WSO | Year 9 Options Guide 2016

Contents  Year 9 Options Letter ...................................................................................................................................... 1 Key Stage 4 Curriculum .................................................................................................................................. 3 English Language ............................................................................................................................................. 5 English Literature............................................................................................................................................. 6 Mathematics (GCSE) ........................................................................................................................................ 7 Mathematics (AQA Level 2 Certificate in Further Mathematics).................................................................. 8 Science ........................................................................................................................................................... 10 Level 2 Certificate in Personal Finance ........................................................................................................ 13 IGCSE Arabic A First language ...................................................................................................................... 14 GCSE Arabic B Modern Foreign Language ................................................................................................... 15 GCSE Art & Design......................................................................................................................................... 17 Level 2 BTEC certifcate in Business .............................................................................................................. 20 GCSE Design and Technology (Food Technology)....................................................................................... 23 GCSE Design and Technology (Graphic Products)....................................................................................... 24 GCSE Design and Technology (Resistant Materials) .................................................................................... 25 Drama GCSE................................................................................................................................................... 27 GCSE Economics ............................................................................................................................................ 28 GCSE French .................................................................................................................................................. 29 GCSE History .................................................................................................................................................. 32 GCSE ICT ........................................................................................................................................................ 33 Level 3 BTEC Certificate in IT ....................................................................................................................... 34 GCSE Media Studies ...................................................................................................................................... 35 Level 2 BTEC certicficate in Media Studies .................................................................................................. 37 GCSE Physical Education .............................................................................................................................. 39 GCSE Psychology ........................................................................................................................................... 41 GCSE Spanish ................................................................................................................................................. 42 Year 10 Options Form 2016-17 ................................................................................................................... 44

Year 9 Options Letter January 2016 To all of our Year 9 students, You have reached an important and exciting crossroads in your educational journey. You are about to make choices that will help to define your learning experiences for the next two years.

In September 2016, you, our current Year 9 students will begin two-year courses which will lead to internationally recognised GCSE qualifications. Over the next two years you will begin to take on ever increasing responsibility for your own lives, your own learning, and start taking decisions with some very far-reaching results.

Your programme of study next year will include a number of compulsory subjects alongside a set of your chosen subjects tailored to individual strengths and interests. It is now time for you to select the subjects you wish to study alongside the core curriculum.

We understand that this is an important time for you; you will want to make the right decisions.

To help you we have thought carefully about the core subjects you will study and the range of options you have available to choose from. This will ensure that you will have a broad, balanced collection of subjects to study that will interest motivate you in this important next stage of your learning.

This booklet provides you with information about the optional subjects that we would like to offer next year. Please take the time to read through this information and discuss your thoughts and ideas with your parents. This is an important part of our options programme which is designed to give guidance and support to you and your parents about the choices available.

Parents are warmly invited to attend an introductory briefing on 26th January starting promptly at 6.15pm. This important information evening will outline the compulsory courses and optional courses that you will be able to study at GEMS Wellington Academy from September 2016. It will also provide details about the rest of the options programme which will be running through to the options deadline on 22nd March 2016.

Making the right choice is never easy but, over the coming weeks, our expert team of teachers will be able to answer all your questions about the different subjects and form tutors will be able to support you with all general questions about the process.

We hope that you enjoy the exciting process of planning for the next stage of learning together.

Yours sincerely,

Damian Bacchoo Secondary Principal

GCSE / iGCSE – An Introduction •

General Certificate of Secondary Education (GCSE) / International General Certificate of Secondary Education (iGCSE)

•

Designed to examine all ability ranges with grades ranging from G to A* as the highest level of attainment

•

Undertaken over the two years of Key Stage 4 (Years 10 and 11)

•

Examined mainly at the end of Year 11, now becoming more modular with subjects being examined in Years 10 and 11 and so points accumulate over time

•

Many GCSE courses have a form of coursework known as Controlled Assessment which is prepared in class and at home but completed under examination conditions in school. It is marked by teachers then externally moderated by the examination board. Students cannot enter an examination if the controlled assessment is not completed

•

Students at GEMS Wellington Academy typically study around 9 subjects

•

5 GCSEs at Grade A*-C are often used as a benchmark for comparisons, with many expecting English Language and Mathematics to be included

•

BTECS are vocational, work related qualifications and are recognised by universities for vocational, work related courses. BTECs are extremely reputable and are recognised by a large number of companies across a wide range of industries. The BTEC qualification is graded as pass, merit or distinction and equivalent to 4 GCSEs.

Key Stage 4 Curriculum Compulsory Subjects All students study the following subjects: • • • • • •

GCSE English Language and English Literature GCSE Mathematics GCSE Science Physical Education (PE) Personal, Social and Health Education (PSHE) Islamic Studies or Personal Finance

In PE, students will participate in a number of activities, ranging from competitive sports to those promoting and developing health and fitness.

PSHE supports the overall development of students. Topics covered include careers education and work related learning, health education, study skills and target setting. This will be delivered as year groups.

Muslim students attend Islamic Studies lessons whereas non-Muslim students will study Personal Finance Level 2 qualfication.

Optional Subjects Students are required to select one subject from each block (see page 45) that they would like to study and one reserve choice for each subject. Students are asked to identify these reserve choices in the event that their initial choice of subject is unavailable. Inevitably there will be a small group of students who do not gain their first choice. Therefore, it is important that reserve choices are selected wisely.

In choosing subjects to study at GCSE students should think carefully about the following points: • • • •

What do I enjoy?

What am I good at?

What do I need for future IB choices?

Do I have a balance of subjects?

Coursework/Controlled Assessment This is an important element of GCSE courses and can contribute up to 60% of the total assessment. Although the amount of coursework varies from subject to subject all of it requires students to work independently over a period of time. It is essential that students manage their time effectively from the start of their GCSE courses to avoid a build-up of coursework deadlines.

