Y9 Options

Preparing for Key Stage 4 CAMPSMOUNT

A Co-operative Academy

“Developing Effective 21st Century Learners”

Pr eparing for Key Sta ge 4 - 2013 Andrew Sprakes BA(Hons) Headteacher Ryecroft Road, Norton, Doncaster DN6 9AS Tel: 01302 700002 Fax: 01302 707775 Email: heads.pa@campsmount.com www.campsmount.com

Preparing for Key Stage 4 About the booklet!

This booklet contains information that will help you through a successful key stage 4 at Campsmount, providing the opportunities for you to fulfil your potential and create opportunities for yourself in the future.

The booklet contains valuable information, advice and guidance regarding the option choices you will be making shortly.

It also offers advice on preparing for exams and revision techniques. In addition, if required, some help on dealing with exam stress and tips on how to get a good night’s sleep.

The booklet also contains some thoughts from our Sixth Form Team outlining the opportunities available to you at Campsmount Sixth Form and a look at the destinations of some of our students – it is never too soon to plan!

Finally, as you begin to consider the choices open to you at key stage 4 and beyond just remember there are lots of people there to help; your Parents, Tutors, Teachers, your Head of Year, the Learning Mentor Team and so on.

Though the choices can sometimes be difficult, concentrate on the positive and the opportunities you can create for yourself.

If you need any help – just ask!

CONTENTS About this booklet Introduction from the Headteacher General Advice on the options process

Page

1-2

Core Subjects

Pages

3 - 10

Extended Core Subjects

Pages

11 - 13

Optional Subjects

Pages

14 - 27

Important date to remember

Page

28

Useful information on:  Preparing for exams and revision technique

Pages

29 - 30



Dealing with exam stress

Pages

31 - 33



Some help for Parents

Page

34

AND after Key Stage 4? 

Campsmount Sixth Form

Pages

35 - 36



Our success in Higher Education

Pages

37 - 38

INTRODUCTION FROM THE HEADTEACHER Dear Year 9 Student, This booklet has been written to help you prepare for the future and think about the subjects that you will be able to study in Yrs 10 and 11; this part of your time at college is called Key Stage Four.

You all will be aware that we live in a much more challenging and competitive world than twenty years ago. It is essential that you are educated to the highest possible standard if you are to compete for jobs and careers that are well paid and have decent prospects.

I am sure you are aware that a new initiative has been introduced by the Government called the English Baccalaureate. The qualification can only be gained if students study GCSE’s in English, Maths, Science, a Humanities subject (History, and/or Geography) and a Foreign Language.

It is more than likely that Colleges, Universities and employers in the near future will begin to use the measure to distinguish between applicants in their selection process.

If your son/daughter wishes to consider an academic route into Further Education and/or University then they will need to consider this when selecting their options for study at GCSE. Education is your surest way to success and it is vitally important that you make the very best of your abilities. It is crucial that you choose your subjects carefully and that you discuss these choices fully with your parents. The choices you make must be based on your own personal strengths and talents you should also take into account requirements for your chosen career preferences.

You have some excellent teachers at Campsmount and you will be provided with opportunities to make the very best of your ability. Use your talents, whatever they are, to build a future for yourself based on the best possible education.

Read this booklet carefully and get as much advice as possible from your tutor, teachers and other students. Once again, make sure you choose your subjects carefully and that you discuss these choices fully with your parents.

I wish you all the best in your choices and every success in your GCSE studies.

Yours sincerely,

A Sprakes Headteacher

 We will ask you to fill in a form telling us which subjects you would most like to study.

 We will use this information to produce lists of subjects to allow as many students as possible to follow their favourite subjects.

 You will have to choose your subjects from the lists.

Sometimes you may find some of your favourite subjects are in the same list.

If this happens you will have to choose another subject.

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Open Writing: two assignments (10% each) using 1st and 3rd person narrative.

This includes writing to explore, imagine, Choices Although it may not seem like you have a entertain, inform, explain and describe. choice to study English, you all actually have Reading Literary Texts: two assignments choices to make.

(10% each). One focusing on English in Key Stage 4 is full of choices for exploring and responding to a you to make independently and with guid- text from a different culture ance from your teachers, which will put you (currently of ‘Mice and Men’) and in good stead for your future beyond the other studying a range of poetry and linking it by theme to Campsmount. a Shakespeare play.

What gets tested?

Assessment takes place throughout Y10 in Speaking and Listening: is worth 20% of the form of Controlled Assessments. Formal your overall GCSE grade and is divided into examinations are at the end of Y10 and dur- a variety of tasks ing Y11.  Extended individual contributions - you will present your ideas on a chosen Some students will have the opportunity topic. to study both English Language and English Group discussion and interaction Literature and assessment will focus on  formally or informally, you will discuss three areas: current issues or media texts encountered in class.

Speaking and Listening (EN1),  Drama focused activities - role play in Reading (EN2) and pairs or groups exploring the motivaWriting (EN3). tion of characters in a literary text.

Where does my GCSE come from?

At Campsmount we follow the WJEC Sylla- Each of the activities will have a different bus for both English and English Literature focus allowing you to develop your speaking and your final grade will be a combination of and listening skills for a range of purposes. your controlled assessment and examination results.

ENGLISH

What are Controlled Assessments?

Your controlled assessments folder consists of work that is completed in a controlled environment having spent several weeks preparing and improving drafts.

ENGLISH Controlled Assessments under the title of ‘English in the world of the imagination’ are worth 40% of your final grade and are divided into four parts:

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What happens in the exam?

Unit 2b (40%): Literary heritage drama For English there are two exam papers and contemporary prose requires two texts worth a total of 40% of your final grade. to be studied. For our play you will study either - ‘Blood Brothers’ OR ‘A View from Paper 1 - English in the daily world the Bridge’ and for the novel you will study (Reading) 1 hour ‘Lord of the Flies’.

Reading: (20%) - you will answer questions on non-fiction texts Paper 2 - English in the daily world (Writing) 1 hour Writing: 20% will test transactional and discursive writing.

ENGLISH LITERATURE Controlled Assessment is worth 25% of your final English Literature grade and links a Shakespeare play with a collection of poems based around a theme.

What happens in the exam?

You will sit two 2 hour written papers worth 75% of your grade.

You will then have to answer two questions on the play and two questions on the novel.

Unit 1 (35%): Prose (different cultures) and poetry (contemporary) has two sec- Anything else? tions.

