six Main Areas Of Study: 1. Business In The Real World 26


      

The Purpose and Nature of Business Business Ownership – Sole Traders / Partnerships / Private and Public Limited Companies / Non Profit Organisations such as Social Enterprises Typical Aims and Objectives E.g. Profit / Growth / Market Share / Customer Satisfaction / Shareholder Value Stakeholders – Role, Influence and Stakeholder Conflict Business location – Influences on Where to Set Up and Importance of Getting It Right Business planning – Components, Benefits and Problems of Writing a Business Plan Expansion – Reasons for Growth / Methods of Growth– Organic vs Inorganic / Mergers and Takeovers / Economies vs. Diseconomies of Scale

2. Influences On Business      

Technology – E-Commerce / M-Commerce / Digital Communications Ethical and Environmental Considerations – Ethical Behaviour / Social Responsibility / Sustainability vs. Profit / Green Washing Economic Climate – Interest Rates / Consumer Spending / Employment / Inflation Globalisation – Impact of Exchange Rates Legislation – Employment Law E.g. National Minimum Wage/Living Wage and The Equalities Act / Health and Safety Law and Consumer Law The Competitive Environment – Enterprise / Risk and Uncertainty

3. Business Operations     

Production Processes – Job and Flow Production / Lean Production Managing Stock – Just In Time (JIT) and Just In Case (JIC) Factors Affecting Choice of Suppliers Quality – Importance of Quality / Total Quality Management (TQM) / Quality Control vs. Quality Assurance/ Outsourcing Customer Service – Benefits and Problems with Good/Bad Customer Service / How to Provide Customer Service / Role of Websites, E-Commerce and Social Media in Customer Service

4. Human Resources  

Organisational Structures – Chain of Command / Hierarchy / Span of Control / Delegation / Delayering / Flat vs. Tall Structures / Centralisation vs. Decentralisation Recruitment and Selection of Staff – Importance of an Effective R&S Process / Internal vs. External / The Recruitment Process / Job Descriptions vs. Person Specifications / Job Analysis / Job Adverts / Selection Methods E.g. Analysing Application Forms, Short Listing Candidates, Interviews and Assessment Centres / Contracts of Employment such as Part Time vs. Full Time, Permanent vs. Temporary, Job Sharing and Zero Hour Contracts 27


Motivating Employees – Benefits of a Motivated Workforce – Productivity and Staff Retention / Financial Motivation E.g. Salaries, Bonuses, Profit Sharing and Share Ownership / Non-Financial Motivators E.g. Praise, Recognition, Achievement, Challenge and Management Styles Training – Importance of Training / Induction / On the Job and Off the Job Training

5. Marketing   

Purpose and Methods of Market Research – Primary and Secondary Research Market Segmentation and Establishing a Target Market The Marketing Mix o Product – Product Differentiation / Unique Selling Points / Product Portfolio / Product Life Cycles & Extension Strategies / The Boston Matrix o Price – Importance of Setting the Right Price / Pricing Strategies such as Skimming, Market Penetration, Cost Plus & Loss Leaders o Promotion – Advertising / Sales Promotions / Public Relations / Direct Selling / Sponsorship / Celebrity Endorsement and Social Media / Role of Promotion and Factors that Influence the Promotional Mix o Place – Channels of Distribution / Retailers / Wholesalers / Agents / ECommerce and M-Commerce

6. Finance     

Sources of Finance such as Bank Loans, Overdrafts, New Share Issue, Trade Credit, Retained Profit and Hire Purchase Cash Flow – The Importance of Cash / Cash vs. Profit / Preparing and Interpreting Cash Flow Forecasts / Cash Flow Problems and Solutions Financial Calculations – Total Revenue / Fixed and Variable Costs / Total Costs / Calculating Profit and Loss / Calculating Average Rate of Return Break Even Analysis – Importance of Break Even / Interpreting Break Even and Margin of Safety Analysing Financial Performance – Income Statements / Calculating and Interpreting Profitability / Total Profit vs. Profit Margins / Gross and Net Profit margins / Assets and Liabilities

The course lends itself to a practical approach, developing the skills necessary to identify, study and analyse a business opportunity or idea. Students will develop a good all round understanding of how a business operates and the course is ideal preparation for those interested in choosing A Level Business. Students will undertake problem-solving activities and analyse case studies with a clear focus on the role of decision making in a range of different contexts. The specification requires students to draw on knowledge and understanding to: 

use business terminology to identify and explain business activity 28


  

apply business concepts to familiar and unfamiliar contexts develop problem solving and decision making skills relevant to business investigate, analyse and evaluate business opportunities and issues make justified decisions using both qualitative and quantitative data