Key dates will be issued to enable students to meet crucial deadlines efficiently and for parents to monitor the completion and submission of work. In recent years there has been a move to Controlled Assessment in many subjects. This means that students complete their work under supervision at times directed by the school over the two years of the course.

GCSE Examination Fees and Paym ent The Academy is an independent examination centre for the British examination boards outside the UK (EDEXCEL, AQA, IFS, CIE and WJEC). Due to examination board regulations, examinations run from Monday to Friday and have to follow UK timings without exception. Students will be entered for these examinations throughout the two years of the course. Further details regarding the timings and cost of these examinations will be provided as soon as the information becomes available. Examinations are charged separately. We do not yet have the information from the Examination Boards on charges for courses concluding in 2017. There may also be further charges for some subjects where a moderator is required, or extraordinary invigilation procedures are necessary. These fees are collected prior to students being entered for any examinations.

Further reading Further information is available in the Careers section of the Academy Library.

Links: www.aqa.org.uk www.edexcel.org.uk www.wjec.co.uk www.ucas.com www.connections-direct.com www.isco.org.uk www.hotcourses.com www.careers-uk.com www.bbc.co.uk/radio1/essentials/ http://qualifications.pearson.com/en/support/supporttopics/understanding-our-qualifications/comparingbtec-to-other-qualifications.html

AQA Examination Board EDEXCEL Examination Board WJEC Examination Board UK University Applications Jobs4u – Careers Database Careers Service Courses Guide General Careers Site General Advice Site Information about BTEC

Further Advice Students should make the most of opportunities to speak with subject teachers, Heads of Department, tutors, Heads of House, family and friends in order to give themselves a wide range of suggestions and viewpoints to support them in choosing options that are right for them and their future.

English Language

Examination Board and Specification Code: Cambridge International Examinations International GCSE 0500 http://www.cie.org.uk/programmes-andqualifications/cambridge-iGCSE-english-first-language0500/ Course description This English iGCSE enables learners to develop the ability to communicate clearly, accurately and effectively in both speech and writing. They learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and an awareness of the audience being addressed.

Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used. Cambridge iGCSE English also develops more general analysis and communication skills such as synthesis, inference, and the ability to order facts and present opinions effectively.

Exams/Assessments Throughout the course students will prepare for one written examination paper and three coursework assignments.

Exams Students will sit one examination which is worth 50% of their overall iGCSE grade. They will sit the exam at the end of the course in Year 11.

Unit Reading passages

W eighting 50% 50 marks

Assessment Written exam Core: 1 hour 45 mins Extended: 2 hours

Content Questions will relate to two passages of approximately 600-700 words each, which will be linked by a common theme. Students will be assessed on their ability to understand, explain and collate implicit meanings and attitudes, select, analyse and evaluate what is relevant to specific purposes and how well they understand the writer’s intent.

Controlled Assessment Candidates submit a portfolio of three assignments, each of about 500–800 words. The coursework accounts for 50% of their overall iGCSE grade and will be completed in class.

Unit Coursework portfolio

W eighting 50% 50 marks

Assessment Assignment 1 Assignment 2 Assignment 3

Content An informative, analytical and/or argumentative piece An imaginative, descriptive and/or narrative piece A response to a text containing facts, opinions and arguments. Candidates respond to the text(s) by selecting, analysing and evaluating points from the material.

English Literature

Examination Board and Specification Code: Cambridge International Examinations International GCSE 0486 http://www.cie.org.uk/programmes-andqualifications/cambridge-iGCSE-english-literature-0486/ Course description The English Literature iGCSE offers learners the opportunity to read, interpret, evaluate and respond to a range of literature in English. The range includes drama, prose and poetry from the works of Shakespeare to contemporary literature. This course enables learners to deepen their understanding and appreciation of the ways in which writers use English to express meaning and achieve effects. iGCSE English Literature will stimulate learners to read for pleasure, to explore wider and universal issues, promoting a better understanding of themselves and the world.

Exams/Assessments Throughout the course students will prepare for two written examination papers and two coursework assignments.

Exams Unit Component 1 Poetry and Prose

W eighting 50% 50 marks

Assessment Written examination 1 hour 30 minutes

Content Students will answer questions on a novel and a selection of poetry, both of which they will have studied in class.

Component 3 Drama

25% 25 marks

Written examination 45 minutes

Students will be expected to answer a question based on a play they have also studied in class.

Assessment Two controlled assessments

Content Candidates submit a portfolio of two assignments (600–1200 words each). Each assignment should be based on the study of one complete text. The text must be equivalent in scope and demand to the set texts. The assignments must be on different texts.

Controlled Assessment Unit Component 5

W eighting 25% 25 marks

Mathematics (GCSE)

Examination Board and Specification Codes: EDEXCEL 1MA0 http://qualifications.pearson.com/en/qualifications/edexcelgcses/mathematics-2015.html Course description This GCSE course covers the following content headings: • Number • Algebra • Geometry and Measures • Statistics • Probability • Ratio, Proportion and Rates of Change There are two tiers of entry: Higher (Grades 9, 8, 7, 6, 5 and 4) and Foundation (Grades 5, 4, 3, 2 and 1) The course starts in Year 9 and continues through to Year 11. The tier of entry is based on the student’s KS3 result and their progress subsequent to that. The final decision is not made until after the mock GCSE exams have taken place in Year 11.

Exams/Assessments Exams Every student at GEMS Wellington Academy Silicon Oasis follows the EDEXCEL syllabus for GCSE Mathematics (1MA1). Students are entered for either the Higher Tier or the Foundation Tier. Both tiers follow the Linear Course.