If you haven’t noticed already, the Controlled assessment you will complete In Section A you will need to answer two throughout the course covers all the skills questions on the text we have studied which you will need in your final examinations— will be ‘Of Mice and Men’. In Section B practice makes perfect! you will answer one question comparing two unseen poems.

As with the rest of your GCSE subjects there are deadlines to meet and your work must be your own. However, if you put in the effort you will get results.

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External examination sessions are November and June Student will be entered for examinations as they are ready, likely examination periods are:

MATHEMATICS Tiers of entry: Tier

Target Grades



Higher

A* - D



Foundation

C - G



The course The mathematics course followed is AQA Linear GCSE. This follows the Government’s new legislation with regard to examinations where the whole course is externally assessed at the end of the course.

Regular internal assessments will ensure that students’ progress is closely monitored during the course and movement between teaching groups and tiers of entry will be made to allow them to achieve the best grade that they can.

June series during Year 10 for highest performing students November during Year 11 for remainder of the year group.

June of Year 11 will involve all students in mathematics examinations.

Level 2 Further Mathematics The highest performing students will be given the opportunity to study mathematics at a higher level than GCSE during Year 11. This will provide a fantastic base of knowledge in preparation for A level study, both in mathematics and other related subjects. It will also provide a further mathematics qualification alongside their GCSE.

A calculator of their own is Assessment The scheme of assessment is linear with two an essential item of equippapers at each tier to be taken in the ment for all GCSE students, as they need to be familiar same examination series as below. with the layout of the calculator that they will use in examinations. Suitable calculators can be purchased from the mathematics department at school, ask a member of the department for advice.

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SCIENCE

All routes will, however lead to the award of at least two GCSE levels, or equivalent, for the subject.

Here at Campsmount, the Science Department provides GCSE separate sciences, BTEC Applied Science courses and the double GCSEs of Core and Additional Science.

Students will be advised on these courses in Yr9.

Many examinations are unit tests and these tests are taken termly through the course.

Students with good GCSE Science grades are ideally placed to continue their study of science to a higher level, possibly in the 6th Science helps us to understand many of the Form. things that happen in the physical world.

During the course all students will complete We can use our knowledge to predict what a Practical Skills Assessment in Biology, will happen in unfamiliar situations. Most Chemistry and Physics. They will also sit a importantly however, Science provides us written Investigative Skills Assessment in all with techniques and skills for finding three sciences in both years. answers to questions. New technology affects us all and we are only just becoming BTEC ‘First Extended Certificate in Applied aware of our impact on the environment. Science’ Courses are based on coursework Everyone has the right to influence deci- which is both internally and externally sions made in these areas, but we need to assessed, plus one small exam. Students can achieve the equivalent to two grades C understand them first.

Fancy being a Crime Scene Investigator or a or above at GCSE. Forensic Scientist? Being a Food Taster?

What about Aircraft Maintenance or designing racing bikes? Forecasting the weather or launching a satellite? It could be possible with a good background in science!

Much of the work will be practical and investigative. Homework plays an important role in your learning and you can expect at least three homework assignments each week.

Good qualifications in science are valued by employers and colleges of further and higher education.

Science, along with DT, Maths and ICT is increasingly important to those looking for a career in an advancing technological society.

All students at Campsmount will study science at key stage four.

Generally, students are taught within the specialisms of Biology, Chemistry and Physics although there are three main routes to GCSE or equivalent science qualifications.

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Ms C Jones Head of Science

DESIGN TECHNOLOGY OPTIONS At a glance :  GCSE Catering  GCSE Graphics  GCSE Resistant Materials  GCSE Textiles In year 10 all students decide upon a focus area to follow in Design Technology.

Why do we make two choices?

Safety of students is very important and we do have to limit the size of the groups we teach to ensure students work in a safe environment. This is the reason why we ask for a first and second option choice from 4 focus areas.

How to be successful in Key Stage 4 Design Technology

All courses include practical work and students may be asked for a financial contribution to the practical work made. In GCSE catering students will be expected to provide their own ingredients on a regular basis.

Make the right choice for YOU! Think about what you want to do in the future, what you are good at and what you enjoy studying. You should not choose subjects because you want to do the same as your friends, nor because you like the teacher.

You may find your friend ends up in a different group or the teacher is not the one you expected! Choose the option choice which is best for you.

Make a WISE choice

W I S E

Ask for Help You do not have to make this important decision alone. All your DT teachers are here to help you – to tell you what the course involves and to offer advice. You should also talk to your parents and any of your family who may have experiences of the courses on offer, although some of these courses are fairly new to DT at Campsmount

ork out what you are good at and what you enjoy.

nvestigate what the courses involve. peak to your DT teachers

Finally – remember to pick 2 choices – a first and a second, in case we can’t fit you into your first choice.

xamine the reasons for your choice – is it the ‘best for you’?

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GCSE Catering (WJEC)

Course Details Students will study the following aspects of the food and drink industry:  Food preparation, cooking and presentation,  Nutrition and Menu Planning  Costing and portion control  Communication and record keeping.

Students will acquire this knowledge and experience through various practical and written tasks.

As practical work is an essential part of the course students will be expected to provide the necessary ingredients and wear appropriate protective clothing for every lesson.

Assessment Requirement The scheme of assessment consists of two components • Unit 1 Practical Tasks and evaluations - 60% • Unit 2 Written Examination - 40% This course may include the serving and preparation of food for food events, this may include time out of the normal school day e.g. parents evenings, school production catering etc.

GCSE Graphic Products (AQA 4550)

Course Details The Graphic Products course has been designed to encourage students to be able to design and make products with creativity and originality, using a range of graphic and modelling materials. They will learn how to produce and present a portfolio of work and communicate their ideas effectively. They will be encouraged to understand and apply colour to a design, to develop spatial concepts, to use typography to enhance a design and to understand graphic materials and their manipulation. They will design and make products of high quality using graphic media and new technologies Assessment Requirements Single Tier assessment A* - G to cater for students of all abilities.

Written Paper-2hrs, 40% of final mark.

Coursework Project60% of final GCSE grade.

As part of their coursework, the students are required to produce a design portfolio compiled of 25 A3 sheets. Students will be required to purchase drawing equipment and A3 folders.

Possible Benefits This course is ideal for students who are interested in design and enjoy being creative.

Possible careers include: Graphic Designer, Illustrator, Website Designer, Interior Designer, Product Designer, Photographer and many more!

