GCSE Option Courses September 2019
To all Year 9 Students
This booklet has been prepared to inform you about the compulsory and optional GCSE subjects you will study over the next two years. It is important that you read this booklet carefully and if you are unsure of anything you must seek help.
The timetable of events for this year’s options process is as follows:
TIMETABLE OF EVENTS
1.
On Tuesday, 15th January 2019 you will have an assembly with Mr Jamieson to explain how the GCSE options process will operate.
2.
On Wednesday, 16th January 2019 you will have an Options Evening from 4.30pm to 6.00pm to find out about all the GCSE subjects on offer. All subjects will be represented by teaching staff.
3.
Throughout this period subject staff will be able to answer any questions you may have in relation to their subject. Now is the time to do your research!
4.
On Monday, 28th January 2019 you are invited with your parents to Parents’ Evening to get a general progress report and to discuss your choice of subjects.
5.
You must indicate which optional subjects you are interested in studying to GCSE level by Tuesday, 29th January 2019 . You will be given a hard copy of the form at the back of this booklet by your Form Tutor which you must complete and return by this date.
6.
Groups of GCSE optional subjects will then be drawn up to accommodate as many requested subject combinations as possible.
7.
Your choice of GCSE subjects will then be finalised bearing in mind the group structure that has been drawn up.
8.
It is particularly important to consider the order of your option subjects as you may not get your first or second choice. Choose your option subjects in order of preference.
MR P M KENNEDY Principal Remember - it may not be possible to change subjects once you have made your choice.
CORE SUBJECTS AT GCSE All girls must study: English Language English Literature Mathematics Science Spanish
Life Skills including Citizenship GCSE Physical Education (non GCSE) SCIENCE AT GCSE In Science you will study either the Trilogy GCSE course leading to two GCSE grades, or the three separate Sciences (Biology, Chemistry, Physics), leading to three GCSE grades. Your Science teachers will decide which is the most suitable pathway for you. OPTIONAL SUBJECTS AT GCSE You may also choose three subjects from the following list: Art and Design
Mandarin Chinese
Business
Media Studies
Computer Science
Music
Drama
Physical Education
Geography
Religious Studies
Graphics
Sociology
History
French (sets 1 and 2 only)
Hospitality & Catering (BTEC)
Textiles
Health & Social Care (BTEC)
Please note:
It is only possible to run an optional subject if there is sufficient demand for it.
It will not be possible to offer every combination of subject asked for; this is why you need to list all the optional subjects in which you have an interest.
It is important that you should continue to participate in as wide a variety of extracurricular activities as you can throughout the two years of your GCSE courses and beyond. Universities and employers always look further than work done in the classroom. If you have private music lessons it is also important to realise that the higher grades of the Associated Board contribute to university entrance points.
Any questions relating to the Options process should be referred to Mr Jamieson or Mr Wright. Any subject queries should be directed to your teacher for that subject.
You should be aware the government have introduced a new classification of certificate:
‘The English Baccalaureate’
To be accredited with this, you must achieve at least a standard pass (Grade 4 or above) in the following subjects:
English Language
Maths
Two Science subjects (including Computer Science)
One MFL - Either French, Spanish or Mandarin Chinese
Either Geography or History
Please discuss further with your subject teacher if you want more advice.
AQA GCSE
ENGLISH LANGUAGE (8700)
Students will study GCSE English Language in a linear fashion, alongside GCSE English Literature. They will begin to study English Language at the end of Year 9 and throughout Year 10 and 11. They will be examined at the end of Year 11. The course will be assessed through two examination units and one non-examination unit. EXAMINATION Paper 1: Explorations in creative Reading and Writing (50% of GCSE) Section A: Reading – literature fiction texts. Section B: Writing – descriptive or narrative writing. Paper 2: Writers’ viewpoints and perspectives (50% of GCSE) Section A: Reading – non-fiction/literary non-fiction texts. Section B: Writing – writing to present a viewpoint. NON EXAMINATION ASSESSMENT Spoken Language (separately endorsed, does not contribute towards the overall GCSE grade) What’s assessed: presenting, skills, responding to questions and feedback and the use of Standard English.
AQA GCSE
ENGLISH LITERATURE
Students will study GCSE English Literature in a linear fashion, alongside GCSE English Language. They will begin to study English Literature at the end of Year 9 and throughout Year 10 and 11. They will be examined at the end of Year 11. The course will be assessed through 2 examination units. EXAMINATION
Paper 1: Shakespeare and the 19th Century Novel (40% of GCSE) Section A: A study of a Shakespeare play – students will write about an extract from the play and then about the play as a whole. Section B: A study of a 19th Century novel – students will write about an extract from the novel and then about the novel as a whole. Paper 2: Modern Texts and Poetry (60% of GCSE) Section A: Modern texts – students will answer one question from a choice of 2 on their studied modern prose text. Section B: Poetry – students will answer 1 comparative question from the chosen Anthology cluster. Section C: Unseen Poetry – students will answer 1 question on one unseen poem and one question comparing this with a second unseen poem.
AQA GCSE
MATHEMATICS
Your daughter is in the third national cohort of students to study the new GCSE in Mathematics. The increased volume of mathematical content being examined, means that your daughter has already begun her course of study for the new GCSE; it was started in September of Year 9. The GCSE in Mathematics is a two tier examination, Foundation and Higher. Sets 1 - 4 generally follow the Higher tier examination with set 5 following the Foundation tier. Foundation tier allows grades 1 to 5; Higher tier allows grades 4 to 9, with grade 9 being the highest.
The assessment is the same for both Higher and Foundation tiers:
Paper 1: Non-calculator
Paper 2: Calculator
Paper 3: Calculator
Content
Content
Content
Content from any part of the specification may be assessed
Content from any part of the specification may be assessed
Content from any part of the specification may be assessed
Assessment
Assessment
Assessment
1 hour 30 minutes
1 hour 30 minutes
1 hour 30 minutes
Written exam
Written exam
Written exam
80 marks
80 marks
80 marks
33.33% of GCSE
33.33% of GCSE
33.33% of GCSE
All papers have a mix of question styles, from short, single-mark questions to multi-step problems. The mathematical demand increases as a student progresses through the paper. All students will follow the AQA specification for the examination, with all three examination papers being taken at the end of Year 11. Full details of the specification, including all subject content, can be found at: www.aqa.org.uk. Resources are also available on Firefly, Kerboodle and MyMaths wesbites; for which all Year 9 pupils have individual logins.
AQA GCSE
SCIENCES
At Belvedere, we start teaching the GCSE Science course in Year 9. Students build on the skills and knowledge they have acquired through their studies of the sciences in Year 7 & 8. They will be taught Biology, Chemistry and Physics by subject specialists. Practical Skills Assessment Students will take part in practical activities which will support their understanding of the theory, as well as developing their abilities with regard to planning, manipulating apparatus, collecting appropriate data, analysing and evaluating. Students will be assessed on their practical skills as part of their final examinations (there will be no practical examination or coursework/controlled assessment component for GCSE Sciences). Qualifications All students will study all three science subjects. Some students will be entered for three separate GCSEs in Biology, Chemistry and Physics and each of these will be graded from 9 to 1. Other students will be entered for Combined Science: Trilogy which is graded on a 17 point grading scale from 9-9, 9-8 through to 2-1, 1-1. The content of the Combined Science: Trilogy qualification is a subset of the content from the three separate sciences, comprising two thirds of the content from each of the separate science GCSEs. Decisions regarding the most appropriate qualification for each student will be made by the Science Faculty and will be based largely upon attainment during Year 9 and the early part of Year 10. Examinations Three separate sciences: Each GCSE (Biology, Chemistry, Physics) will be assessed via two examinations at the end of Year 11. Both papers will be of a duration of 1hour 45 minutes and will be equally weighted. Combined Science: Trilogy: Again there will be six examinations at the end of Year 11 (two Biology, two Chemistry and two Physics). All papers will be of a duration of 1 hour 15 minutes and will be equally weighted. Students will be entered for either all Higher tier or all Foundation tier; there will be no possibility of mixing tiers between the different sciences.