During the course students take regular topic tests which are used to set target grades and may lead to set changes where appropriate.

Unit Paper 1 No calculator Paper 2 Calculator Paper 3 Calculator

W eighting 33.33% 80 marks

Assessment Written exam 1 hour 30 minutes

33.33% 80 marks 33.33% 80 marks

Written exam 1 hour 30 minutes Written exam 1 hour 30 minutes

Content Number Algebra Geometry and Measures Statistics Probability Ratio, Proportion and Rates of Change

Controlled Assessment Mathematics GCSE has no controlled assessment element.

Mathematics (AQA Level 2 Certificate in Further Mathematics) Examination Board and Specification Codes: AQA Level 2 Certificate in Further Mathematics http://www.aqa.org.uk/subjects/mathematics/aqa-certificate/further-mathematics-8360

Course description The course covers the following content headings: • Algebra • Geometry • Calculus • Matrices • Trigonometry • Functions • Graphs The AQA Level 2 Certificate in Further Mathematics is for learners who are expected to achieve a grade 9 or an 8 in their traditional GCSE Mathematics course. Year 11 students who are outstanding mathematicians will be entered for this qualification, and will be taught it alongside the normal GCSE course. It offers the opportunity for stretch and challenge that builds on the Key Stage 4 curriculum and, is intended as an additional qualification to GCSE Mathematics, rather than as a replacement. Furthermore, it also assists in consolidating their GCSE learning and helps bridge the gap between GCSE Mathematics and the IB Mathematics programme.

An A* with Distinction grade is available for outstanding candidates and will be represented by A^ on the certification. The students chosen will be completing the Further Mathematics qualification when they are in Year 11.

Successful candidates will: i. ii. iii. iv.

Use a wide range of mathematical techniques Manipulate complex algebraic expressions concisely Tackle problems that bring together different aspects of mathematics that involve multiple variables, often in non-standard situations Communicate their chosen strategy concisely

Exams/Assessments Examination board:

Examinations:

AQA (course code 8360) Paper 1 Written paper (Non-calculator) 40% of the AQA Level 2 Certificate in Further Mathematics assessment 1 hour 30 mins 70 marks Paper 2 Written paper (Calculator) 60% of the AQA Level 2 Certificate in Further Mathematics assessment 2 hours - 105 marks

Controlled Assessment AQA Level 2 Certificate in Further Mathematics Course has no controlled assessment element.

Mathematics (Statistics GCSE)

Examination Board and Specification Codes: EDEXCEL 2ST01 http://qualifications.pearson.com/en/qualifications/edexcel-gcses/statistics2009.html Course description The GCSE Statistics course covers the following content headings: • Planning and data collection • Processing, representing and analysing data • Reasoning, interpreting and discussing results • Probability Statistics in Year 10 offers a course of study which compliments the GCSE in Mathematics. This course is suitable for pupils expected to achieve a grade 9 or an 8 in their traditional GCSE Mathematics course. It also requires a good command of the English language as the statistics language can be challenging in tackling worded examination questions. The controlled assessment is in the form of a project.

W hy should I study Statistics?

If you are thinking about a career or further studies in any of the following areas, then a fluency in statistics will work to your advantage: • • • • •

Medicine Finance Management Research Engineering and more

• • • •

Natural and Social Science Marketing research Government Sport and Health Studies

• • • •

Economics Manufacturing Forensics Psychology

many

The students chosen will be completing the Statistics qualification when they are in Year 10.

AO1: Analyse a statistical problem AO2: Describe and sue appropriate methods to select and collect data AO3: Process, analyse and present data appropriately AO4: Use statistical evidence to identify inferences, make deductions and draw conclusions Total

% in GCSE 10-20% 10-20% 40-50% 25 – 35% 100%

Exams/Assessments Exams Unit 1 (5ST01) Examination Paper (75%) 2 Hours Assessments Unit 2 (5ST02) Controlled assessment (25%) This is a teacher marked coursework consisting of one major project. Tasks are provided by Edexcel each year.

Science AQA GCSE Double Award – Combined Science: Trilogy (Draft 8464) Triple Award – Biology (8461), Chemistry (8462) and Physics (8463) http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464 http://www.aqa.org.uk/subjects/science/gcse/biology-8461 http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462 http://www.aqa.org.uk/subjects/science/gcse/physics-8463 Course Description The Double Award and Triple Award Science courses both combine relevant, inspiring content and practical work. The study of either results in recognised GCSE qualifications in which students can achieve grades A* to G. The Double Award is made up of two combined Science qualifications. Triple award covers the same content and more, resulting in three separate qualifications: Biology, Chemistry and Physics.

The course starts in Year 9 with every student learning the content which is common to both the Double and Triple Award.

A recommendation will be published to parents at the end of the first term in Year 10 as to whether students should continue studying science for the Double Award or for the Triple Award. This decision will be based on the students’ topic test and mock results.

Triple Award Course Outline – Biology, Chemistry and Physics The curriculum content below is a guide to the areas on which candidates will be assessed.