DRAMA (AQA) Drama a Creative Art Experience This GCSE course aims to stimulate curiosity, develop confidence in self-expression and improve performance in an imaginative and creative way. Studying GCSE Drama will give students the opportunity to explore set texts through a variety of techniques as well as writing scripts and devising material with themes set by the school and the exam board. In addition students will be expected to use their skills to research work on the internet and will be given instruction as how to use sound mixing equipment as well as basic lighting equipment as they may specialise in either performing, lighting, sound, set or costume design even making puppets in the devising unit. Throughout the course, students can expect to work predominantly in groups. The subject content for GCSE Drama is divided into three components: 1. Understanding drama 2. Devising drama 3. Texts in practice Component 1: Understanding drama (written exam) What’s assessed  Knowledge and understanding of drama and theatre  Study of one set play from a choice of six  Analysis and evaluation of the work of live theatre makers How it’s assessed  Written exam: 1 hour and 45 minutes  Open book  80 marks 29


 40% of GCSE Questions  Section A: multiple choice (4 marks)  Section B: four questions on a given extract from one of the following plays: The Crucible, Blood Brothers, The 39 Steps, Hansel and Gretel, Noughts and Crosses, A Midsummer Night’s Dream (46 marks)  Section C: one two part question (from a choice) on the work of theatre makers in a single live theatre production (30 marks)

Component 2: Devising drama (practical) What’s assessed  Process of creating devised drama  Performance of devised drama (students may contribute as performer or designer)  Analysis and evaluation of own work How it’s assessed  Devising log (60 marks)  Devised performance (20 marks)  80 marks in total  40% of GCSE This component is marked by teachers and moderated by AQA. Component 3: Texts in practice (practical) What’s assessed  Performance of two extracts from one play (students may contribute as performer or designer)  Free choice of play but it must contrast with the set play chosen for Component 1 How it’s assessed  Performance of Extract 1 (25 marks) and Extract 2 (25 marks)  50 marks in total  20% of GCSE This component is marked by AQA.

ENGLISH LANGUAGE AND ENGLISH LITERATURE (AQA) Over a period of two years, students will be following the AQA syllabus for Key Stage 4 in English Language and English Literature, leading to assessment in two subjects. A 30


different grade can be achieved in both subjects. More background information about the syllabus can be found on the AQA website. Students will be taught in mixed ability groups, and will keep the same English teacher for the duration of the course. They will be provided with the necessary stationery and text books. Assessment is based on examinations which will take place at the end of Year 11. Students will sit some practice questions in Year 10 and will complete formal mock examinations in Year 11. English Language Students will prepare for two examination papers from the beginning of Year 10 onwards. Both papers will consist of reading and writing tasks and will cover the analysis of nonfiction and literary texts from the nineteenth, twentieth and twenty first centuries. Students will also be asked to write descriptively and persuasively. The ability to analyse a range of texts effectively is important, as is the ability to write effectively for different purposes and audiences. Students must also write accurately and acquire and apply a wide vocabulary. In addition to the written papers, students will complete a formal speaking and listening presentation which will be separately endorsed for spoken language. English Literature Students will prepare for two examination papers: Shakespeare and the 19 th century novel and Modern texts and poetry. Students are required to answer essay questions based on extracts and on the texts as a whole. Texts will be chosen from an AQA provided list and include plays such as ‘Macbeth’ and ‘Romeo and Juliet’ and novels such as ‘Dr Jekyll and Mr Hyde’ and ‘Jane Eyre’. Modern texts include ‘An Inspector Calls’ and ‘Animal Farm’. The AQA will provide a poetry anthology from which students will prepare 15 poems. These poems are thematically linked and were written between 1789 and the present day. Students must also analyse a previously unseen poem as part of the final examination. The skills of critical reading, literal and inferential comprehension and accurate, fluent writing will be developed during the study of the set texts. Extra Support During Year 11, staff will run additional revision sessions at lunchtimes. Revision guides will also be available for students to purchase. Where possible and depending on availability, students will be taken to see live performances of any play they are studying.