AQA MODERN
FOREIGN LANGUAGES FULL COURSE AQA GCSE French, Spanish and Mandarin Chinese (New GCSE with grading from 1-9)
The GCSE course builds on what you have already learnt in Year 7-9. The topics covered include the following: identity and culture, local, national, international and global areas of interest and current and future study and employment. Examinations The examination will be divided into the four MFL skills which will be equally weighted as follows:
Listening 25% Speaking 25% (conducted by teacher)
Reading Writing
25% 25%
Unlike previous years, the speaking and writing examinations will take place at the end of the course and there will be no controlled assessments. The listening, reading and writing skills will be tested in a terminal examination in May/June and will consist of Foundation or Higher tiers. The speaking assessment will be conducted by the teacher at a time specified by the examination board. Assessments will be recorded and sent to AQA for marking. There will not be an opportunity to repeat the assessment or sit it at another time. If your daughter does not attend her speaking exam, she will lose 25% of her GCSE grade. Students will be entered for either all Higher tier or all Foundation tier; there will be no possibility of mixing tiers between skills. Internal Assessments All four skills will be assessed throughout the course, students will receive regular feedback on their performance and targets will be given to students outlining how they can to achieve their personal best. The assessments will include internal listening and reading assessments at different points throughout the year, timed essays in class and end of year speaking exams. Class work Lessons will be largely in the target language and will cover the necessary vocabulary and grammatical content in the context of the topic area. You will be required to learn vocabulary on a regular basis and to complete regular written work in order to improve your writing skills. You will need to convey information clearly, expressing ideas and points of view; your work will need to be carefully structured. You will need to be able to write using a range of vocabulary, grammatical structures and tenses. Translation into and out of the language will also be practised regularly.
You will read target language from a variety of sources and with a variety of registers. Literary text will form part of the reading scheme. You will be required to extract the gist and key details and of a piece of literature and to translate short excerpts into English. You will speak in the target language as much as possible in the lesson. You will prepare for role play situations and general conversation in the terminal examination. You will need to present ideas, information and points of view confidently, using a wide range of vocabulary and grammatical structure, good accent, intonation and fluency. There will be an emphasis on an ability to speak spontaneously. Lessons will be varied with plenty of interactive work using ICT. You will be encouraged to back up work completed in class with personal study and will have access to a range of supplementary support and resources on the Intranet and on the Internet. We are sure that you will agree that in the 21st Century GCSE qualifications in Modern Foreign Languages are highly desirable and advantageous in the world of work. To be able to offer one or more language also facilitates the learning of further languages in the future.
EDEXCEL GCSE
CITIZENSHIP
During Year 10 and Y11 you will continue to follow the Belvedere Life Skills Programme. This is delivered through a combination of Careers and PSHE lessons in Year 11, and Citizenship in Year 10. Citizenship GCSE You started the GCSE in Year 9, and have already studied many of the topics that you will be examined on towards the end of Year 10. This is a full GCSE, endorsed by Edexcel. The five themes for the course are: Theme A: Living together in the UK Theme B: Democracy at work in the UK Theme C: How the law works Theme D: Power and influence Theme E: Taking citizenship action Across Year 9 you have studied topics, and undertaken assessments based on GCSE materials. All assessments have been marked to GCSE standard, and this will continue into Y10. Additionally, we will undertake an active Citizenship project in Y10; this is to meet the requirements of Theme E. This will be an active Citizenship project on a topic linked to Citizenship, and could include researching, writing letters to people in power, starting a petition or undertaking another form of responsible action. This will be reflected upon as part of the second exam, and writing about this active Citizenship project will count for 15% of the overall marks available.
Length
Marks Available
Weighting
Paper 1 Section A—Questions are focused on specification Theme A: Living together in the UK. Section B—Questions are focused on specification Theme B: Democracy at work in the UK. Section C—Questions are focused on specification Theme C: Law and justice Section D—Extended response questions related to two or more of specification Themes A–C.
1 hour 45 minutes
80
50%
Paper 2 Section A—Questions relate to the students’ own citizenship action, as specified in specification Theme E: Taking citizenship action. Section B—Questions require students to comment on others’ actions and relate to specification Theme D: Power and influence. Section C—Questions are focused on specification Theme D: Power and influence. One question will also link to content in one of Themes A–C.
1 hour 45 minutes
80
50%
Life Skills In Year 11 you will focus upon preparation for your future, with personalised careers advice and guidance. Personal finance is covered, as is preparation for work. We also look at relationships and sex education, alongside avoidance of
CURRICULUM PHYSICAL EDUCATION (Non-GCSE) Core Physical Education for Years 10 and 11. Physical Education in Year 10 and 11 encourages pupils to tackle complex and demanding physical activities. They will be encouraged to get involved in a range of activities that develop personal fitness and promote an active, healthy lifestyle. Pupils will be encouraged to:
Use and develop a variety of tactics and strategies to overcome opponents in team and individual games [for example, badminton, netball, rounders, dodgeball, volleyball and tennis;
Develop their technique and improve their performance in other competitive sports;
Take part in activities which encourage pupils to work in a team, building on trust and developing skills to solve problems and gain confidence;
Evaluate their performances compared to previous ones and demonstrate improvement across a range of physical activities to achieve their personal best;
Continue to take part regularly in competitive sports and activities outside school through community links or sports clubs;
Improve the overall fitness and wellbeing through a variety of health related fitness lessons.
@BelvePE
GCSE OPTIONS COURSES 2018/19 INFORMATION ON ALL GCSE OPTION SUBJECTS NOW FOLLOWS. PLEASE REMEMBER TO SEE SUBJECT REPRESENTATIVES AT THE YEAR 9 OPTIONS EVENING TO FIND OUT FURTHER DETAILS ABOUT THESE COURSES.
EDUQAS GCSE
ART, CRAFT AND DESIGN
What is GCSE Art and Design? It’s about having an adventurous and enquiring approach to art and design and developing the skills to express it. Throughout your GCSE Art, Craft and Design studies you will develop an understanding of past and contemporary art and design and be able to produce a personal response embracing a range of ideas.
Why should I choose Art? If you are creative and enjoy Art choose Art, Craft and Design for GCSE. If you are interested in art, craft or design and if you have an aptitude for the subject you are a perfect candidate. You don’t have to be ‘good at drawing’ to succeed in GCSE Art and Design. The emphasis in GCSE Art, Craft & Design is on the process of developing independent ideas and work.
The skills you will develop doing GCSE Art, Craft and Design
You will develop a working knowledge of the materials, practices and technology of art and design. You will develop the skills to investigate, analyse and experiment using art, craft and design. You will develop your imaginative powers and the skills to express your ideas, feelings and meanings. You will develop an understanding of the language and conventions of art and design. You will develop an understanding of the place of art, craft and design in history and in society.
How is the course structured? Students will complete EDUQAS Art, Craft and Design for GCSE. The EDUQAS GCSE in Art, Craft & Design consists of 2 parts. One of coursework and one externally set assignment. The GCSE Art, Craft and Design qualification is now graded 1-9, with 9 being the top grade.