Possible Benefits This option not only gives a sound basis for entry onto vocational courses in Hospitality and Catering, but also career opportunities in Food Manufacturing, Marketing, Retailing and the Catering Industry.

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GCSE Resistant Materials (AQA)

GCSE Textiles (AQA 4572)

Course Details The Textiles Technology Course has been developed to enable students to demonstrate their creativity with the making of textile products.

They will be encouraged to explore the properties of different types of fabrics and understand the importance these different fabrics have to a design.

Course Details Resistant Materials GCSE offers students the opportunity to develop and demonstrate their design and technology skills whilst working predominantly with wood, metal and plastic. They will undertake various projects designed to extend their knowledge and understanding of product design, safe working with hand tools and electrical tools, industrial manufacture, the introduction of new “smart� materials and individual prototyping skills to design and produce quality products.

Assessment Requirements Single Tier assessment A* - G to cater for students of all abilities.

Written Paper-2hrs, 40% of final mark.

Coursework Project-60% of final grade.

Coursework Project: This is an extended piece of work in which students identify a problem and then design and make a textiles solution.

As part of their coursework, the students are required to provide their own fabric if they do not wish to use the fabric provided by Campsmount.

Assessment Requirements Single Tier assessment A* - G to cater for students of all abilities.

Written Paper-2hrs, 40% of final mark.

Possible Benefits This course is ideal for students who are interested in design and enjoy being creative.

Possible careers include: Fashion Designer, Shoe Designer, Costume Designer, Freelance Textiles Designer, Textile Surface Designer, Textile Engineer, Textiles Artist and many more!!

Coursework Project-60% of final GCSE grade.

As part of their coursework, the students are required to produce a design portfolio compiled of 25 A3 sheets.

Possible Benefits The subject encourages and develops designing, creativity, innovation and problem solving-essential skills for everyday life.

Careers in manufacturing and engineering are possible pathways.

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PHYSICAL EDUCATION CORE

This is supported by a programme of SLA (Sports Leaders Award) which is an option in Yr11 allowing participating students to gain a sports leaders award.

Over key stage three and four the physical education programme covers a wide range of physical activities.

Throughout Y10 and Y11 students can exercise their independence and have the choice of opting into a number of activities.

Key Stage 4 Throughout this key stage physical education is more leisure based, highly encouraging students to participate in a healthy lifestyle. The programme of study is different to that of key stage 3. Students have the opportunity to display learnt skills and are highly encouraged to ‘lead’ and direct their own activities.

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Football, dance, basketball, netball, badminton, aerobics and circuit training are just a small number of activities offered. All students have the opportunity to spend a period of time in the fitness suite.

These add to the breadth of your school life and are:

    

Personal, Social & Health Education including aspects of Religious Education Citizenship and Enterprise Education Careers Education Work Experience Key Skills development

These topics are covered across the other subject areas and through Alternative Curriculum and Immersion Days.

Alternative Curriculum Days

Our Alternative Curriculum offers a dynamic approach to developing personal, social and emotional well being as well as enabling our students to become responsible and caring citizens.

Teachers are encouraged to be creative and innovative in their delivery and external agencies help to create memorable learning experiences. These include a huge range of visitors that present interesting and Central to this approach is the collapsing of the normal timetable thought provoking sessions. where Year Teams facilitate The days are based around 6 learning experiences and days themes: Identity and that go beyond the traditional Relationships, Healthy Lifestyles, boundaries of 50 minute periods. Personal Risk, Enterprise,

Community and Personal Aspiration.

Topics within these themes include: Anti-social behaviour, peer pressure, drugs awareness, personal finance, sex & relationship education and living with a disability to name just a few. These days have been very successful for a number of years now and has involved training over 100 schools from the UK. Mr Portman

DANGERS OF SMOKING

SUPPORTING BLIND PEOPLE

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LIVING WITH A DISABILITY

Careers Guidance The careers course, which is integrated with the PSHE programme, aims to develop self awareness, decision making, communication and job search skills and a deeper understanding of the world of work.

Students will be encouraged to participate actively in a range of simulated situations and exercises to develop a confident and organised approach to personal career planning.

The careers programme covers many aspects especially tailored for years 10, 11, the sixth form and beyond. Careers topics covered in Y10 include enterprise, entrepreneurship and personal aspirations that fit closely with work experience. In year 11, study skills, preparing for work, CV writing, letter writing and interview preparation are covered. Furthermore, managing finances is analysed in a creative and fun way to prepare you for life after Y11.

Where do you go for help?

In college there are loads of people that can support, advise and guide you; tutors, head of year, subject teachers. Furthermore, if you want to arrange formal interviews then Mr Grove (Careers Co-ordinator) and Helen Green (Careers Advisor) are available. There is a section in the library devoted to careers and there is also an online college package to help you with your decision making.

Outside of college: www.doncastercareers1419.org

Nord Anglia, Lazarus Court, Bradford Row, Doncaster: tel 01302 366065

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What is Work Experience?

What can I experience?

Work experience is a placement on employers’ premises in which a learner carries out a particular task or duty, or range of tasks or duties, more or less as would an employee, but with the emphasis on the learning aspects of the experience.

(Department for Education)

expect

to

do on work

Whilst on work experience, students will normally carry out a range of tasks or duties which can involve work shadowing, work observation or visits, work-based projects, attendance at company briefings or meetings, undertaking mock interviews or participating in a mentoring programme. Generally employers will treat students as though they were new employees.

However, emphasis is always made on the In other words, it is experience of the world of learning aspects of work experience in order to work with specific learning aims and objectives gain a deeper understanding and therefore be that are normally established by your school. better prepared for life in the adult work place.

Essentially, work experience is an educational activity which is best thought of as time in an For some industries, in the interests of your Health & Safety the alternative learning environment. majority of your role will be to work shadow.

Why is work experience important?

For example, if you Work experience is an essential part of Work have a placement in an Related Learning, which is now a major part of engineering firm and your curriculum. The Government is committed will be surrounded by to improving the employability of young people dangerous machinery and meeting the recruitment needs of prospec- that you are not trained to use, it is more than tive employers both nationally and regionally. likely that you would shadow an engineer to watch what they do and learn from them.