GEOGRAPHY (AQA) 31


Geography at GCSE provokes interest, demands enquiry and offers challenge. Students who follow this course develop a wide range of transferable skills including -

Highly developed analytical skills through graphical and cartographical applications Confident communication skills through debate and discussion Problem solving and decision making skills through enquiry and investigation

Students follow a two year course that addresses a wide range of relevant and important geographical issues. Assessment is based on three examinations at the end of Year 11. Paper 1 - Physical Geography Study areas include  The Challenge of Natural Hazards  The Living World  Physical Landscapes in the UK Paper 2 – Human Geography Study areas include  Urban Issues and Challenges  The Changing Economic World  The Challenge of Resource Management Paper 3 – Applied Geography Study areas include  Issue Evaluation  Skills Fieldwork enquiry (in at least two contrasting environments)

HISTORY (AQA) Students will follow the new AQA Specification, which enables students to study a broader History including 40% British History. The course will therefore provide students with an understanding of some of the events which have helped shape the country and world we live in today. 32


The GCSE course is interesting and always very popular, building on the skills students have developed in Key Stage 3. It is an academic subject and source evaluation and the ability to write extended answers are skills that are used extensively during the two years, both in examinations. In addition, the department runs two annual trips for GCSE students; one to either the Battlefields of WWI in Belgium and France or Washington & New York in the USA, and the other to the Imperial War Museum in London. The course is assessed in two units as follows: Paper 1, “Understanding the modern world” will be studied in Year 10. Students will study two distinct topics: Topic 1 America, 1920-1973: opportunity and inequality, topics include the boom, prohibition, the Ku Klux Klan, Depression and New Deal and Black Civil Rights. Topic 2 Conflict and tension in Asia 1950-1975 looks at the Korean and Vietnam Wars. Paper 1 is assessed in a 1 hour 45 minutes examination and accounts for 50% of the overall marks. Paper 2, “Shaping the nation” will be taught in both Years 10 and 11. Here, our focus is on British History beginning with Health and the people followed by a depth study on Elizabethan England 160-1685 where there will be a fieldwork element to this section of the paper. Paper 2, like Paper 1, is assessed via a 1 hour 45 minutes exam with 50% of the overall marks. This will also be sat at the end of Year 11.

MATHEMATICS (AQA) Mathematics is a “core” subject studied by all students. The course encourages students to think mathematically, to understand and communicate mathematical ideas, to formulate, test and prove their own hypotheses, and to apply a range of mathematical concepts in a variety of situations. It also develops the students Functional Skills. We aim to help students gain confidence in their abilities, to persevere with problems and enjoy mathematics. All groups will follow the New AQA specification GCSE Mathematics course leading to written exams at the end of Year 11. (Number 15%, Algebra 30%, Ratio 20%, Geometry 20% and Probability and Statistics 15%) Students will start the Higher Tier course in the final half term of Year 9 after their Mathematics examination in the summer term. Following discussions with parents and students a very small number of students may be entered for the Foundation Tier in Year 11 on the basis of attainment during the Year 10 course. The vast majority, if not all, Year 11 students will be entered for the Higher Tier.

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The national two tier structure for GCSE Mathematics applies to all schools and examination boards. The grades available in each tier are:Higher Tier Foundation Tier

4, 5, 6, 7, 8 and 9. 1, 2, 3, 4 and 5.

Students will need their own scientific calculators, as these are used throughout the course. Use will be made of the VLE (Virtual Learning Environment), Mathematics Faculty laptop trolley, Interactive Whiteboards and Maths software where appropriate. There are links to useful websites on the Student section of the school website.

MODERN LANGUAGES: FRENCH & SPANISH (AQA) In the two years remaining prior to the GCSE examination we hope that students will continue to develop their competence as language users in a wide variety of contexts and situations, and that they will acquire skills which will serve them well beyond the classroom. The course builds on work done in Key Stage 3, and students are consistently encouraged to use more complex structures and a wider variety of tenses. All four skills – listening, speaking, reading and writing - are equally emphasised at all stages. Students will gain confidence in using the spoken language and the fluency and accuracy of their written work will improve. Much reading and listening is based on authentic texts so as to foster genuine skills. Extension Study is an integral part of the course and the manner of its completion is an important indicator of a student’s commitment and attainment. By the end of Year 10 it is expected that most students will cope successfully with Foundation level papers and be prepared to attempt some Higher level tasks, even though these may still seem challenging. In Year 11 the remaining specification topics are covered and students are increasingly afforded opportunities to practise their skills under examination conditions. Learning a language is a rewarding and enjoyable experience, but no-one should imagine that it is not also hard work. Successful students need to be committed and willing to work, both in lesson time and at home. 34