Component
Coursework
Externally set assignment
Completion
To be completed during lesson time and for homework.
Eight weeks preparation time. Ten hours timed examination.
% of final GCSE grade
Method of Assessment
Requirements
Must include sketchbook and must Internally marked. show evidence of all Externally moderated. assessment objectives. Internally set.
60%
Must include sketchbook and must Internally marked. show evidence of all Externally moderated. assessment objectives. Internally set.
40%
What about coursework? Throughout Year 10 and 11 you will complete a range of tasks including drawing, painting, oil pastel, ink, clay, mixed media, digital, and photography. Your coursework should include research, supporting studies and work showing the development of your ideas, leading to one or more outcomes. You direct your learning and outcomes and choose to complete your outcomes to suit your strengths and preferences. Your teacher will set you assignments and tasks.
What about the exam? In January during Year 11 you will complete a 10 hour exam over a number of days. You will be given the exam paper approximately eight weeks before the date of the actual timed exam. You will then have the eight weeks in which to prepare for the exam. During this time you must research and develop ideas and prepare for your final exam in your sketchbook, your teacher will be available to guide and advise you with this exam preparation. You will find it useful to brainstorm ideas by writing down everything that comes into your head, and then choosing one idea you can develop further.
Will I go on any visits? You will go on visits to art galleries during your course. During these visits you will have an opportunity to explore the amazing cultural diversity that Liverpool has to offer. The Art Department hopes to offer an international art trip in the near future. During visits will be expected to collect research material and/or complete your own pieces of art work. Your teacher may suggest that you organise your own visits to relevant places to collect research material for your projects. You may also have the opportunity to work with artists in the form of workshop.
What could I do with a GCSE in Art, Craft & Design? There are many things you can go on to do with a GCSE in Art, Craft and Design. The creative industries in the UK are currently booming. There are a host of careers which require a background in Art and Design. You could go on to take an A level in Art & Design, or use your skills to explore alternative study or career paths.
If you are unsure about whether to choose GCSE Art, Craft and Design, the best thing to do is to speak to Mr Mason or Mrs Jecks who will be able to provide you with all the information you need to make an informed decision. Each year the students gain excellent results in GCSE Art, Craft and Design. In our 2017/18 cohort of students over 56% of our girls gained grades 9-7 and 100% gained 9-4, with an average grade of 7 across the cohort. The GCSE Art and Design results are consistently amongst the best in the academy.
AQA GCSE
BUSINESS
Brexit, Interest Rates, Marketing, Globalisation, Entrepreneurs – all words that may or may not sound familiar – but will affect you in the future GCSE Business is an interesting and relevant course concentrating on the understanding of how the business world is organised and how it is influenced by local, national and international pressures. What skills are being developed and examined? Subject Content
Business in the real world.
Influences on Business
Marketing – influencing the consumers.
Production – how goods and services are made.
Finance and accounts – working with the numbers.
The management of people within a business leadership and motivation
GCSE Business requires logical, analytical thinking. Being able to evaluate cause and effect is important. The world of business is constantly changing. Keeping up to date with current business affairs is important so that you can apply your understanding to the business world. How will you do this? By taking part in discussions, debates and presentations; analysing case studies and studying newspaper articles. The emphasis will be on the application of the subject to the real world, and the development of a range of life skills, skills that will be useful in any career path that you may choose. What you can expect to see in class work and homework. Self-study work and homework may be case study work into various aspects of today’s business world. Class work will include case studies and various individual and group activities, plus the learning you need to be successful. Everything is designed to build up your knowledge, skills and examination technique; but most importantly your ENJOYMENT of Business as a subject! Final examination: Course Details: GCSE Business, AQA Syllabus Assessment Paper 1 - Multiple choice questions, short answer questions and structured questions based on case studies of smaller businesses – 90 marks - 50 % of the total GCSE grade. Paper 2 - Multiple choice questions, short answer questions and structured questions based on case studies of larger businesses – 90 marks - 50 % of the total GCSE grade Progression beyond GCSE: This course is an important, but not essential, foundation for the study of Economics or Business at ALevel. Many students will go on to study Business or one of its many disciplines like fashion marketing or accounting and finance at university.
Everybody has been affected by business in the past, they are being affected by it today, and will be affected tomorrow. Prepare for your future with GCSE Business……a subject that is happening now!
AQA GCSE
DRAMA
GCSE Drama is a practical, engaging and creative subject for pupils to study. It provides opportunities to understand and create drama as a practical art form in which ideas and meaning are communicated to an audience through informed artistic choices. The main purpose of this qualification is to allow learners to study drama in an academic setting, interrogating this art form and applying their knowledge and understanding to the process of creating and developing drama, and to their own performance work. Drama provides a fantastic curriculum to ignite and engage learners’ creativity, passion and interests. Course Content The course will focus on: Applying knowledge and understanding of drama when making, performing and responding to drama; Exploring performance texts, understanding their context including the theatrical conventions of the period in which they were created; Developing a range of theatrical skills and applying them to create performances; Working collaboratively to generate, develop and communicate ideas; Developing as creative, effective, independent and reflective students who are able to make informed choices in process and performance; Contributing as an individual to a theatrical performance; Reflecting on and evaluating their own work and that of others; Developing an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice. On the course students will: Work in groups to devise their own theatre performance from stimuli the students are passionate to explore; Perform, direct and design their own production; Perform established and famous texts as a solo performer and as part of an ensemble; Explore play texts practically and learn how to direct, deconstruct, and analyse performance styles; Investigate texts in the eye of a director and establish understanding of how to stage or design a performance for an audience; Evaluate the work of professional live theatre and analyse its performance style and success (pupils must be willing to visit the theatre regularly with the school, and have an interest in theatre outside of the classroom).
Methods of assessment Pupils are assessed practically throughout the course with a mix of teacher and external performance examinations. Portfolios that can be written or video recorded also support the practical study of the qualification. There is a written examination at the end of the qualification which assesses pupils’ ability to explain and analyse their practical exploration over the course and the work of observed live theatre.
Units of Study Year 10
In Year 10 students work practically to explore as many performance styles as possible through a range of play text and thematic stimuli. This means that pupils will be able to get a real grasp of performance and the many forms it can take. Pupils will also see a range of live theatre and have the opportunity to work in the style of the leading contemporary companies and practitioners. Year 10 also allows the pupils to explore the analytical processes required for success in the GCSE. Pupils will evaluate their own work and the work of others and develop a portfolio which outlines their exploration of texts and themes. Year 10 then ends in the first assessment which counts towards their final GCSE mark. Worth 40%, the pupils work and collaborate in groups in a devised piece of theatre that they have created from a current and provocative stimulus. Pupils perform their piece and are examined on their performing ability, which is assessed alongside a portfolio which, recorded or written, outlines their journey through the devising process. Year 11 Year 11 focuses on the skills learnt in Year 10 and puts them into practice exploring and performing a play text. Worth 20% of the GCSE mark, pupils work on two sections of a play as a solo performer and as part of an ensemble to reproduce the work of professional theatre. This performance is examined by external examiner who will mark the pupils on their acting ability, their research on the text, their roles, as well as their artistic intention for the performance. Year 11 ends with a written exam worth 40% of the mark where pupils will write how they practically explored a play text that has been set by the exam board. This allows pupils to show their complete understanding of drama through their appreciation of everything from putting a play on its feet, exploring the characterisation and interpretation, directing the action, designing the stage, sound and lighting, all through an analytical and evaluative process. In this exam, pupils also have the opportunity of evaluating the work of professional live theatre they have seen during the course, and, in reflection of the first part of the exam, will evaluate all of the decisions made by the production and directorial team for the performance. Extra-Curricular The Drama Department has a huge extra-curricular provision which is available to everybody in the school but we do appreciate it when our GCSE students immerse themselves into it. We have GCSE students who run Drama enrichment for the younger years as well as professional theatre opportunities within the city and of course our in house academy productions which are at the highest quality. Departmental Results
GCSE GEOGRAPHY OCR Specification B Geography for Enquiring Minds Geography at GCSE is an exciting, modern and engaging subject covering a range of topics which are brought to life by studying contemporary case studies across a range of scales. Studying Geography will help you to learn and understand more about the world around you and how it’s changing, for the better and for the worse. You will gain a variety of critical and analytic skills which are valuable for further study of any subject. GCSE Geography also forms a core part of the English Baccalaureate which is recognised globally. Fieldwork plays an important role in our new course and involves 2 field trips—one to investigate physical geography and one to study human geography. These will be tested in the examinations, rather than through coursework.