As such, having a successful work experience placement is vital for your future success. In Please note that due to work experience being addition to enhanc- part of your education you are not allowed to be ing your personal, paid by employers. social and vocational education, work ex- Further Information perience provides a Should you require any further information or solid basis for key have any concerns regarding work experience skills such as employ- please contact Mr Blair or Mrs Marshall at ability. A successful school. work experience can lead to you gaining a good reference from the Mr T Blair & Mrs Marshall employer which will be very useful when applying for other employment opportunities, Further Education or Higher Education such as Colleges or Universities etc. In some instances, employers have been so impressed with students they have offered them Saturday work or even an apprenticeship.

When does my work experience take place?

During the summer term of Y10.

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

You may choose 4 subjects from Block A

OR 

You may choose 2 subjects from Block A and 1 subject from Block B BLOCK A Art & Design Business Studies Drama French German Geography History ICT Leisure & Tourism Music PE RE

BLOCK B Health & Social Care BTEC

GCSE ART & DESIGN These groups will be made up of those students who want to pursue Art and Design and who have a real interest in these subjects.

There will be an opportunity to use a wide range of materials e.g. paint, clay, fabric, printing inks, computer graphics. Students will be required to work with many of these media. The course will also include some written work, based on the historical and sociological aspects of Art.

The GCSE consists of students producing a personal portfolio of artwork, over the two years. This makes up 60% of the GCSE. The remaining 40% is assessed from the externally set assignment where there is a preparatory period of study prior to a 10 hour timed set task. Homework is an essential part of the course and it is expected that every student complete this on a regular basis.

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All of these areas of the examination will indicate evidence of attainment and achievement in Art and Design.

GCSE Business Studies

Introduction The GCSE Business course prepares students equally for the workplace or sixth form studies. The skills you develop are easily transferable and are relevant to the world around you. Good skills in Maths and English would be a benefit. The course is divided into 3 units: Unit 1: Year 10 U1: This is 25% of your overall GCSE. It is a practical start to GCSE business and involves you doing some research and then writing a report on one company. You have to write about:   

Market Research Marketing the business How the business can improve and be more successful Unit 2: Year 10

U2: This is 25% of your overall GCSE. This is traditional, where you have to learn material and then sit an exam in May. The topics you will learn about are:    

Owning and running a business Location of businesses Business growth How to motivate employees

Unit 3: Year 11 U3: This is a big unit and takes the whole of year 11 to get through! Again, you have to sit an exam in May. Topics include:      

Production and making products Quality The economy How the government affects businesses International businesses Business ethics We try to get out and see as many businesses as we can and there may be an opportunity for you to visit New York in Y11 Any questions or you just want a chat see Mr Grove 15

Students are assessed on their exploration of a given play script and their exploration of a theme/topic using given stimuli, in order to devise pieces of Drama. These two pieces are internally assessed under conDRAMA trolled assessment conditions. Students are GCSE required to write three assignments explaining the methods they followed during their practical assessments, as well as the review of a live theatre show. It is therefore a compulsory element of the course Students following the GCSE Drama course that students attend theatre trips. will have a real interest in all aspects of Following the completion of the internally Drama and Theatre. The course delivers one GCSE qualification.

The course offers opportunities to experience a wide range of dramatic and theatrical activities and skills including acting, design, technical skills, theatre crafts, workshops and theatre visits.

assessed controlled assessments, students will begin preparing for a performance of a scripted play, adaptation of a story or a selfdevised piece of Drama. This will be assessed by a visiting moderator and is worth 40% of the final GCSE mark.

Homework is an essential element of the course and comprises both written and practical tasks to be completed by students on a regular basis.

The GCSE examination comprises: 



60% teacher assessed practical demonstration with accompanying written controlled assessments.

40% external practical examination.

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FRANÇAIS The emphasis throughout this two year course is on practical communication. Our aim is to develop the students’ skills as identified in the National Curriculum and the GCSE syllabus in: 







Speaking French. In the event of a visit to France, or French speaking country, meeting or receiving a French speaking person.

Writing French, to communicate with French friends or, more formally for example, to book a campsite or hotel accommodation.

Reading and understanding French, for example signs, brochures, magazines and newspaper articles when travelling in France.

Listening to and understanding French using authentic audio and visual material.

The GCSE examination tests these four skills. It is designed so that should students experience a weakness in a particular language area, they are given the opportunity to build on their strengths and thus achieve their best possible grade.

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Students will follow the AQA syllabus, which offers both Foundation and Higher levels in listening, speaking, reading and writing.

Listening is worth 20%, reading 20%, speaking 30% and writing 30%.

Each student will produce two short speaking assessments which will be internally assessed and will also submit two written tasks.

All students will have regular contact with a French Assistant in Yrs 10 and 11.

It is essential to have a small bilingual English/French dictionary and a revision guide. The use of ICT is both allowed and encouraged!

Venez à la découverte de la culture française.

DEUTSCH GCSE Why take this course? Who is it for?

If you enjoy a range of different activities and learning styles and would like to gain a life skill, not just a subject, learn a language! Learning a language makes you a better all round communicator and deepens your understanding of other cultures and countries — vital for life in the 21st Century.

Languages are highly valued by both employers and universities and people with languages qualifications often have better access to higher salaries because so few Britons have these skills. Access more of the world - learn German!

If you want to achieve the English Baccalaureate which some universities may list as part of their admissions process, then you must choose a modern language.

What does this course involve and how am I assessed?

You will study several different topics, expanding on what you have learnt in KS3. The course is assessed across 4 units, listening, speaking, reading and writing. Listening and reading are assessed by examination and total 40% of the final marks and speaking and writing are assessed by controlled assessment and total 60% of the final marks.

learner or prefer a kinaesthetic approach.

We will cater for these differing learning styles by using music and rhythm, mime and gesture, colour coding and drawing.

You will be taught tactics to improve your memory, including the importance of repetition, ‘the look, cover, say, spell, check’ method of recalling vocabulary, the value of visualising words, use of acronyms, word association, categorising and brainstorming and how peer assessment can improve your own understanding.

What possible careers follow on from this course?

A language can help you move up the pay scale in many professions which involve any international links  business,  banking,  the armed forces,  government,  the travel industry,  interpreters and translators  and languages are important for teaching. Since the introduction of languages in primary schools, a teacher who can speak a language has an advantage over others.

How will the teacher help me revise Who do I see for further information? and prepare for exams/controlled Mrs High assessment?

Early on in the course, it will become clear whether you are a visual learner, auditory 18

Jobs involving Geography, e.g. Travel & Tourism, Town Planning, Conservation, Teacher.

HUMANITIES Why should I study Humanities?