MUSIC (Edexcel) The GCSE course brings together the three main components required for the study of Music – Performing, Composing and Listening/Appraising. It is a natural progression from skills acquired in Key Stage 3 although Grade 4 practical standard (ABRSM, Rock School, Trinity) on an instrument or as a vocalist is required if a high grade is to be achieved. The skills studied during the course are based on four areas of study and in depth analysis of pieces of music or set works:  Instrumental Music  Vocal Music  Music for Stage and Screen  Fusions In total there are three components to the course: 

Component 1 Performing worth 30% Candidates must prepare two practical submissions: a solo and an ensemble performance. These must be a minimum of one minute each in duration and total four minutes. Performances are recorded and assessed in school during Year 11 and then sent for moderation.

Component 2 Composing worth 30% Candidates must prepare two compositions: one in response to a brief and the other a free choice composition. The set brief if released in September of Year 11 and the compositions are completed under controlled conditions in school. The compositions must be at least one minute in duration each and total three minutes. Compositions are assessed internally and moderated externally.

Component 3 Listening and Appraising worth 40% During the external examination; candidates listen to a series of short musical excerpts taken from both the set works studied throughout the course and unfamiliar pieces of music. The examination contains questions on aural skills, instrumental recognition, elements of music, musical contexts and musical language and concludes with an essay question. This assessment comes at the end of the course.

The GCSE Music course is a well formulated and highly enjoyable course, which covers a wide variety of music and caters for musicians of all instruments and genres. It allows creative musicians a wealth of opportunities to develop and challenge their musicianship, build self-confidence and work as part of a team. The students will be given plenty of performance and composition practise and will be able to showcase their talents and skills regularly throughout the course both in lessons and public performances. 35


PHYSICAL EDUCATION (EDEXCEL) The course followed is the EDEXCEL Physical Education and consists of: Practical Performance Component – 40% (Non- Examination Assessment) During the course, the students will cover a variety of activities including badminton, basketball, athletics, tennis, hockey, netball, football and rugby. There may be opportunity for swimming, lacrosse, climbing and trampolining amongst other activities. Students are assessed for sporting ability and they must have sport specific knowledge, to demonstrate ways of improving performance. It is expected that students will have a very good standard of fitness and a high skill level in at least three of the sports covered. Assessment of the practical component: 30% Students are assessed on their performance in three activities; at least one must be a team activity, one must be individual activity, the final activity can be a free choice. Students will be assessed against set assessment criteria. 10% Students must complete a Personal Exercise Programme (PEP) which involves:  Aim and planning analysis  Carrying out and monitoring the PEP  Evaluation of the PEP If students have an area of expertise that is not covered within school time, they can still choose to be assessed in that activity. Written Examination – 60% (to be taken at the end of Year 11) Classroom based theory lessons will develop knowledge of anatomy, physiology, sports injuries, fitness training, diet, safety and a wide range of contemporary issues. It is strongly advised that students selecting this course are participating in at least 2 sports at school and/or club level. To complement GCSE Physical Education, students must take an active role in sport outside school hours, making full use of extra-curricular clubs. If the course becomes oversubscribed then the following criteria will be used as a guide for selection:

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 Commitment to PE during Key Stage 3 – attitude, organisation, attendance and punctuality.  Commitment to at least two activities at a competitive level (in or out of school).

PSYCHOLOGY (EDEXCEL) This course has been designed so that students can study subjects that are relevant to society today whilst understanding key psychological concepts and method which underpin how psychology works. The course presents students with contemporary and engaging studies and will support students progression onto A level Psychology but is not essential. Paper 1 Compulsory topics (1 hour 45 minutes) worth 55% of the qualification. Topic 1: Development – How did you develop? This topic focuses on early brain development, the role of education and learning on development and moral development. Topic 2: Memory – How does your memory work? This topic focuses on the process of memory, short and long- term memory, amnesia and the multi-store model of memory. Topic 3: Psychological Problems – How would psychological problems affect you?