Our Natural World : Exam (70 marks/ 1 hour 15 minutes) 35% Global Hazards— We study earthquakes, volcanoes, tropical storms and drought investigating their impact on different areas of the world. Changing Climate—We explore the causes and consequences of our changing climate and discuss whether climate change is a global issue. Distinctive Landscapes—We examine the physical landscape of our own country, including rivers and coasts of the UK and the influence of human activity on them. Sustaining Ecosystems—We study a range of ecosystems such as tropical rainforests and polar regions like the Antarctic and Arctic, in addition to considering their management and sustainability.
UK in the 21st Century
Balancing Resources
Sustainability
People and Society : Exam (70 marks/ 1 hour 15 minutes) 35% Urban Futures—We will investigate why such a high proportion of the world’s population live in urban areas and study the challenges they face. Dynamic Development—We will examine why countries are rich and poor and how we categorise them. UK in the 21st Century— This topic is about the UK’s changing economy and population. We also investigate how our cultural influences are changing and explore the influence of television and film. Resource Reliance— Can we feed nine billion people by 2050? We will study the increasing demand for resources and how we can ensure food security for our rapidly growing world. Geographical Exploration: Exam (60 marks/ 1 hour 30 minutes) 30% Geographical Skills will be assessed here. This includes interpreting and analysing a variety of maps, graphs and charts. Decision Making Exercise— During this paper students will have to consider a decision making exercise, they will use their critical thinking skills and apply all of the knowledge they have learnt throughout the course. The skills you will gain at Geography GCSE are readily transferable to many careers. You will: Explain basic physical systems that affect everyday life. Study the social and cultural characteristics of places in our increasingly interdependent world. Explain how the processes of human and physical systems have changed the Earth forever. Judge the success of schemes involving relationships between the physical environment and society. Assess management decisions about how the planet’s resources should be used. Appreciate the Earth and become a more knowledgeable global citizen.
Coastal Landforms
Distinctive Landscapes Film and Cultural Influences
EDUQAS GCSE
GRAPHIC COMMUNICATION
(Graphic Design)
Description of the Course Graphic Design affects your daily life. From a simple, small chewing gum label through to a huge advertising billboard, it is everywhere. GCSE Graphic Communication is about designing and producing your own designs by examining, questioning and experimenting with ideas relating to your lifestyle and the environment around you. You have to think about the practicalities of your design and its commercial viability. This prepares you for our rapidly changing technological world and for working for and with clients. This course allows you to explore words and images, which are part of our everyday lives. You will look at advertising and publicity; you will design packaging and consider corporate identity. You will design logos and develop your ideas using ICT. You will be taught about the use of photography and develop your skills in illustration and animation. This is a contemporary course that will allow you to develop your creative skills. The skills you learn in presentation, and appreciating what is good design and how design works, will be beneficial to you in all walks of later life. You may become a graphic designer working on multi-million pound corporate identity designs, or a creative director producing the next Gucci advertising campaign (in press and on TV and cinema). You may use your design skills to open up other avenues with careers in animation, animation illustration, interior design, product design, television, cinema graphics, magazines‌ the list is endless. You may not take up a career in design afterwards, but your skills and design appreciation could help you produce winning sales presentations, or help you understand how your business should look and promote itself.
The course has four assessment objectives that enable students to:
Investigate and understand the work of existing designers, artists and cultures; Draw and photograph from first hand observations to record their ideas; Experiment with a variety of materials and processes to produce their work; Produce their own imaginative and creative designs and understand how best to present these; Best of all, you chose the subject and areas you want to design during the course allowing creative freedom.
Exam Boards: EDUQAS
Linear
Key Exam Dates:
How the course is assessed:
Portfolio completed by December 2020. 60% of marks for portfolio Start externally set task preparation Jan- 40% for externally set task uary 2021 There is NO written exam - you recreate Controlled test April 2021 your design in the exams
Possible Careers Advertising Designer, Animation Design, App Designer, Architect, Art Director, Artist, Book Designer.
Crafts Person, Ceramics and Product Designer Creative Designer, Digital Design.
Engineer, Freelance Designer, Film Production Designer, Gallery or Museum Curator.
Graphic Designers, Graphics for TV and Cineme, Interior Designer.
Photographer, Printmaker, Product Design, TV Graphics Web Designer, 3D Design.
AQA GCSE
HISTORY
From September 2016, the History Department will be offering the new AQA GCSE History.
Why choose History? The past is a fascinating subject, so you might choose to study History purely for interest and enjoyment. History at GCSE is a good choice for any career. The range of skills and knowledge you will gain are valued by all employers. Careers which particularly value History include Law, Business, Management, Journalism Media, Banking and Education. History provides you with skills which are helpful in both career and everyday life. You will learn to analyse and evaluate pieces of evidence and become more aware of their use and accuracy. You will be able to understand and appreciate different points of view and draw logical conclusions. Your written and oral communication skills will improve and you will be able to express yourself clearly and logically. History is a study of people and events, and the way in which actions have changed the world, and the differences that individuals can make; this knowledge allows you to fully understand the world in which we live today. This qualification is linear. Linear means that students will sit all their examinations at the end of the course. GCSE History students must take assessments in both of the following papers in the same series: Paper 1: Understanding the modern world Paper 2: Shaping the nation The GCSE History content comprises the following element: One period study One thematic study One wider world depth study One British depth study
Paper 1: Understanding the modern world Section A: Period studies Belvedere will be following Option 1D America 1920-1973: Opportunity and Inequality This period study focuses on the development of the USA during a turbulent half century of change. It was a period of opportunity and inequality- when some Americans lived the “American Dream” whilst others grappled with the nightmare of poverty, discrimination and prejudice. Students will study the political, economic, social and cultural aspects of these two developments and the role ideas played in bringing about change. They will also look at the role of key individuals and groups in shaping change and the impact the developments had on them. Part one: American people and the “Boom” Part two: Bust Americans’ experiences of the Depression and New Deal Part three: Post-war America
Section B: Wider world depth studies Belvedere will follow option Conflict and tension 1918-1939 This wider world depth study enables students to understand the complex and diverse interests of different individuals and states. It focuses on the causes of the Second World War and seeks to show how and why conflict occurred and why it proved difficult to resolve the issues which caused it. This study also considers the role of key individuals and groups in shaping change, as well as how they were affected by and influenced international relations.