Biology 1. Cell biology 2. Organisation 3. Infection and response 4. Bioenergetics 5. Homeostasis and response 6. Inheritance, variation and evolution 7. Ecology

Chemistry 1. Atomic structure and the periodic table 2. Bonding, structure, and the properties of matter 3. Quantitative chemistry 4. Chemical changes 5. Energy changes 6. The rate and extent of chemical change 7. Organic chemistry 8. Chemical analysis 9. Chemistry of the atmosphere

10. Using resources Physics 1. Forces 2. Energy 3. Waves 4. Electricity 5. Magnetism and electromagnetism 6. Particle model of matter 7. Atomic structure 8. Space Physics

Exams/Assessments – Triple Award Biology Paper Paper 1 Paper 2

W eighting 50% 100 marks 50% 100 marks

Assessment Written paper 1 hour 45 minutes Written paper 1 hour 45 minutes

Content Biology topics 1-4

W eighting 50% 100 marks 50% 100 marks

Assessment Written paper 1 hour 45 minutes Written paper 1 hour 45 minutes

Content Chemistry topics 1-5

W eighting 50% 100 marks 50% 100 marks

Assessment Written paper 1 hour 45 minutes Written paper 1 hour 45 minutes

Biology topics 5-7

Chemistry Paper Paper 1 Paper 2

Chemistry topics 6-10

Physics Paper Paper 1 Paper 2

Content Physics topics 2, 4, 6-7 Physics topics 1, 3, 5, 8

Controlled assessment There is no controlled assessment element in this course.

Double Award Course Outline – Combined Science: Trilogy The curriculum content below is a guide to the areas in which candidates will be assessed.

Biology 1. Cell biology 2. Organisation 3. Infection and response 4. Bioenergetics 5. Homeostasis and response 6. Inheritance, variation and evolution 7. Ecology

Chemistry 8. Atomic structure and the periodic table 9. Bonding, structure, and the properties of matter 10. Quantitative chemistry 11. Chemical changes 12. Energy changes 13. The rate and extent of chemical change 14. Organic chemistry 15. Chemical analysis

16. Chemistry of the atmosphere 17. Using resources Physics 18. Forces 19. Energy 20. Waves 21. Electricity 22. Magnetism and electromagnetism 23. Particle model of matter 24. Atomic structure

Exams/Assessments – Double Award Throughout the course students will complete regular topic tests in order to prepare for the following exams.

Students are entered for either the Higher Tier or the Foundation Tier. Both tiers follow the linear course.

Paper Biology Paper 1 Biology Paper 2 Chemistry Paper 1 Chemistry Paper 2 Physics Paper 1 Physics Paper 2

W eighting 16.7% 70 marks 16.7% 70 marks 16.7% 70 marks 16.7% 70 marks 16.7% 70 marks 16.7% 70 marks

Assessment Written exam 1 hour 15 minutes Written exam 1 hour 15 minutes Written exam 1 hour 15 minutes Written exam 1 hour 15 minutes Written exam 1 hour 15 minutes Written exam 1 hour 15 minutes

Controlled assessment There is no controlled assessment element in this course.

Content Biology topics 1-4 Biology topics 5-7 Chemistry topics 8-12 Chemistry topics 13-17 Physics topics 19, 21, 23, 24 Physics topics 18, 20, 22

Level 2 Certificate in Personal Finance

Examination Board and Specification Code: (CPF2) QN 500/9897/4 Institute of Financial Studies – Level 2 Certificate in Personal FInance http://www.ifslearning.ac.uk/financial-capability/Qualifications/CPF2.aspx Course description N.B. This course is only for students who will not study Islamic Studies.

This Certificate in Personal Finance (CPF2) QN 500/9897/4 has been designed for people who are, or who will shortly be, reaching a life stage when they no longer depend on others for their financial provision.

Students will gain knowledge about the practical and legal constraints on the sources and uses of money, the methods of organising their money through personal budgeting, the considered use of appropriate bank and building society accounts and the concepts and consequences of overspending or payment default. There are 3 units in total.

Exams/Assessments All three units are written examinations and are assessed via the ifs e-test™ electronic testing system. Passes must be achieved in all units to gain the qualification.

Examinations are all on demand and the pass mark is 50% for each unit. The qualification is graded A* - C. Exams Unit 1 Personal Finance Encounters

W eighting 30/80

Assessment Written examination 30 minutes

Content Objective test. 30 questions. 18 standalone multiple choice (MCQ) and four sets of stimulus material each with three associated questions

2 Money Management Solutions

30/80

Written examination 30 minutes

Objective test. 30 questions. 18 standalone MCQ and four sets of stimulus material each with three associated questions

3 Personal Finance Management

20/80

Written examination 20 minutes

Objective test. 20 questions. 10 standalone multiple choice MCQ and two sets of stimulus material each with five associated questions

IGCSE Arabic A First language

Examination Board and Specification Code: Edexcel 4R0 http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-andedexcel-certificates/international-gcse-arabic-as-1st-language-2009.html Course description The Edexcel iGCSE First Language Arabic syllabus is designed for students whose first language is Arabic. This First Language syllabus develops learners' ability to communicate clearly, accurately and effectively. This qualification enables students to: •develop their ability to read, understand and respond to material from a variety of sources • develop their ability to communicate accurately in writing, matching style to audience and purpose • develop their understanding of the structure and variety of language • further their personal development, and an understanding of themselves and the world around them • appreciate the richness, beauty and diversity of the Arabic language.

Learners are also encouraged to read widely, both for their own enjoyment and in order to develop an appreciation of how writers achieve their effects. The syllabus also complements other areas of study by encouraging skills of more general application.

Exams/Assessments IGCSE is available to first language speakers of Arabic: The examination board is Edexcel and consists of 2 papers. The aim of these papers is to asses comprehension, summaries and writing. This optional Arabic (iGCSE) is advisable for Arab students in Y10 and Y11. Students use the book: ‘Arabic language’ from the Ministry of Education (compulsory for all Arab students).

Exams Unit Paper 1 Reading & Writing

W eighting 70%

Assessment Written exam 2 hours and 15 minutes

Paper 2 Writing

30%

Written exam 1 hour 30 minutes

Content The examination paper has three sections, A, B and C. Section 1 (Reading): short-answer comprehension questions based on a reading passage.

Section 2 (Writing): students are presented with a short text and required to summarise it. Students are required to produce a piece of directed writing.