37


This topic focuses on depression and addiction, genetic and psychological explanations for these mental health problems as well as drug therapy and cognitive behaviour therapy. Topic 4: The Brain and neuropsychology – How does your brain affect you? This topic focuses on the structure and function of the brain, synaptic transmission and the impact of neurological damage on cognitions and behaviour. Topic 5: Social Influence – How do others affect you? This topic focuses on obedience, conformity, bystander intervention, pro and antisocial behaviour and the factors affecting these aspects of social influence. Paper 2 Optional topics (two of these will be chosen) (1 hour 20 minutes) worth 45% of the qualification Topic 6: Criminal Psychology – Why do people become criminals? This topic covers learning theories and biological theories of criminal behaviour as well as the effects of punishment and other treatments for anti-social behaviour. Topic 7: The self – What makes you who you are? This topic considers the role of the self and self-concept, the role of identity and free will in the development of self as well as humanistic theory and the role of internal and external influences on self and self-esteem. Topic 8: Perception – How do you interpret the world around you? This topic considers depth cues, illusions, theories of perception and perceptual set. Topic 9: Sleep and Dreaming – Why do you need to sleep and dream? This topic considers the sleep cycle, internal and external influences on sleep, sleep disorders and theories of dreaming. Topic 10: Language, thought and communication – How do you communicate with others? This topic considers how language and thought structures affect our view of the world, a comparison of human and animal communication and non-verbal communication. Research methods: this topic will be studied and then assessed on both examination papers.

RELIGIOUS STUDIES Specification A (AQA) (Full Course) 38


We are delighted to offer this recently devised AQA course. It is open to candidates of any religious persuasion or none and it encourages students to;   

develop their knowledge, skills and understanding of religions by exploring the beliefs, teachings, practices and ways of life develop their interest in a study of religion and its relation to the wider world express their personal responses and informed insights on fundamental questions about identity, meaning, purpose, values and commitments

Candidates will study the following two components, each of which accounts for 50% of the total Full Course mark. There will be two written papers, each 1 hour 45 minutes which will be taken at the end of Year 11. Component 1 – The study of two religions: Christianity and Islam A) The beliefs and teachings of religion: beliefs about God, gods or ultimate reality; key moral principles and the meanings and purposes of human life. B) Religious practices: the application of beliefs and teachings to the lives of modern believers including the study of places and forms of worship, rituals, prayer, festivals, fasting, rites of passage and pilgrimage. C) Sources of wisdom and authority: the nature, history and treatment of key religious texts or scriptures; the study of key religious figures from the early history of the tradition and/or the modern age. D) Forms of expression and ways of life: the influence of beliefs on individuals, communities and societies through ways of life and moral codes, through art forms, literature, architecture and music inspired by religions and belief. Component 2 – Thematic Religious, Philosophical and Ethical Studies in the modern world Theme B - Religion and Life: religious views of the world, including their relationship to scientific views; beliefs about death and an afterlife; explanations of the origins and value of the universe and of human life. Includes topics such as animal experimentation and abortion. Theme D - Religion, Peace and Conflict: violence, war, pacifism, terrorism, just war theory, holy war; the role of religion and belief in 21st century conflict and peace making; the concepts of justice, forgiveness and reconciliation.

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Theme E – Religion, Crime and Punishment: crime and punishment; causes of crime, aims of punishment, the concepts of forgiveness, retribution, deterrence, reformation; the death penalty, treatment of criminals; good, evil and suffering. Theme F – Religion, human rights and social justice: issues of equality and freedom of religion or belief; prejudice and discrimination in religion and belief; human rights; wealth and poverty; racial prejudice and discrimination.

SCIENCE (AQA) Aspects of all three Sciences, Biology, Chemistry and Physics, must be studied at GCSE in order to fulfil National Curriculum requirements. There are two options available for students: in one option students gain two GCSE Science grades and in the other, students can opt for a wider breadth of Science by taking the three separate Science GCSEs (Triple Science). Students are advised to discuss these options with their Science teachers. Whichever alternative is chosen, lessons are taught by specialist staff in Biology, Chemistry and Physics. Both routes contain the same level of challenge and allow students to fulfil their potential and both are suitable for progression to A-levels in Biology, Chemistry or Physics following a good performance at Higher Level.