Part one : Peacemaking Part two: The League of Nations and international peace Part three: The origins and outbreak of the Second World War
Paper 2: Shaping the nation Section A: Thematic studies Belvedere will be following Option 2A Britain: Health and the people: c 1000 to the present day This thematic study will enable students to gain an understanding of how medicine and public health developed in Britain over a long period of time. It considers the causes, scale, nature and consequences of short and long term developments, their impact on British society and how they were related to the key features and characteristics of the periods during which they took place. Although the focus of this study is the development of medicine and public health in Britain, it will draw on wider world developments that impacted on the core themes. Students will have the opportunity to see how some ideas and events in the wider world affected Britain and will promote the idea that key themes did not develop in isolation, but these ideas and events should be referenced in terms of their effects on the core theme for Britain and British people. Students will study the importance of the following factors: War Superstition and religion Chance Government Communication Science and technology The role of the individual in encouraging or inhibiting change This option focuses on the following questions: Why has there been progress in the health of the British people? How and why has the pace and scale of medical development varied at different times? What impact has medical progress had on people and society? How and why have different factors been more important than others for individual medical Developments. What is the significance of key individuals or events in the history of medical development? Part one: Part two: Part three: Part four:
Medicine stands still The beginnings of change A revolution in medicine Modern medicine
Section B: British depth studies including the historic environment Belvedere will be following option Elizabethan England C 1568-1603 This option allows students to study in depth a specified period, the last 35 years of Elizabeth I’s reign. The study will focus on major events of Elizabeth’s reign considered from economic, religious, political, social and cultural standpoints, and rising contemporary and historical controversies Part one: Part two:
Elizabeth’s Court and Parliament Life in Elizabethan times, how they were affected by and influenced international relations.
Assessment Paper 1: Understanding the modern world What’s assessed? Section A — Period Study - focus on two key developments in the country’s history over at least a 50 year period. Section B — wider world depth study with focus on international conflict and tension.
How it is assessed
Written examination: 1 hour 45 minutes
84 marks (including 4 marks for spelling, punctuation and grammar)
50% of GCSE
Questions
Section A - six compulsory questions (40 marks)
Section B - four compulsory questions (40 marks)
Paper 2: Shaping the nation What’s assessed? Section A — Thematic study looking at key developments in Britain over a long period. Section B — British Depth Study incorporating the study of a specific historic environments.
How it is assessed
Written examination: 1 hour 45 minutes
84 marks (including 4 marks for spelling, punctuation and grammar)
50% of GCSE
Questions
Section A - six compulsory questions (40 marks)
Section B - four compulsory questions (40 marks)
Plus 4 marks for spelling, punctuation and grammar
WJEC BTEC
Level 2 in Hospitality and Catering
According to the British Hospitality Association, hospitality and catering is Britain’s fourth largest industry and accounts for around 10% of the total workforce. Since 2010, over 25% of all new jobs have been within the hospitality and catering sector with the majority of new roles falling within the 18-24 age group, according to a report by People 1st. Employment in hospitality and catering can range from waiting staff, receptionists and catering assistants to chefs, hotel and bar managers and food technologists in food manufacturing. All of these roles require further education and training either through apprenticeships or further and higher education. This GCSE equivalent qualification not only prepares pupils for further study and a career in the hospitality and catering industry, it prepares pupils for a range of career paths and life experiences by developing skills such as: Skills required for independent learning and development; A range of transferable skills such as, planning, organisation, management and communication skills; The ability to solve problems; The skills of project based research, development and presentation; The fundamental ability to work alongside other professionals, in a professional environment. This qualification focuses on two core modules: The Hospitality and Catering Industry, a paper or on-screen based assessment. (40% of the total qualification) Hospitality and Catering in action, a coursework based assessment paired with a practical exam. (60% of the total qualification) The paper or on screen based assessment will cover topics such as: food hygiene and safety, the duties of staff within the hospitality industry, domestic and industrial methods of food preparation, nutrition, and the needs of customers. The coursework and practical exam section of this qualification will provide students with a brief to create a menu for an occasion. Pupils will then research menu ideas, then develop, plan and produce the recipes and dishes stated in their menu. Finally, the pupils will evaluate their performance and reflect on their preparation and planning for this practical task. This qualification can lead to a number of level 3 qualification and apprenticeship, accessible in the surrounding Liverpool area, for example:
Level 3 Diploma in Hospitality and Tourism Management Level 3 Diploma in Hospitality, Supervision and Leadership principles Level 3 Certificate in Hospitality and Catering Principles (professional cookery) Level 3 Award in Practical Food Safety Supervision for Catering.
During this qualification there will also be opportunities for a number of external learning visits, in order to experiences industrial catering. These include places such as The School of Artisan Food in Welbeck and the PEPSICO Walker’s crisp factory in Skelmersdale. As these qualifications are vocational awards they are not classed as GCSE. They are, however, GCSE equivalents. The level 3 qualifications are also A level equivalent with equal UCAS point weightings.
Pearson BTEC
Level 2 Tech Award in Health and Social Care
For the BTEC Level 2 Tech Award in Health and Social Care you will study three components: Component 1: Human Lifespan Development Component 2: Health and Social Care Services and Values Component 3: Health and Wellbeing Human Lifespan Development For component 1 you will study two key topics: * Understand human growth and development across life stages and the factors that affect it; * Investigate how individuals deal with life events. In this component, you will study how people grow and develop over the course of their life, from infancy to old age. This includes physical, intellectual, emotional and social development, and the different factors that may affect them. An individual’s development can be affected by major life events, such as marriage, parenthood or moving house, and you will learn about how people adapt to these changes, as well as the types and sources of support that can help them. Assessment for component 1 Assessment for this component is through a task set by Pearson which must be completed under controlled conditions (i.e. supervised in school) For this assessment, you will have the chance to work on your project over a number of weeks, during which time you will have the help, support and guidance of your teacher.
Health and Social Care Services and Values For component 2 you will study two key topics;  
Understand the different types of health and social care services and barriers to accessing them; Demonstrate care values and review own practice.
This component will give you an understanding of health and social care services and will help you develop skills in applying care values that are common across the sector.