Section 3 (Grammatical usage): grammatical usage tested in a series of exercises.

Students produce two pieces of continous writing

Controlled Assessment There is no controlled assessment element in this course.

GCSE Arabic B Modern Foreign Language

Examination Board and Specification Code: EDEXCEL 2AR01 http://qualifications.pearson.com/en/qualifications/edexcel-gcses/arabic-2009.html Course description GCSE Arabic is a continuation of work covered during Key Stage 3. Students will already be familiar with some of the areas of study; however at GCSE level they will be revised, extended and covered in more depth. It is therefore vital that students take the opportunity to gain a good knowledge of the work covered in Year 9.

GCSE topics include everyday activities, personal and social life, the world around us, the world of work and the international world: • • • • • • • • • • •

Work, professional life and career City life: buildings, streets, directions Food and culinary habits The weather Transport and travelling Shopping Daily routines and timetable Expressions of time Living or working conditions Telephone conversations Educational background and jobs

Exams/Assessments Exams Students who take GCSE Arabic (as a Modern Foreign Language) will be assessed in Year 11 by final examination only.

Arabic Language for non-Arabs Non-Arabic students use the book: ‘I love Arabic’ from the Ministry of Education. This comes in different editions. Students will study from part 1 to 6 (compulsory for all non-Arab students).

Assessment is divided equally into the 4 skill areas: Unit Unit 1 Listening

W eighting 23% 50 marks

Assessment 45 minutes (plus 5 minutes reading time).

Content The examination consists of a number of passages or interactions in Arabic with a variety of question types. The spoken material will include both formal and informal speech. There is a single tier of entry for this paper which caters for a wide range of student profiles and rewards work from grades G to A*

Unit 2 Speaking

27% 50 marks

Externally assessed spoken exam 8 – 10 minutes

Students will be expected to demonstrate an ability to use the language for different purposes and in different settings, although these can relate to the same theme. The examination features two tasks.

1. A focused, picture-based discussion or

Unit 3 Reading

23% 50 marks

Written exam 55 minutes

Unit 4 Writing

27% 50 marks

Written exam 1 hour

presentation (with follow-up questions related to a chosen theme).

2. A general conversation related to a chosen theme.

The examination consists of a number of short texts, notices or short news reports in Arabic which include a range of settings and styles both formal and informal (for example text messages, advertisements, emails). There is a single tier of entry for this paper which caters for a wide range of student profiles and rewards work from grades G to A*.

The writing unit is externally assessed through an examination paper consisting of two tasks from a choice of eight. The tasks and related assessment criteria have been designed to accommodate a wide range of student profiles and reward work from grades G to A*.

Controlled Asessment There is no controlled assessment component to this GCSE.

Why study Arabic?

Arabic is the fifth most commonly spoken native language in the World.

• • • • • •

Over 200 million people speak Arabic as their native tongue Arabic is spoken in 28 countries in Africa and the Middle East Arabic is the liturgical language of Islam There is a high demand and low supply of Arabic-speakers in the Western World To increase global understanding Enhance your travel and living experiences abroad by being able to communicate with people in their own language

GCSE Art & Design

Examination Board and Specification Code: AQA 4201 http://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-4200 Course description GCSE Art and Design is one of the few subjects that allow students a degree of autonomy over their work.

Once taught the skills, students make decisions about the direction of their own work. It is not uncommon in a Year 10 or 11 class to see students working on the same project but with completely different and individual outcomes. Creating autonomous learners is one of the key aims of the Art department at WSO. GCSE Art and Design follows the AQA syllabus. The course is set into two units of work; unit one is internally set and unit two is set by the exam board. Throughout Year 10 and 11 students are taught a wide variety of techniques, processes, use of media and different materials. In the second term of Year 11 students will start their externally set assignment. This will conclude with a ten hour exam where students will produce a final examination piece.

Visits to art galleries, museums and student study days are a compulsory part of the creative experience. A final year public exhibition of course work and examination work will be held in school for parents and dignitaries. This exhibition is mainly for Year 11 students, however some exemplary Year 10 work will also be shown. Prizes will also be awarded.

Exams/Assessments Exams Unit Unit Two Externally Set Task

W eighting 40%

Assessment 10 hour examination

Content There is unlimited preparation time followed by a ten hour period of sustained focused study in which candidates are expected to develop their own unaided work informed by their preparatory studies.

Controlled Assessment Students will complete a series of pieces to produce a portfolio of work.

Unit Unit One Portfolio of Work

W eighting 60%

Assessment 45 hours of work

Content More than one extended collection of work, or project which demonstrate an ability to sustain work from initial starting points or project briefs to the realisation of intentions and include evidence of research, the development of ideas and meaningful links with critical/contextual sources.

GCSE Business Studies

Examination Board and Specification Code: AQA 4133 http://filestore.aqa.org.uk/subjects/AQA-4130-W-SP-14.PDF Course description The main course topics are: • Starting a Business • The Business Organization • Marketing • Finance • People in Business • Operations Management There is an introduction to these topics in Unit 1 which is focused on small businesses and entrepreneurship, and studied in Year 10. Unit 2 involves building on this knowledge by the study of growing as a business. The Year 11 course also involves a Controlled Assessment in which research is carried out and findings are written up in school in examination conditions.

Exams/Assessments Exams Unit Unit 1 Setting up a Business

W eighting 40% 60 marks

Assessment Written exam 1 hour

Unit 2 Growing as a Business

35% 60 marks

Written exam 1 hour

Content This exam explores the activities of business and the reasons for success or failure. It encourages candidates to appreciate that businesses must operate within society and that this involves businesses engaging with a wide range of stakeholders who will hold differing perspectives.