Option 1 - GCSE “Combined Science: Trilogy” (AQA): This route allows students to keep their options open and to study a wider range of other subjects at GCSE (approximately half of our students usually choose this option). This Combined Science course consists of equal proportions of Biology, Chemistry and Physics; it is taught as separate subjects and all the exams will be at the end of Year 11. By following this route, students will obtain two GCSE grades in “Combined Science: Trilogy”. (Please note that we do not offer the GCSE in “Combined Science: Synergy” which is an Integrated Science course and not suitable as a basis for studying A-level in the future). Option 2 - Triple Science - GCSEs in “Biology”, “Chemistry” and “Physics” (AQA): For those students who have proven ability in Science and are considering a university course or career in the Sciences, then the separate Science GCSEs are recommended. This will mean that they will obtain three GCSE grades, one each in “Biology”, “Chemistry” and “Physics”, each of which might be a different grade. This is the best option for students who are likely to take Science A-Levels. 40


TECHNOLOGY OPTION Students can select one option from the following:  Design and Technology (AQA): Electronic Products Graphic Products Resistant Materials Textile Technology or  Food Preparation and Nutrition (AQA) or  Computer Science (OCR) Our course follows the AQA specification and should encourage students to:           

demonstrate their understanding that all design and technological activity takes place within contexts that influence the outcomes of design practice develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values use imagination, experimentation and combine ideas when designing develop the skills to critique and refine their own ideas whilst designing and making communicate their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing develop decision making skills, including the planning and organisation of time and resources when managing their own project work develop a broad knowledge of materials, components and technologies and practical skills to develop high quality, imaginative and functional prototypes be ambitious and open to explore and take design risks in order to stretch the development of design proposals, avoiding clichéd or stereotypical responses consider the costs, commercial viability and marketing of products demonstrate safe working practices in design and technology use key design and technology terminology including those related to: designing, innovation and communication; materials and technologies; making, manufacture and production; critiquing, values and ethics.

Assessment of Design and Technology Paper 1 – 2 hour written examination, accounting for 50% of the GCSE, assessing:   

Core technical principles Specialist technical principles Designing and making principles 41


Non – Examination Assessment - accounting for 50% of the GCSE This involves Students producing a prototype and a portfolio of evidence in their selected specialist area. Students may choose from: Electronic Products, Graphic Products, Resistant Materials or Textiles Technology.

GCSE Food Preparation and Nutrition (AQA) The Food Preparation and Nutrition GCSE focuses on practical cooking skills and will develop students’ understanding of nutrition, food provenance and the working characteristics of food. Students will learn about British and international culinary traditions, food security and food safety. At the heart of this course lies a focus on developing high quality practical cookery skills, a strong understanding of nutrition, diet and health and a knowledge of the chemical and sensory properties of foods. Ingredients will need to be provided from home and the food prepared in lessons used as part of family meals. Areas of study will include:      

Food Preparation Skills Food, Nutrition and Health Food Safety Food Science Food Provenance Food Choice

Assessment of Food Preparation and Nutrition 

Single written examination paper, 1hr 45 minutes duration accounting for 50% total marks. The course is linear and all assessments take place in Year 11.

Two Non-Examination Assessment accounting for 50% of the course:

A practical investigation and the write up of the investigation – approximately. 10 hours accounting for 15% total marks

 A cooking practical, including the planning of the dishes and a 3 hour practical during which 3 high quality dishes have to be prepared. In addition to subject knowledge this assessment tests organisation, planning and technical cooking skills. Approximately. 20 hours are allocated to the assessment accounting for 35% total marks.

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Computer Science (OCR) This course 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. Through this qualification, students are encouraged to:     

Understand the fundamental principles of Computer Science Look at the use of algorithms in computer programs Analyse and solve practical problems using computer programs, for example designing, writing and debugging programs. Understand the components that make up digital systems and how they communicate with one another and with other systems Apply mathematical skills relevant to Computer Science

Why choose GCSE Computer Science? It will enable you to develop valuable thinking and programming skills that are extremely useful in the modern workplace and will give you a deep understanding of computational thinking and how to apply this thinking to a programming language.

The Units The Computer Science Course is made up by three units; two exam based units and one Programming Project (Non Examination Assessment) 

Computer Systems. This is assessed by a written examination, and includes topics such as Systems Architecture, Memory, Storage, Networks, Software among others.

Computational thinking. This is assessed by a written examination and includes topics such as Algorithms, Programming techniques, Computational logic, Data representation among others.

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

Programming Project. This is a piece of Non Examination Assessment in which students are expected to analyse a problem, design, develop, test and evaluate a given problem.