Humanities teaches you skills that you will use every day of your adult life whether you are at work, on holiday, watching TV or voting in a general election!

As well as learning information about the Jobs involving History e.g. Museum world around you, past and present you will Curator, Archivist, Teacher, Archaeologist. develop a range of important skills including:            

Written and spoken English Questioning and criticising Research Presentation Analysing graphs and diagrams Understanding different points of view Using Information Technology Jobs involving RE e.g. Police, Social Worker, Making choices and decisions Forming opinions and clear arguments Local Government.

An understanding of other cultures Working with other people Understanding politics & governments

For what job will these skills be useful?

Any job involving working with the public or working as part of a team uses these skills Jobs involving Leisure & Tourism e.g. e.g.

Holiday Representative, Gym Fitness Instructor, Lifeguard, Tour Guide, Travel  Police Force Agent, Park Warden, Restaurant staff, Sales  Social Work  Administrative or Clerical jobs e.g. Civil Assistant.

Service, Secretary  Jobs involving management e.g. Retail Management, Leisure Management  Jobs involving researching and writing e.g. Journalism, Publishing, Research Assistants  Jobs working in Libraries or Information Centres  Advice Centres  Teaching and Lecturing

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The ICT course leads to the OCR Cambridge National in ICT. The full certificate is equivalent to two GCSE’s.

GENERAL ADVICE ON THE OPTION PROCESS

In Year 10 (Key Stage 4) you will follow a core of subjects: BEFORE YOU CHOOSE  Read the whole booklet carefully.

English Mathematics  Think about what you want to do. Do Science you have a certain career in mind? Does Technology that career need certain subjects? Speak to Physical Education Mr. Grove and to your tutor.  Think about your own skills, your You will take part in:  Personal, Social & Health Education, strengths and your preferred learning style. including aspects of Religious Education.  Discuss your choices with your parents.  Citizenship and Enterprise Education You will also discuss your choices with a Key Skills Development. member of staff.  Careers Education in which you will obtain information about the wide range of Make sure that what you choose qualifications available to you post 16. suits you. Do not  Work Experience. go for a subject You will opt for up to four other subjects. because a friend Final placement will depend on guidance chooses it or just and on timetable provision. Some subjects because you like have limited group size and occasionally we the teacher. You will be on this course for 2 do not run some subjects if there are years. It has to be the best choice you can make! insufficient numbers of students opting.

We offer the following subjects: Art and Design Business Studies Drama French German Geography Health & Social Care BTEC History ICT Leisure & Tourism Music PE RE

P.T.O. for what happens next . . .

The full award in BTEC Health & Social Care is equivalent to two GCSE’s. This subject will take up two of your options.

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If you decide to take GCSE Geography you will study a range of different topics and geographical skills within the 2 year course.

GCSE GEOGRAPHY

The Course is split into four units, each worth 25% of the final grade. The units are: Unit Unit Geography is a popular and exciting subject Unit that tackles the important issues that we Unit face currently. The world we live in is likely to change in the next 50 years more than it has ever done before. Geography explains why and helps you to prepare for those changes and really does put the world in your hands!

Geography tackles the big issues:  Environmental responsibility  Our global interdependence  Cultural understanding and tolerance  Commerce, trade and industry

1: 2: 3: 4:

Dynamic Planet People and the planet Making geographical decisions Researching Geography

Units 1 & 2 are exam based and last 1 hour 15 minutes each, allowing students to demonstrate their understanding of content throughout both years. Unit 1 and Unit 2 If you study geography you will:  Know about Local, National and Global will be assessed in Y11. issues Unit 3 is a ‘decision - making’ unit where  Learn how to use maps, photographs students will access a booklet provided in and diagrams to help you explain ideas the exam, allowing them to develop skills  Appreciate that people have different learnt throughout Unit 1 & 2 and apply to views and that there are different solu- enquiry based questions. tions to issues  Develop skills for the future including Unit 4 is a Controlled Assessment, where literacy, numeracy, ICT, problem students will investigate a theme, taking in solving, team work, thinking skills and fieldwork and writing a report. The theme of Controlled Assessment will change every enquiry year.

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INTRODUCTION TO GCSE HISTORY MODERN WORLD

You will have the exciting opportunity to study photographs, films, electronic resources, newspapers and original Why study History? written sources, all of which will help History is about people—real people whose you to develop our own interpretation lives were sometimes exciting, like being a of what has happened in the past and ‘flapper’ in the 1920s and sometimes fright- why it has happened. ening, like sharing a muddy war-torn trench with rats, and feeling sick with fear waiting for the enemy to attack. Whatever their lives were about, there is a fascinating and sometimes tragic, story behind them.

Assessment: The examination papers cover the full range of grades from G to A*. There are three aspects to your assessment.

As well as being exciting, this course will help you develop skills which will be useful in a wide range of jobs or in the further study of History.

Coursework: (Controlled Assessment) You will write one assignment of about 2000 words. The topic is surrounding how technology in warfare has changed between 1914 - 1959.

You will study:  International Relations, 1919-1989 (the core);  How British society changed, 18901918;  An indepth study of Germany 19191945

Examinations: You will sit two examinations.

Paper 1 (2 hours) This is designed to test your source-analysis skills as well as your essay skills and will be on the core content and Nazi Germany.

Paper 2 (1½ hours). This paper has six compulsory questions set on a range of sources and is a detailed investigation of an historical issue taken from Britain 18901918.

You will learn the following skills:    

How to interpret and evaluate pieces of information (sources); How to communicate and apply your knowledge; How to describe and analyse the key features of the period studied; Critical thinking and problem solving.

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OCR Cambridge National in ICT

The OCR Cambridge Nationals are vocationally related qualifications that take an engaging, practical and inspiring approach to learning and assessment.

Key Facts Cambridge National ICT is a

They’re industry relevant, geared to key sector requirements and very popular with schools and colleges because they suit such a broad range of learning styles and abilities.

brand new course introduced in 2012.

It

combines

theory

elements which include the very latest developments in the field of ICT

with

practical design

elements.

Units studied

Assessment All units in Year 10 and 11 are assessed by controlled assess-

Unit

Unit Title

When Studied

R001

Understanding Computer Systems

Completed in Year 9

Life after Cambridge

R002

Using ICT to create business solutions

Completed in Year 9

National ICT

R005

Creating an interactive product using multimedia components

Year 10

R006

Creating digital images

Year 10

R007

Creating dynamic products using sound and vision

Year 10

R003

Handling data using spreadsheets

Year 11

R004

Handling data using databases

Year 11

R009

Exploring computer hardware and networks

Year 11

ment.