This exam considers how the methods of expansion and objectives of larger businesses might differ from smaller businesses.

Controlled Assessment AQA provides centres with pre-released material which will require candidates to undertake a business investigation. Candidates work independently under teacher supervision and write up their findings under controlled examination conditions.

Unit Unit 3 Investigating a Business

W eighting 25%

Assessment Controlled assessment 3 hours

Content Students will spend between 5 and 8 hours investigating a business as directed by the exam board.

Students will study the relationship between business activity and the changing environment within which it takes place, the structure, organisation and control of the main forms of business and business management in a competitive environment.

Why study Business Studies?

Business Studies is linked to Economics, where topics overlap in some areas so they can therefore form a good course combination. Business Studies combines well with a range of social sciences, humanities and mathematics to lead to university subjects in such areas as business, economics, law and accountancy.

Although it is important to stress that Business Studies GCSE is not essential for further study in Business Studies or a career in business it is an extremely useful foundation in the skills needed in the business world.

Looking to the future, students can start a career armed with an excellent knowledge of how businesses operate. In particular they will a have a head start in careers within accountancy, marketing and human resources.

Level 2 BTEC certifcate in Business

Examination Board and Specification Code: Edexcel BTEC Level 2 Extended Certificate in Business 500/6745/X http://qualifications.pearson.com/en/qualifications/btec-firsts/business-2010-qcf.html Course description A BTEC First Award in Business Studies will give you the skills and qualifications needed for a number of possible future routes. You can choose to continue to study Business at a higher level, and the practical nature of the course means that you will have and develop real business skills as well as the theories behind them.

The course is assessed by 100% coursework and provides students with opportunities to develop skills in independent working and studying alongside business theory.

Exams/Assessments 6 units will be studied on the Extended Certificate in Business and although these can be tailored to meet student needs, the below units are examples of units they may study: Exams Unit 1 Business Purposes

W eighting 1/6

Assessment Written coursework

Content To enable learners to understand the nature of business organisations and the business environment in which they operate.

2 Business Organisation

2/6

Written coursework

3 People in Organisations 4 Using Office Equipment

3/6

Written coursework

4/6

Written coursework

5 Verbal and Non-Verbal communication in business contexts 6 Customer relations in business

5/6

Written coursework

To enable learners to understand the aims and objectives of business organisations and how they are organised into functional areas to meet their business aims and objectives.

To enable learners to understand the financial aspects of running a business.

To develop learners’ skills and knowledge of the purpose and types of support required in a business, and to carry out practical activities whilst using office equipment safely.

To develop learners’ ability to use verbal and nonverbal communication skills effectively in a workplace setting.

6/6

Written coursework

To equip learners with the knowledge and skills required to become an effective member of staff in a customer facing situation in business.

iGCSE Computer Science

Examination Board and Specification Code: Cambridge (CIE) 0478 http://www.cie.org.uk/programmes-and-qualifications/cambridge-iGCSE-computerscience-0478/ Course description Through studying Computer Science learners are enabled to develop an interest in computing and gain confidence in computational thinking, that is, thinking about what can be computed and how. Learners will also learn how to program – the means through which computational thinking is expressed. The language this centre has chosen is Python.

Course aims: • Develop computational thinking • Develop an understanding of the main principles of solving problems by using computers • Develop understanding that every computer system is made up of sub-systems, which in turn consists of further sub-systems • Develop an understanding of the component parts of computer systems and how they interrelate • Acquire the skills necessary to apply this understanding to develop computer-based solutions to problems using a high-level programming language

Exams/Assessments Exams Unit Paper 1: Theoretical concepts

W eighting 60%

Assessment Externally assessed Written paper 1h 45min

Paper 2: Practical programming

40%

Externally assessed Written paper 1h 45min 20/50 marks based on pre-release material

Content Data representation including: Binary / hexadecimal systems Data storage Communication and Internet technologies including: Serial and parallel transmission Internet principles of operation Hardware and software including: Logic gates Input / Sensors / Output devices Security including: Ethics Algorithm design and problem-solving Programming Databases

Assessment Termly assessment will take place. At the end of the course, learners will be awarded a grade from A* to G. Those achieving an A* - B are well prepared to follow the IB Computer Science course here at WSO. Please note that Computer Science is a particularly challenging subject and as such we would encourage students who are currently achieving a level 7 in Math to choose this option.

GCSE Dance

Examination Board and Specification Code: AQA 4230 http://www.aqa.org.uk/subjects/drama-and-performing-arts/gcse/dance-4230 Course description GCSE Dance is a practical course designed for students who have some dance experience. It is an ideal course to study if you are enthusiastic about dance and want to learn or develop new skills.

Dance is an empowering and powerful form of non-verbal communication which enables the development of creative, imaginative, physical, emotional and intellectual capacities. Dance is both physical and expressive – this is what makes it similar to and different from other art forms and physical activities.

The GCSE course is split into a series of 4 units which explore both theory and practice allowing students to develop physical and performance skills alongside critical thinking and appreciation. The units are examined through a written paper and performance moderation.

Dance makes a significant contribution to the annual school production and GCSE Dance students are encouraged to take part in this as well as Enrichment and Dance Performances. KS4 Dance students are also given the opportunity to deliver workshops to Year 6 students which will form part of their assessment.

Exams/Assessments Exams Unit Unit 1 Critical Appreciation Unit 2 – Set Dance

W eighting 20% 50 marks

Assessment Written paper 1 hour

Content Students will study a minimum of two professional works and will be assessed at the end of the course

20% 30 marks

Externally assessed performance

Students will perform a solo dance which is taught by the teacher and set by the AQA exam board.

The style of the set dance is Contemporary and will enable students to develop performance skills.