Assessment for component 2 Assessment for this component is through a task set by Pearson which must be completed under controlled conditions (i.e. supervised in school) For this assessment, you will have the chance to work on your project over a number of weeks, during which time you will have the help, support and guidance of your teacher. Health and wellbeing For component 3 you will study five key topics;
Factors affecting health and wellbeing
Physiological indicators
Lifestyle indicators
Health and wellbeing improvement plans
Obstacles to implementing plans
In this component, you look at the factors that can have a positive or negative influence on a person’s health and wellbeing. You will learn to interpret physiological and lifestyle indicators, and what they mean for someone’s state of health. You will learn how to use this information to design an appropriate plan for improving someone’s health and wellbeing, including short- and long-term targets. Additionally, you will explore the difficulties an individual may face when trying to make these changes. Assessment for component 3 This external component builds on knowledge, understanding and skills acquired and developed in components 1 and 2. Learners will be given a case study and will assess an individual’s health and wellbeing, drawing on their understanding of life events from component 1. They will design a health and wellbeing improvement plan that draws on their knowledge of services and care values from component 2. A task worth 60 marks will be completed under supervised conditions. The supervised assessment period is two hours and must be arranged in the period timetabled by Pearson. Careers in Health and Social Care Students who go on to study BTEC Health and Social Care at level 3 or university enter a wide variety of different careers. Some of the most popular choices include: Social worker, Health Visitor, Probation officer, Nursery Nurse, Adult Nurse, Children’s Nurse, Mental Health Nurse, Midwife, School Nurse and Occupational Therapist
GCSE Computer Science “Computational thinking sits at the heart of the new statutory programme of study for Computing. The new Computing curriculum has an enriched computer science element. Computer Science is an academic discipline with its own body of knowledge that can equip pupils to become independent learners, evaluators and potentially designers of new technologies. In studying Computer Science, pupils gain not only knowledge but also a unique way of thinking about and solving problems: computational thinking. It allows the pupils to understand the digital world in a deeper way: just as physics equips pupils to better understand the physical world and biology the biological world.” (CAS) Students who opt for a Computer Science GCSE will develop their understanding of current and emerging technologies, their understanding of how these work and will apply their knowledge and understanding in a range of contexts. Students will acquire and apply knowledge, some technical skills and an understanding of the use of algorithms in computer programs to solve problems using programming. Students will use their knowledge and understanding of computer technology to become independent and discerning users of IT who are able to make informed decisions about the use of technology and be aware of the implications of different technologies. Why choose Computer Science? If you want to develop and apply your creative and technical skills, knowledge and understanding of IT in a range of contexts then Computer Science is for you. Generally, if you are good at Maths and Science you will enjoy the challenge of Computer Science. If you have attended some of the ‘Women in Tech’ enrichments and enjoyed these you will have a feel for coding already. This GCSE is also part of the English Baccalaureate and counts as a Science subject. We also encourage our students to think about the opportunities for degree study and apprenticeships after Sixth Form and this GCSE will give you the opportunity to consider all graduate routes.
What will you study? During the course you will develop computer programs to solve problems, develop the skills to work collaboratively, evaluate the effectiveness of computer programs/solutions and the impact of, and issues related to, the use of computer technology in society. The theory topics you will cover include the fundamentals of computer systems, hardware, software, the binary representation of data, databases, computer communications, networks, social engineering, cyber security and of course programming. Two written examination papers comprise 100% of your grade. You will complete a practical based project under controlled conditions which will support you in answering exam questions. In this practical programming based controlled project you will need to draw a series of flow diagrams and from these write some coding to be implemented in a programming language which will solve a series of given tasks. You will then need to test your solutions. An example could be to write a cybersecurity program to check the strength of a password.
What next after GCSE Computer Science?
Students who choose GCSE Computer Science often move on to study the IT Technical Level 3 Extended Certificate at A Level. At university level they choose Computing or Engineering based degrees which lead to jobs as Web Designers, Programmers, Software Engineers, Games Designers or Systems Analysts. Many other students who chose to study Computer Science use their skills to enter the teaching profession at either Primary or Secondary level. Every job needs good IT skills and Computer Science GCSE allows you to gain the competitive edge you need when later applying for jobs in every area. The RAF, Royal Navy, NHS and BAE systems are only a few of the large employers desperate to recruit employees who are good with computers. After all, as leading computer scientist Karen Spärk-Jones said: "Computer Science is too important to be left to men". To find out more about programming and leading women in Computer Science visit http://www.cs4fn.org/women. Also, please refer to our Firefly pages in the Computer Science and ICT sections. It is amazing what computer scientists can do; look at this short video of a robotic dog which could be used in warfare. http://www.gcsecomputing.org.uk/ support/multimedia/bigdog.html
Have a look at what Barack Obama and other famous people think about learning Computer Science. https://code.org/educate/resources/inspire Will I attend any Trips? Students of Computer Science GCSE have had the opportunity to visit the Alder Hey Hospital Innovation Centre and to visit Liverpool Community College to see robotics in action and use new software for cross-curricular application. Trips like these help students understand the scope of professions their excellent tech skills can lead to in the future.
AQA GCSE
MEDIA STUDIES
Media is something that surrounds us and is a part of our everyday routine. We use the media to communicate with each other, to find out what is happening in the world and to shape our own beliefs and interests. GCSE Media Studies is a course that aims to make students aware of how the media is constructed in order to influence or persuade us. In modern life, the media is a hugely important factor in shaping society, politics and our everyday lives. Becoming aware of the processes involved in the creation and consumption of media products is an important skill that can make you a more critical, aware and engaged member of society. This course allows you to explore lots of different types of media text. These include:
Film
TV
Video Games
Advertising and Marketing
Social Media
Music Videos
Newspapers and Magazines
You will engage in analysis and discussion of these different forms of media; how they are constructed, how they are consumed by audiences and the impact that they have on society. You will develop your analysis skills and learn to discuss the effects of camera, sound, editing, setting and graphics and how they are understood by audiences. The course will also explore representations of people, places and events in the media and how they can be biased, emphasised, stereotypical or even false. Production The practical production element of the course will teach you lots of new skills, such as setting up lighting, photography, filmmaking, editing, image manipulation and directing actors. You will learn to develop your ideas independently and creatively in order to produce work that is suitable for a specific target audience. The new Media Studies specification allows for the production of TV scenes/openings, music videos, radioshows, advertising campaigns, social media campaigns and more.
Some examples of student work Left: A magazine cover and a perfume advert (with original photography). Above: A still from a horror film trailer
The course has four assessment objectives that enable you to: ● Demonstrate your knowledge and understanding of the contexts of media products and their Influence; ● Demonstrate your knowledge and understanding of audiences, representations, media language and institutions; ● Analyse media products, making judgements and forming your own conclusions; ● Create media products for an intended audience, by combining your knowledge of media concepts and your technical production skills. Component
Percentage of Course
Paper 1
35%
Paper 2
35%
Non-exam assessment (Production)
30%
Paper 1 focuses on media industries, audiences and representation. It consists of multiple choice questions and some longer form answers. Paper 2 focuses on media language and contexts in the media. You will be asked to analyse media products in light of their contexts. In Year 10, you will complete an introductory course that will teach you how to analyse, discuss and produce a range of media texts. This will include all of the topics on the previous page. At the end of Year 10, AQA will provide us with a list of close-study products and a theme, which will then be used to focus Year 11 as we study a yearly changing topic in the lead up to the exam. The topic will also be applied to the production coursework, which you will also complete in Year 11. Possible Careers include: Public Relations
Print Journalism
TV Production
Editor
Film Production
Copy Writer
Market Research
Events Organisation
Advertising
Marketing
Brand Management
Photography
Directing
Writing
Broadcast Journalism
Game Design
Public relations roles are suited to people with insight into effective ways to communicate with different audiences Many jobs also require candidates who are tech-savvy and able to use multi-media as a method of informing and influencing people. The advertising and marketing industries both value Media Studies graduates too, recruiting them into media planning and advertising account management, copywriting and market research.
EDEXCEL GCSE
MUSIC
This syllabus offers an exciting and varied programme of study for pupils, intended to broadly develop pupils’ skills in the three essential areas of musicianship: Performance, composition and listening and appraising. Pupils undertaking GCSE Music will receive the following benefits:
A broader understanding and appreciation of a wide range of different kinds of music. Development of valuable life skills and attributes, such as critical and creative thinking, artistic sensitivity, emotional awareness, cultural understanding, self-discipline, self-confidence and self-motivation.
Active engagement in many forms of music making a challenging yet satisfying and stimulating course of study. Edexcel GCSE Music Assessments
Component
% of the course
Assessment Students perform for at least four minutes’ combined duration
Component 1:
30%
Performance
Solo performance: this must be of at least one minute in duration, and may comprise one or more pieces.
Ensemble performance: this must be of at least one minute in duration, any may comprise one or more pieces.