This course will provide a solid foundation of a wide variety of skills which you can utilise in your next steps. These could include:



A-Level ICT



Cambridge TEC ICT



Apprenticeship

For more information on this course feel free to speak further

The course is worth 2 x GCSE’s to the successful students, building on the ½ GCSE achieved in Year 9.

to Mr. King, Mr. MacFarlane or Miss. Darrington.

Further information can also be found at www.ocr.org.uk/

All units in Year 10 & 11 are assessed by controlled assessment portfolios.

These units usually involve the design and creation of digital assets to suit a given design brief.

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The units in Year 10 and 11 follow on from the Short Course (½ GCSE) studied in Year 9.

Students will need to have passed both mandatory units in Year 9 to successfully complete this course.

Students who have not passed 1 or both units in Year 9 will need to complete these units outside of lessons during Year 10.

Module 2 - Marketing in Leisure and Tourism This module is all about the different marketing techniques used in Leisure and Tourism plus new technologies. It is linked to the Dome Leisure Centre. It is assessed LEISURE AND TOURISM by four pieces of controlled assessment.

Research for assessments can be done at This course consists of two modules home but the controlled assessments have covered over a period of two years. to be completed in college under controlled Module 1 — The Leisure & Tourism conditions. There is no examination in Industry this Module.

This module is about all the different leisure Module 2 is 60% of the final mark. and tourism organisations and industries in the UK and why and how people use them.

It is the module which has an external examination at the end of Y11 which lasts one hour. The exam includes information on: 

    

  

Different components of the leisure industry including different home based leisure and visitor attractions.

The facts that influence leisure and tourism choices.

Employment within the leisure industry and tourism industry.

The advantages and disadvantages of different transports.

Different types of holidays and accommodation.

The different components of the tourism industry including travel agents and tour operators.

Health and safety in leisure and tourism.

New technological developments in the industries.

The different types of tourist destinations, sustainable tourism, Eco tourism, the impacts of tourism.

Module 1 is 40% of the final mark.

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There is a lot of writing in this GCSE option.

It is beneficial to the final mark of the course if a student’s work experience placement is linked to any aspect of leisure and tourism.

For further information about the course please see Mrs Elmes.

GCSE MUSIC

The focus for learning in the course is provided by the five Areas of Study and Students following the AQA Music GCSE these are taught through three main course will have an interest in all aspects of strands: music. They may already play an instrument Five Areas of Study or sing or have a particular interest in mixing, re-mixing and sequencing music.

They will improve on the skills they have developed at Key Stage 3 and go on to learn new skills in composing, performing and analysing music through a wide variety of musical styles. In this course the student has the chance to arrange the coursework around their particular musical interest.

Therefore, if you are a saxophone player you will have the opportunity to perform solo and ensemble improvisations or traditional pieces, if your interest lies in Music technology you can perform using a sequencer and/or develop your skills in multi-track recording an ensemble.

Through - 3 main strands

The Western Classical tradition

Popular Music of the 20th & 21st centuries

World Music

As well as developing musical skills, GCSE music also enables the student to develop Music GCSE is a flexible approach to studyKey Skills in Communication and Inforing music and allows the student to build on mation Technology which are important their own particular interests and abilities. skills to have for the future in whatever The course is split between 3 skill bases: profession they choose. Also, because of the nature of the course students will Performing music – 40% of the overall GCSE mark develop their independent study skills through personalised learning as they Composing music – choose which coursework path they would 30% of the overall GCSE mark like to pursue.

Listening and Appraising – 30% of the overall GCSE mark

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Each assessment is marked out of twenty.

Ten marks for skills and ten marks for impact in a game situation.

GCSE PHYSICAL EDUCATION Why choose PE? The content of this course is designed to enable students to enjoy and understand the benefits of a healthy and active lifestyle.

It can provide a route to further education such as ‘A’ levels, Diplomas and Higher Education in PE as well as related career opportunities.

At least 2 of the assessments must be as a player or performer however the new syllabus allows students to be assessed in a different role e.g. umpire, coach, leader, organiser.

What is the course made up of?

40% - knowledge and understanding of the active participant This is in the form of a written paper which includes short answer questions and extended answers based on a scenario What will you be expected to do? issued prior to the exam.

The 2 topics which you are examined on  are:  Linking physical activity with diet, work  and rest for personal health and a  balanced healthy lifestyle.  Making informed decisions about getting involved in a lifetime of healthy activity that suit their needs.

Be motivated and have a desire to achieve Commit and participate in regular and varied extra curricular activities.

Complete and hand in weekly homework during your theory lesson.

The exam is marked out of 80.

The exam is 1½ hours and takes place at the end of Yr11.

60% - The active participant Four assessments from at least 2 ways of thinking (these include You can get more information about the games, gymnastics, course at www.aqa.org.uk dance, swimming, and athletics).

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Topics covered include:  Relationships both sexual and platonic  Crime and punishment  Abortion and fertility treatments  Environmental issues + natural disasters  Moral and immoral occupations The syllabus is designed to provide a strucSuicide ture for the study of religion and aims  Euthanasia to cater for students of any religious   War persuasion or none.  Racism + other forms of discrimination  Poverty  Drugs - legal and illegal  The Media  Animal Rights

GCSE RELIGIOUS STUDIES with particular emphasis on Philosophy and Ethics AQA Examination Board

There are two examinations at the end of the course.

The examinations are 1 hour 30 minutes each and are taken in the This course provides an opportunity for stu- Summer term of Year 11. dents who have an enquiring mind and who like to discuss their views as well as listening to others to put their skills into practice.

Students will study Christianity and one other world religion for part of the course.

There are no right or wrong answers providing one has the capabilities to take into account various view points including those you may disagree with.

For further information please see Miss Winters

The philosophical aspects of the subject gives students the chance to complement other areas of the curriculum such as Science (Religious Studies also looks at the theory of evolution and the idea of a Big Bang at the start of the universe).

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The BTEC Certificate (4 units) is equivalent to two GCSE’s and the BTEC full Diploma (8 units) is equivalent to four GCSE’s.

BTEC EXTENDED DIPLOMA IN HEALTH & SOCIAL CARE Health & Social Care deals with development through the life stages and how different factors affect health and wellbeing. You will learn about the different health and social care services, often directly from people working in those services. You may visit and perhaps do work experience in nursery schools or care homes and day centres.