W eighting 20% 30 marks

Assessment Controlled assessment

40% 60 marks

Controlled assessment

Content In this unit students will perform in a duo or group dance which relates to one of the professional dance works students have studied for Unit 1.

The dance can be choreographed in any dancestyle e.g. Street Dance.

Task 1: Solo Composition Task (15%) Students will select three motifs from professional work studied for Unit 1 and develop them to create a short solo dance between 1 - 1.5 minutes.

Task 2: Choreography for Solo or Group (25%) Students must select a starting point or stimulus from a prescribed list and create a dance in any style.

Controlled Assessment Unit Unit 3: Performance in a duo/group Unit 4: Choreography

GCSE Design and Technology (Food Technology) Examination Board and Specification Code: AQA 4547 (SUBJECT TO CHANGE)

http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technologyfood-technology-4545 Course description This specification has been designed for students to build upon the Key Stage 3 Programmes of Study to develop a working knowledge of a wide range of materials, ingredients and standard components appropriate to modelling, prototyping and manufacturing. They will be given the opportunity to gain knowledge and understanding of the functions, working characteristics and the processing techniques when designing and making food products. Examples of topics studied will include nutrition: bread, cake, sauce, pastry making, food additives, sustainability and smart ingredients.

Students will acquire a broad range of knowledge and skills, including accruate, precise and technical making skills; investigative; creative; research and evaluative skills that can be applied to a vast range of careers.

Exams/Assessments There are 2 units of assessment. Unit 1 will be assessed by exmaination at the end of Year 11. Unit 2 will start in Year 10 and continue through to Year 11.

Exams Unit Unit 1: Written paper

W eightin g 40%

Assessment

Content

2 hours 120 marks

The paper consists of two sections. For section A, students will be given pre-release material.

For section B, questions will cover all topics in the specification.

Controlled Assessment Candidates undertake a single design and make activity which is selected from a range of board-set tasks.

Candidates submit a final food product as their outcome and a concise design folder and/or appropriate ICT evidence. The design folder is presented as an e-portfolio and involves researching, designing, developing and manufacturing the product. Popular design tasks include designing and making a food product suitable to be sold in a multicultural food establishment as well as a baked food product that fits in with the great British Bake off theme.

Unit Unit 2: Design and making practice.

W eighting 60%

Assessment 45 hours 90 marks

Content The controlled assessment consists of one single design and make activity that will be chosen from a range of briefs set by the examination board.

Please note that students will be required to bring their own ingredients for this course.

GCSE Design and Technology (Graphic Products)

Examination Board and Specification Code: AQA 4550 http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technologygraphic-products-4550 Course description This exam specification has been designed to encourage candidates to be able to design and make products with creativity and originality, using a range of paper based materials and techniques. Candidates will be enthused and challenged by the range of practical activities possible when taking the course. A working knowledge of paper modelling and design programmes such as Photoshop is preferred. The use of new technologies alongside computer aided design and computer aided manufacture is encouraged in this specification.

Candidates will acquire an incredibly broad skill base; sketching, technical drawing, 3D modelling and ICT skills are developed as well as those practical skills that are needed to make final working products. The wide variety of knowledge and skills taught allow Graphic Products to be a creative yet challenging subject to study.

Exams/Assessments There are 2 units of assessment. Unit 1 will be assessed at the end of Year 11. Unit 2 will start in Year 10 and continue through to Year 11.

Exams Unit Unit 1

W eighting 120 marks 40%

Assessment Written paper 2 hours

Content Candidates answer all questions in two sections Pre-Release material issued

Controlled Assessment Candidates undertake a single design and make activity which is selected from a range of board-set tasks.

Candidates submit a 3-dimensional outcome and a concise design folder and/or appropriate ICT evidence. The design folder is presented as an e-portfolio and involves researching, designing and manufacturing the product. Current Year 10 students are working on rebranding a restaurant and designing new take away food packaging, a new take-away menu and menu dispenser. This project has enabled students to learn about how brands are developed, the theory behind marketing and encouraging consumers to purchase specific products.

Unit Unit 2 Design and Making Practice

W eighting 90 marks 60%

Assessment Controlled assessment Approximately 45 hours

Content Consists of a single design and make activity selected from a range of board set tasks

GCSE Design and Technology (Resistant Materials)

Examination Board and Specification Code: AQA 4560 http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technologyresistant-materials-4560 Course description This specification has been designed to encourage candidates to be able to design and make products with creativity and originality, using a range of materials and techniques. Candidates will be enthused and challenged by the range of practical activities possible. A working knowledge of woods, metals, plastics and composite materials will be required, but other materials may be used in addition. The use of new technologies is encouraged in this specification.

Candidates will acquire an incredibly broad skill base; sketching, technical drawing, 3D modelling and ICT skills are developed as well as those practical skills that are needed to make final working products. The wide variety of knowledge and skills taught allow Resistant Materials to be one of the most fun and engaging subjects students can study.

Candidates undertake a single design-and-make activity which is selected from a range of board-set tasks.

Candidates submit a 3-dimensional outcome and a concise design folder and/or appropriate ICT evidence. The design folder is presented as an e-portfolio and involves researching, designing and manufacturing the product. Current Year 10 students are working on a lighting product which incorporates the use of electronics.

Exams/Assessments There are 2 units of assessment. Unit 1 will be assessed at the end of Year 11. Unit 2 will start in Year 10 and continue through to Year 11.