Each performance will be out of 30 marks.
Internally marked and externally moderated.
Students compose two compositions, of at least three minutes’ combined duration.
Component 2:
30%
One composition to a brief set by Pearson, of at least one minute in duration.
One free composition set by the student, of at least one minute in duration.
Each composition will be out of 30 marks.
Internally marked and externally moderatied
Composition
The paper is made up of two sections and is out of a total of 80 marks.
Component 3:
40% Appraising
Section A - Areas of study, dictation, and unfamiliar pieces (68 marls) Section B - Extended response comparison between a set work and one unfamiliar piece (12 marks)
Component 1: Performance
Performance lies at the heart of everything we do as musicians. Pupils studying GCSE Music will be able to develop their performing skills in both solo and ensemble contexts. This unit will encourage pupils to develop their creative thinking, their artistic sensitivity, their critical awareness, self-discipline and self-confidence. Pupils will learn to strongly think about how they interpret and communicate the music of their instrument(s). Areas covered:
Solo performing
Ensemble performing
Approaches to performing
Students must perform:
Solo performance: this must be of at least one minute in duration, and may comprise one or more
pieces and should be on the candidate’s preferred instrument.
Ensemble performance: this must be of at least one minute in duration, and may comprise one or more pieces. This can be on a different instrument to the candidate’s solo performance.
Total performance time across both pieces must be a minimum of four minutes of music.
Assessment information:
First assessment: 2018.
This component consists of 60 marks.
Students must perform as a soloist and as part of an ensemble. Each performance must last a minimum of one minute, with a combined duration of at least four minutes. Each performance can consist of one or more pieces.
Solo performance: students will perform a minimum of one solo piece (of at least one minute) of their own choice in any style or genre, with or without accompaniment as appropriate to the style of the music Ensemble performance: students will perform a minimum of one piece as part of an ensemble (of at least one minute) in any style or genre. The student’s part must not be doubled by any other member of the ensemble.
Component 2: Composition The purpose of this component is to assess students’ skills in composing music and enables them to appreciate the process of creating music. Students will be introduced to the technical and creative skills required by a composer. Composing is the creative process by which most of the music we experience came into being. Students will be encouraged to explore a range of compositional starting points and investigate a range of elements, techniques and resources for developing and manipulating ideas – and turning them into completed pieces of music. Students can also explore the skills needed to compose music for different instrumental and/or vocal forces. Students must submit two compositions, of a combined duration of at least three minutes:
One in response to a brief set by Edexcel, of at least one minute in duration.
One free composition set by the student, of at least one minute in duration.
Students do not have to perform the music that they have composed.
The Composition Briefs Briefs will be released on the 1st of September for assessment in the following exam series. The briefs will relate to each of the areas of study.
Brief 1 – Instrumental Music 1700-1820
Brief 2 – Vocal Music
Brief 3 – Music for Stage and Screen
Brief 4 – Fusions
Free Composition Students will produce one composition that is free, i.e. not related to a set brief. They should use their imagination and skills to compose a piece of music. They can draw inspiration or starting points from the set works and suggested wider listening, as well as their own interests and the world around them. They should consider the role of the audience and/or occasion in their composition. The piece composed by the students may be for any instrument or voice, or combination of instruments and/or voices, and in any style. Assessment Information
First assessment: 2018.
This component consists of 60 marks.
Students must complete a minimum of five hours of their composing, including the final write up and
recording, in a classroom setting under teacher supervision
Students do not have to perform the pieces of music that they have composed.
Component 2: Composition The purpose of this component is to assess students’ listening and appraising skills through the study of music across a variety of styles and genres. The content is grouped into four areas of study, each of which contains two set works.
Assessment Information
This is an externally set and assessed examination
This component consists of 80 mark and the assessment is 1 hour and 45 minutes.
The assessment consists of nine questions; students must answer all questions.
The paper will include multiple‐choice, short open, and extended writing questions.
There are two sections in the examination:
Section A: 68 marks
Section B: 12 marks
The extracts of the pieces of music will be played on CD to all students taking the exam.
Section A Students will be assessed on their ability to identify aurally the key musical features in some of the set works from the areas of study. They should understand the context within which the set works were composed and their place within the area of study as a whole. Students will also be expected to express and justify opinions on the set work extracts and complete short musical dictation and staff notation questions. Section B In Section B, students will be asked to compare in detail an extract from one of the set works with an extract from an unfamiliar listening piece. "GCSE Music lets you express your creativity and it also explores a wide range of music genres!" “Music GCSE was the most AMAZING roller coaster ride that I would get back on any day!”
AQA GCSE
PHYSICAL EDUCATION FULL COURSE
GCSE Physical Education Full Course This course is taken over a two year period and will be assessed at the end of the second year. The subject content will consist of the following topics; Applied anatomy and physiology Movement analysis Physical training Use of data Sports psychology Socio-cultural influences Health, fitness and well-being Assessment will consist of; Paper 1 – The human body and movement in physical activity and sport Applied anatomy and physiology Movement analysis Physical training Use of data Written exam : 1 Hour 15 minutes 30% of GCSE Paper 2- Socio-cultural influences and well-being in physical activity and sport Sports psychology Socio-cultural influences Health, fitness and well-being Use of Data Written exam : 1 Hour 15 minutes 30% of GCSE Practical Performance Practical performance in three different physical activities in the role of player/performer (one in a team activity, one in an individual activity and a third in either a team or in an individual activity). An analysis and evaluation of performance to bring about improvement in one activity is also included. 40% of GCSE Physical Education is a nationally recognised science and especially useful for any student considering a career in teaching, sports development, sports science, leisure and tourism. A good level of practical performance is important (40% of award). It is expected that candidates have an existing aptitude and interest in sport and PE. Involvement in P.E. extra curricular activities and sport in and out of school is essential. Trips
Rock and River
Netball TourDisneyland Paris
Wimbledon
@BelvePE
OCR GCSE
PHILOSOPHY AND ETHICS
At GSCE, Religious Studies follows OCR’s Philosophy and Ethics Course. Philosophy, literally meaning a love of wisdom, is the study of seeking knowledge and wisdom in understanding the nature of the universe. Ethics relates to the study of moral judgment and what is right and wrong, good and bad.
Here are some of the questions discussed as part of the course:
If God is good, why does He let people suffer? Is gender equality always right? Are there any circumstances when murder may be justified? Should terminally ill patients have the right to die? Should women have the right to have an abortion? Is war ever the right course of action?
What happens after we die? Should the Christian Church have a say in the way Britain is run?
This is a highly topical and invigorating course that covers Beliefs, Teachings and Practices in both Christianity and Islam, alongside Philosophical and Ethical Issues.
Who takes Philosophy and Ethics at GCSE? Anyone who has an enquiring mind and who loves to think through the types of questions that we look at. You can be of any religion or no religion to do this course: we just love enthusiasm and for you to share your own opinions!
How is the course assessed?
Each candidate will sit 2x1hr and 1x2hr examinations at the end of Year 11. Weighting: Christianity Paper: 25% Islam Paper: 25% Philosophy and Ethics Paper: 50%
All questions are a mix of short, mid-length and essay questions. Candidates are asked to demonstrate their knowledge, understanding and analysis of the areas covered. There is a large emphasis on the candidate’s ability to analyse ideas and opinions of others as they are assessed on evidence, evaluation and argument. During lessons the class teacher will assess you in lots of different ways: your contribution to class discussions, your commitment to the course and the standard of your GCSE practice answers.