The 1.

2.

3.

4.

5.

6.

7.

units of study and assignments are: Communication Individual Rights Individual Needs Health & Safety Culture and Diversity Anatomy Development through the life stages 8.

The Impact of diet on health Success in this course allows you to continue in to the Sixth Form to do Level 3 BTEC National, or to go to College to take alternative Health Care Courses, or take up employment in a related area.

You will consider how healthy people are, and how their health can be affected by factors such as diet, exercise, drugs, alcohol etc. You will find out about different job roles within the Health & Social Care sector and how organisations are structured.

You will need to complete eight written assignments on different topics related to the course. There is no examination.

For further information see Mrs A Guest or Miss S Smith 27

IMPORTANT DATE TO REMEMBER

YR9 PARENTS’ EVENING TUESDAY 15 JANUARY 2013 4.00 – 6.30pm As well as discussing your current progress you will also be able to ask your subject teachers about your suitability for the optional courses in this booklet

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Some help with revision and preparing for exams!

Make revision active!

If you are actively involved in doing something during revision you are much more likely to remember your work. Just sitting and reading through notes is not a good method, there are better ways of doing things. For example:

Creating revision notes! 

        

 Writing revision notes Reading notes aloud Recording key points onto an iPod or phone  Discuss topics with a friend Test yourself  Get others to test you Rewrite notes  Try past exam papers Use revision websites 



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Make them early, once each section of work is complete write your notes and keep them.

Avoid long lengths of text. When writing them create your own short hand – they are for your use, not other peoples.

Keep your notes spaced out, don’t cram too much in.

Clearly mark headings and titles, divide work clearly.

Use colour to section up your work, diagrams and drawings will help.

Once each section is completed, read through your notes and learn your work gradually. This will help your understanding throughout the course.

If you do not write your revision notes at the end of each section then make a list of all sections you have covered and work through these to build your file, but remember to leave plenty of revision time!

Using your revision notes!



Timetables are a good way to organise your time but allow some flexibility. If you do not stick rigidly to your timetable it does not mean it is not working.



When it comes to designing your timetable you could divide it up in a number of ways. For example in sessions; morning, afternoon and evening or in hours – you choose the one you prefer.



Choose a topic and get your revision notes ready, do not always pick your favourite subject or topics you are good at.



Read through your notes and try to recreate these in your mind.



Put your notes to one side and try to recite or write out your notes.



Compare what you have said (or written) with your notes and concentrate particularly on anything you may have missed out.



Repeat this process by testing yourself again.



If you struggle to remember things, visit the Learning Mentors. They have a range of information leaflets with handy tips and advice. These can also be downloaded from Frog (go to class-  room, school departments, learning mentors, leaflets).

Constructing your revision timetable! 



Draw up a list showing the dates and times of all your exams and work out how many weeks you have left.

How intense your revision timetable needs to be depends on how close your exams are. It is better to start early and build up your revision gently rather than leaving it late and panicking.

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Design your timetable for the first week and trial it. You may need to adapt it to suit your style of learning.



For each subject make a topic checklist. These need to be added to your timetable. They will not all fit in the first week so keep it manageable and once you have revised a topic cross it off your list, this will allow you to see your progress.



You will need to revise each topic more than once, three times if possible to ensure you remember it well.



When designing the timetable make sure you balance your subjects and spread them out over the week and make sure you leave time for leisure activities.

So you’ve got your notes and timetable so now what? 

Set a start and finish time and stick to it! A reasonable length for a session is between 1-3 hours with breaks, but come back, wandering off after 20mins is not going to get you far. You do not even have to get up from your chair to take a break, just sit and daydream for a while – find out what works best for you.



Try to work in good light and have a bottle of water to hand.



Make sure you have all the equipment you need so you don’t need to look for it.



Clear your work space of any irrelevant material that may distract you.



Find a quiet spot and if you are going to listen to music, keep it at a low volume and choose something that won’t distract you.



Sometimes just getting up and moving around or changing your sitting position can help your concentration.

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

The school offers a programme of revision classes so take advantage of these.



Always end a revision session by summing up or by testing yourself. A quick re-cap just before you go to sleep on the topic you have looked at that day will help your brain to remember work.

As the exams approach…

The evening before… 



Keep your revision to a sensible length, don’t try to re-cover everything.

Get all your equipment ready for the morning; make sure you include spare pens and your calculator if needed.



Try to get a good night’s sleep.



Get up in plenty of time and have a good breakfast, your brain needs food!



Leave home in plenty of time, making sure you have everything with you.



If you want to do some last minute revision do so, but only if you know it will calm your nerves and not make you panic.



Make an arrangement the day before that when you meet your friends you will not talk about the exam but pick a neutral subject that will keep everyone calm.

In the exam hall…  Once you have found your seat, you have plenty of time as the exam regulations are read out. Read through the instructions on the front carefully.  When you open that exam paper prepare yourself, there are supposed to be some difficult questions – if you found them all easy then the paper has been written wrongly.  Ease yourself in gently, read the first question carefully and begin in your own time.  Concentrate on yourself; don’t worry about what other people are doing, what question they are on or how much they have written.  If it helps take a few minutes to jot down things you are worried about forgetting – these might be equations or formulas etc.  If you have a choice of questions read them through carefully and mark the ones you have chosen.  Start with the easier questions first, these will clock up your score and increase your confidence – remember no exam paper requires 100% to pass it – you do not have to get everything right!  Always check how many marks each question is worth. If there are three marks up for grabs they will probably want you to make three points, or in maths will want you to show your working out.  Keep an eye on the time; it’s always best to wear a watch.  Read every question at least twice and pick out key words.

And on a final point – ‘I can’t revise!’ is just a cop out!

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Some pointers to deal with exam Try relaxation techniques stress!

Find a peaceful spot then tense and relax your muscles starting at the top of your Don’t bottle it up, talk to people. head and working your way down your Talk to someone who will listen, a friend, body. family member, teacher etc. – asking for help is a sign of strength not weakness.

A good diet A well balanced diet will promote general all round good health.

Use breathing techniques  Try this:  Sit comfortably and close your eyes.

During the revision period take time out to  Breathe in slowly through the nose to have some fun. Take your mind off your a count of ten. studies.  Hold this breath whilst you count to ten again.

Do some exercise  Let your breath out slowly to the count of ten.