PART IIIl 44


NON - GCSE COURSES

PHYSICAL EDUCATION During Key Stage 4, students are required to participate in three lessons of Physical Education during the two-week timetable. In Year 10 and Year 11, students will be given the opportunity to choose a variety of practical activities to participate in and they will be assessed according to the Edexcel GCSE PE practical mark descriptors. At the start of the Summer Term in Year 10, students can then decide if they want to continue with this format within their PE lessons or opt for a more recreational route. The list of activities which students can decide to participate in are: football, hockey, basketball, netball, rugby, badminton, handball, orienteering, fitness, lacrosse, trampolining, volleyball, rounders, athletics, tennis and softball. 45


SKILLS FOR LIFE In Skills for Life at Key Stage 4, students undertake a range of topics through individual study and assemblies to support their preparation for life during and beyond school. Topics covered are:    

Work Related Learning, including: careers guidance, CV writing, revision strategies, post-16 advice, work experience preparation and job interview preparation. Personal Finance Sex & Healthy Relationships. C.E.O.P. (Child Exploitation and Online Protection.) 46


    

Managing Stress and Building Emotional Resilience Human Rights. Drugs and Alcohol Legal Responsibilities Power and Politics

SFL at Key Stage 4 greatly supports students’ transition to life beyond school, whilst equipping them with essential skills, knowledge and experience to be successful and productive citizens. How students are assessed in SFL? In addition to Interim reports, some of the ways they will be assessed are:  Through questions and answers in class discussions  Through conversations with their teacher – both in and out of lessons  Through comments in their SFL exercise books  Through a value continuum  Through peer assessment  Through self-assessment  Through production of displays Some of the ways they will be given strategies to improve:  By having conversations with their teachers  By asking for help when they are unsure  By talking about their work with others and identifying ways to improve How do they know they have made progress?  Their teachers and peers will tell them when they get things right  They will get postcards home and hall points  They will get good feedback in their books and lessons

YEAR 10 OPTIONS SUMMARY 1. All students will follow a course in English, Mathematics and Science, a Humanities subject, a Modern Foreign Language and Technology up to GCSE level. 2. From the Technology course students should choose one from: (a) (b) (c) (d) (e) (f)

Computer Science Food Preparation & Nutrition Electronic Products (Design Technology) Graphic Products (Design Technology) Resistant Materials (Design Technology) Textile Technology (Design Technology)

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Students should indicate a 2nd and 3rd choice from the above options on the form 3. From the Science course students should choose from 1) Combined 2) Triple. 4. Students must choose at least one Humanities subject and one Modern Foreign Language (studied since Year 7) from the two lists below: Humanities** Geography History Religious Studies

Modern Foreign Languages Spanish French

5. Students must choose one different subject from each of the lists below: Option 1 Art & Design Business Studies*** History** Physical Education Psychology Religious Studies** Triple Science

Option 2 Art & Design Business Studies Drama Geography** Music Physical Education Psychology

Please note: **

Students can only study 2 subjects from RE, History and Geography.

6.

(i) In the unlikely event of insufficient numbers opting for a subject, it may not run. In this case a student will be asked to make another choice. (ii) Where a subject is oversubscribed, students will be selected by appropriate criteria identified by the Subject Leader. (iii) Unless there are exceptional circumstances agreed with the Headteacher/Assistant Head (Curriculum), students will continue all subjects started in Year 10 and sit the GCSE examination at the end of Year 11.

YEAR 10 OPTION CHOICES PLEASE RETURN THIS SHEET TO YOUR FORM TUTOR BY FRIDAY 3rd MARCH 2017

NB. DO NOT RETURN THIS SHEET BEFORE THE OPTIONS EVENING ON THURSDAY 23rd FEBRUARY 2017 Please write the name of the subject in the appropriate space 1. Humanities Choice

_____________________________________

2. Modern Language Choice

_____________________________________ 48


3. Technology option (one from Computer Science, Food Preparation & Nutrition, Electronic Products, Graphic Products, Resistant Materials and Textile Technology) 1st Choice

___________________________________

2nd Choice

___________________________________

3rd Choice

___________________________________

4. Science Choice (one from Combined and Triple, if you choose Triple you must also choose Triple Science Option 1) ___________________________________________ 5. Option 1 Choice

___________________________________________

6. Option 2 Choice

___________________________________________

Please Note:  

Students will be required to select a 2 nd and 3rd Technology subject on the Options Form in case their 1st choice is oversubscribed. Students can only study 2 subjects from RE, History and Geography.

Name of Student

______________________________

Form ____________

Signature of Parent/Carer _______________________________ Date ____________ Comment/Request _______________________________________________________ _______________________________________________________________________

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