THERE IS NO COURSEWORK ELEMENT TO THIS COURSE!
Should I take Philosophy and Ethics ?
Philosophy and Ethics utilises and develops a wide range of transferable skills which are valuable, not only in education, but in real life too! These include empathy, discussion, debate, analysis, evaluation, critical thinking, independent learning and many more‌!
Universities and employers highly value Philosophy and Ethics as a qualification due to the wide range of skills it requires. Below is a list of jobs which students who have studied the subject have gone on to do:
Medicine
Social Work Dentistry
Veterinary Science
Teaching
Nursing Politics Youth Work
Law
Media
AQA SOCIOLOGY What is Sociology? Sociology is about the study of social life, social groups and societies. Sociologists study the social world and our behaviour in it. Sociologists are particularly interested in understanding the ways in which society shapes our behaviour and influences our daily lives. The GCSE in Sociology introduces you to some of the key topics that sociologists study in contemporary society. It provides you with the opportunity to learn about how sociologists study society and how they explain how our society works and how it influences our behaviour and life chances. For the GCSE in Sociology (AQA specification) you will study two units of study: Unit 1 The Sociology of Families and Education Unit 2 The Sociology of Crime and Deviance and Social Stratification Unit 1: The Sociology of Families and Education Families – you will study ‘the family’ in contemporary society. In particular, you will learn about how ‘the family’ has changed over time and you will explore the different types of families that exist in our society today e.g. nuclear families, lone-parent families, reconstituted families and extended families. You will study the patterns of marriage and divorce and explore some of the sociological explanations for the increase in divorce over time. You will also assess the consequences of divorce for children, family members and society – today, almost one in two marriages end in divorce.
You will also learn about the different roles and relationships within ‘the family’. You will study relationships between men and women… who does the housework and why? You will learn about how relationships between men and women have changed over time and investigate whether the ‘new man’ really exists. In addition, you will learn about problems in the family such as domestic violence.
Education - you will learn about the education system in Britain today. You will learn about the different types of schools that exist and the political and sociological debates surrounding provision and policy in relation to education. You will explore the differences in educational achievement e.g. between boys and girls, children from different social classes and children from different ethnic minority backgrounds, and you will assess the sociological explanations for such differences.
You will learn about how a range of processes within schools can affect achievement, including teacher expectations, setting and streaming, labelling and anti-school subcultures. Unit 2: The Sociology of Crime and Deviance and Social Stratification Crime and Deviance – this involves studying the nature and extent of crime and deviance in our society today. In particular, it involves reviewing statistics on crime and learning about the different types of crimes that people commit. You will explore patterns of crime in relation to social and economic factors such as social class, gender and ethnicity. You will also learn about the criminal justice system and different sociological explanations relating to crime, deviance and punishment.
Social Inequality – this involves studying the different types of inequality that exist in our society. In particular, it involves studying inequalities in relation to wealth, income, status and power. You will study important issues such as poverty, unemployment and homelessness and you will learn about how people’s life chances are influenced by factors such as social class, gender and ethnicity.
Assessment Assessment for the GCSE is based on two written examination papers:
Paper 1: The Sociology of Families and Education (1 hour 45 minutes) Paper 2: The Sociology of Crime and Deviance and Social Stratification (1 hour 45 minutes)
Paper 1: The Sociology of Families and Education Paper 1 is divided into two sections. Section A: Families and Section B: Education. You are required to answer two multiple choice questions and a range of questions requiring short and extended responses for each section of the paper. Paper 2: The Sociology of Crime and Deviance and Social Stratification Paper 2 is divided into two sections. Section A: Crime and Deviance and Section B: Social Stratification. You are required to answer two multiple choice questions and a range of questions requiring short and extended responses for each section of the paper. Each examination carries a total of 100 marks. Both examinations will be taken at the end of Year 11. Careers for Sociologists Students who go on to study Sociology at A level or university enter a wide variety of different careers. Some of the most popular choices for sociologists include:
Social Worker, Youth Worker, Mental Health, Nurse, Counsellor, Police Officer, Probation Officer, Criminologist, Sociologist, Lecturer….
EDUQAS GCSE
ART & DESIGN: TEXTILES
Art & Design: Textiles offers a multitude of job opportunities around the globe. With the UK being the 15th largest Textile manufacturer in the world and with some of the best designers coming from the UK, why wouldn’t you want to become part of this fast growing, exhilarating industry? Why should I take Textiles? If you have really loved Textiles during Lower School, then why not opt for it at GCSE? Students who opt for Textiles at GCSE level should be keen to design and make creative and unique pieces of textile work. Textiles is a very exciting and demanding subject that is concerned with developing pupils’ confidence to tackle a variety of decorative techniques and improve your independence towards learning. What is GCSE Art & Design: Textiles? Art & Design: Textiles is about the creation and design of a range of products. You must be able to explore practical techniques as well as researching the work of historical and contemporary textile designers and makers. You will be taught a variety of different techniques including;
Constructed textiles
Installed textiles
Dyed fabrics
Soft furnishings
Printed fabrics
Stitched and embellished textiles
Fashion design
Interior Design
You will also have the opportunity to explore and research into a wide variety of jobs and practitioners working in different occupations such as;
Textiles designer
Milliner
Textile buyer
Fashion journalist
Fashion designer
Colour consultant
Fashion forecaster
Theatrical costume designer
Knitwear designer
Fashion illustrator
How is the course structured? The EDUQAS GCSE grade will be awarded as a result of completing two units of work:
Component
% of final GCSE Grade
Completion
Coursework
60%
Completed during lesson time, enrichment and for homework
One Externally Set Assignment
40%
8 weeks of preparation time and 10 hours timed exam
YEAR 9 CHOICE OF OPTIONAL SUBJECTS On the next page (you will be given a hard copy by your Form Tutor) indicate which optional subjects you are interested in studying to GCSE level. Please fill this in, then hand it to your Form Tutor by Tuesday, 29th January 2019. Please bear these points in mind when indicating your choice of subjects: If you have any definite career ideas you must make sure you choose any essential subjects for these. The Careers Department will be able to help you find out about this.
Most of you will not have any definite future plans yet. You should therefore choose subjects which keep open a broad range of possibilities for Advanced Level study and careers.
Those of you in Sets 1 + 2 in Spanish will have the option to choose GCSE French as one of your optional courses. All students in sets 1-5 will continue to study Spanish to GCSE Level.
It is important to choose subjects which you enjoy and think you will be good at. If you are in doubt as to your aptitude or potential in any subject, consult your teacher.
If your choice of subjects is not handed in by Tuesday, 29th January 2019, it cannot be taken into account when the groups are made.
You should select up to five option subjects in order of preference in case your preferred selection is not available.
Groups of GCSE optional subjects will then be drawn up to accommodate as many requested subject combinations as possible; your choice of GCSE subjects will then be finalised bearing in mind the group structure.
YEAR 9 - SUBJECT CHOICES Please complete this page, and give it to your Form Tutor before Tuesday, 29th January 2019.
Name: ……………………………………………………………………………………….. Form: ……………………………………… In the Optional Subjects my choices are:
1: ……………………………………………………………………………………………..…………………………………………………..
2: ……………………………………………………………………………………………………………………..…………………………..
3: …………………………………………………………………………………………………………………………..……………………..
4: …………………………………………………………………………………………………………………………..……………………..
5: …………………………………………………………………………………………………………………………………………………..
Please list subjects in order of preference
Signature of student: ………………………………………………………….…………………………………………………………
Signature of parent: ………………………………………………………………………………………………………………………