Exercise provides a  Repeat three times. way of releasing a great deal of the muscle tension which More information on relaxation and stress stress causes. It also relief can be found in a range of leaflets helps to clear the from our Learning Mentor Team or can be mind. downloaded from Frog (go to classroom, Make relaxation time

school departments, learning mentors, leaflets).

Think positive – you can do it!

We cannot all be Einstein or Van Gogh but we all have qualities and gifts, think positively about yours. Thinking you will fail drains your confidence making you worry more. Try to replace things like, ‘I’m useless at this subject’ with ‘although this may not be my strongest subject I can…’

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What can Parents do to help…?

Try to Avoid:

We all know that all young people are  different and react in different ways and so there is no single approach to helping. Here  are just a few suggestions you might try.

Making comparisons with brothers, sisters, friends etc.



Making a battleground of whether they listen to music or not during revision.



Distracting them unnecessarily.



Expecting them to study all the time, they will need some relaxation time too.

Try: 

Discussing with your child what will be involved in the revision process and how you might help.



To provide a good place for your child to study, if possible somewhere quiet and well-lit, where interruptions will be kept to a minimum.



Responding positively when they ask for help. If it is not a good time immediately then try to arrange a time later.



Offering lots of praise and encouragement.



Keeping them well stocked with food and drink.



Keeping out of the way unless help is needed.



Encouraging your child to do his or her best, not everyone will be an A* student but as long as they prepare well and try their best we will all be happy.

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Adding to their stress by constantly mentioning their exams.

These are: ENGLISH MATHEMATICS SCIENCE TECHNOLOGY PHYSICAL EDUCATION

If you complete all your coursework you could achieve 7 GCSE’s in Core Curriculum.

Core Physical Education is not an examination subject.

Campsmount Sixth Form

Last year the sixth form went to the Brecon Beacons in Wales for a fun weekend. They roughed it in log cabins and did a range of exciting and challenging activities like; boat building, dragon boat racing, survival, archery, orienteering, problem solving and loads more. This year as an end of exams celebration they are planning an even bigger treat, a trip at the end of the year ….to Disneyland.

As well as numerous activities and trips, the sixth form are always giving. They are involved and actively run most charitable events that take place in school including Jeans for Genes and Boxes to Africa.

The Sixth Form delivered over 100 hampers to the local elderly people last Christmas?

The Sixth Form collected and donated over 150 shoe boxes to the African Shoe Box Appeal?

As well as playing hard students work hard too. Proof of this is that many of our sixth formers go to the country’s top universities including Oxford and Cambridge.

This year, 100% of our sixth form achieved at least 1 A level; 100% achieved at least 2 ‘A’ levels and an astonishing 97% achieved at least 3 ‘A’ levels. That’s something that we are proud of and you should be too, because after all it is your sixth form.

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‘Education is the most powerful weapon that you can use to change the world.’

Nelson Mandela

So if you want to change the world and receive the best education then Campsmount is obviously the best choice for you. Let us think about that for a while….

Well, we have the best facilities, we have the best staff and most importantly we have the best students! So why change a winning formula?

Every year we have large numbers of students that stay on into the sixth form because they want to be part of something special. They want to achieve good grades in order to guarantee a brighter future.

Excellent results Brilliant facilities Exclusive workroom Exclusive cafeteria Treated like an adult Variety of activities Really supportive 6f team Staff know you Small class sizes

E GCS r u o se y y!

Choo efull r a c ns u optio re yo u s nt e k u wa Ma o y t wha evel study Al t a udy to st

If yo u’re s tuck what on to cho ose – choos e wha t you and w like hat y ou ar e goo d at

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After Key Stage 4 . . .

Campsmount Sixth Form Our Success in Higher Education - Leavers in 2011 Name

University

Degree Course

Robert Barker

University of Lincoln

Politics

Sophie Bevan

English

Manuel Bisby

Liverpool John Moore University University of Doncaster

Michael Bloomer

University of Derby

Computing

Lauren Booth

University of Huddersfield

Psychology

Thomas Brennan

Liverpool Hope University

Politics/History

Thomas Coe

Hull University

Primary Teaching

Connor Evans

University of Teesside

Kane Gibbon

Sheffield Hallam University

Sport and Exercise (Coaching Science) Mathematics

Charlotte Greaves

Leeds Metropolitan University Sheffield Hallam University

Stephanie Hayward

Daniel Hobson

Business Management

Business and Management Design and Technology with Education and Qualified Teacher Status Law

Harley Langfield

Leeds Metropolitan University Lancaster University

Andrew Lewins

University of Derby

Health and Social Care

Chloe Lewins Ellis Meek

University of Doncaster Sheffield University

Early Childhood Studies Geography

Kirsten Oliver

York St John University

Dominic Parker Joseph Readman

Leeds Metropolitan University University of Teesside

Creative Writing & English Literature Music Technology

Ben Sanderson

Keele University

American Studies and History

Andrew Smith

Sheffield Hallam University

Keil Taylor

University of Huddersfield Sheffield Hallam University

Computer and Information Security Chemistry with Forensic Science Environmental Conservation

Thomas Wright

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Sociology

Sports Development

After Key Stage 4 . . .

Campsmount Sixth Form Our Success in Higher Education - Leavers in 2012 Name

Destination

Course

Charlotte Ball

Bishop Grosseteste University College- Lincoln

Education Studies and English

Thomas Barnes

Newcastle

Civil Engineering

Alexander Baxter

Liverpool John Moore

Forensic Science

Philip Brailey

York

Biology

Leah Amy Byatt

Manchester Metropolitan

Film and Media Studies

Melissa Cocliff

Lincoln

Psychology with Clinical Psychology

Robyn Cooke

Bishop Grosseteste University College - Lincoln

Applied Studies (Children and Youth Work)

Hollie Ellison

Nottingham Trent

Equestrian Psychology and Sports Science

Jordan Hale-Clowes

Liverpool John Moore

Engineering and Technology (with Foundation Year)

Bridie Hayes

Nottingham Trent

Psychology with Criminology

Graham Parker

Liverpool John Moore

Science and Football

Sarah Parker

Sheffield Hallam

Early Childhood Studies

Jasmine Peen

Oxford Brookes

Film Studies

Niall Rogers

Newcastle

Electrical and Electronic Engineering

Thomas Ryalls

York

English

Rebecca Smith

University of Teesside

Chemistry

Amelia Werrett

University of Teesside

Accounting & Finance

Andrew Wigglesworth

Bristol

Physics (deferred 2013)

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