Exams Unit Unit 1

W eightin g 120 marks 40%

Assessment Written paper 2 hours

Content Candidates answer all questions in two sections Pre-Release material issued

Controlled Assessment Unit Unit 2 Design and Making Practice

W eightin g 90 marks 60%

Assessment Controlled assessment Approximately 45 hours

Content Consists of a single design and make activity selected from a range of board set tasks

GCSE Drama Examination Board and Specification Code: Pearson (Edexcel) 1DR0 (Draft Specification)

http://qualifications.pearson.com/content/dam/pdf/GCSE/Drama/2016/Specification%20and%20s ample%20assessments/gcse_drama_spec_L1_L2.pdf Course description Students who opt for this course must be prepared to work in groups, perform in front of an audience and be able to respect the opinions of others.

Students will learn: • • •

how drama is created, including all the acting and staging skills that are needed to put a piece of drama on to the stage how to create a character and play this character in a performance many skills that are highly valued in any walk of life including teamwork and confidently presenting yourself in public.

Candidates should be: • • • • • •

confident and possess effective communication skills for working in groups, performing in role and taking direction. able to read with insight, with the ability to interpret and explore how a text can come alive. creative, imaginative and organised with an ability to reflect thoughtfully on their own work. They should be able to listen to each other and give objective feedback. willing to express their feelings and explore their emotional response to sensitive issues. willing to take risks in terms of the performance work they create. punctual and have an excellent attendance record, which is crucial for group work.

Exams/Assessments Controlled Assessment Students will develop their creativity and devising skills as they work towards the only internally assessed unit of the GCSE. This consists of a portfolio and part performance and tracks the whole process of devising, from exploring a stimulus to staging a play. Students will also evaluate and reflect on their decisions and the process as a whole.

Unit Unit 1 Devising

W eightin g 40%

Assessment

Content

Internally assessed, Externally moderated Portfolio (45 marks) Performance (15 marks)

Create and develop a devised piece from a stimulus.

• Performance of this devised piece or design realisation for this performance.

• Analyse and evaluate the devising process and performance • Performer or designer routes available.

Exams Unit Unit 2 Performance From Text

Unit 3 Theatre Makers in Practice

W eightin g 20%

40%

Assessment

Content

Externally assessed by a visiting examiner

Students will either per form in and/or design for two key extracts from a performance text.

• One performance/design realisation covering both extracts (48 marks).

• Or two separate performances / design realisations covering both extracts (24 marks for each performance).

• Centre choice of performance text.

• Performer or designer routes available.

Section A: Bringing Texts to Life (closed book) This section consists of one question broken into six parts (short and extended responses) based on one extract from the chosen performance text. (45 marks)

Externally assessed Written Examination 1hr 30 minutes

Section B: Live Theatre Evaluation (500 words of notes in exam) – This section consists of two questions requiring students to analyse and evaluate a live theatre performance they have seen. (15 marks)

Why study Drama?

Drama GCSE allows students to develop a range of competences that they will use throughout their lives.

Whether they aspire to be an actor or not, this qualification gives students the chance to develop personal and communication skills, which are used in all professions and all walks of life. Students will explore characters and scripts, as well as developing their creativity in their own devised performance.

There is a strong emphasis on team work and collaboration and students will also develop their literacy and written skills, supporting subjects such as English. Academically it is an ideal grounding for both IB Theatre and other Performing Arts based courses.

GCSE Economics

Examination Board and Specification Code: AQA 4135 http://www.aqa.org.uk/subjects/business-subjects/gcse/business-subjects-andeconomics-4130/ Course description The main course topics are Economics in relation to: • Money • Work • The National and Global Economy • Managing the Economy • Current Economic Issues

Exams/Assessments Exams Current Economic Issues will be based upon pre-released material issued to students prior to the examination.

Unit Unit 11 Personal Economics

Unit 12 Investigating Economic Issues

W eightin g 50% 70 marks

Assessment

Content

Written paper 1 hour 15 minutes

50% 70 marks

Written paper 1 hour 15 minutes

This exam aims to equip candidates with the basic tools of the economist to help them understand their place in and contribution to the local, national and global economy as consumers, workers and citizens. They will be encouraged to investigate a range of contemporary issues, analysing the evidence from different perspectives so as to make reasoned judgements and informed decisions.

In the study of this unit candidates will further develop their understanding of economic concepts and theories studied in Unit 11. Candidates will apply these to a range of economic issues locally, nationally and globally. There will be three questions, one assessing Managing the Economy and two assessing Current Economic Issues.

Controlled Assessment There is no controlled assessment element to this GCSE.

Why study Economics?

Never before has there been a more relevant time to study Economics. Economics is all around us and in everything we do. Economics is about choice and the impact of our choices on each other. It relates to every aspect of our lives, from the decisions we make as individuals or families to the structures created by governments and firms. The economic way of thinking can help us make better choices. Further study of Economics could lead you, but is not limited to, careers in Government, Business, Banking and Financial Services and Insurance.

Please note that Economics is a particularly challenging subject and as such we would encourage students who are currently achieving a level 7 in Math to choose this option.

GCSE French

Examination Board and Specification Code: AQA 8658 (Subject to change) http://www.aqa.org.uk/subjects/languages/gcse/french-8658 Students are strongly encouraged to choose at least one Modern Language at GCSE Level

Course description Students will have the opportunity to develop their language skills in a variety of contexts. They will work through three core themes and extend their skills in the four core skills of listening, speaking, reading and writing: • • •

Identity and Culture (includes family and relationships, technology in everyday life, free time, customs and cultures in French-speaking countries).

Local, national, international and global areas of interest (includes home and region, social issues such as healthy lifestyles, global issues, travel and tourism).

Current and future studies and employment (includes school and current studies, post-16 education, jobs and career aspirations).

GCSE is a continuation of work covered in Years 7-9. Some topics will be familiar to students, but will be revised, extended and covered in more depth.

As they progress linguistically, students will be expected to: • • • • • •

cope with a greater degree of unpredictability deal with a widening range of potential problems understand and use more accurately a widening range of vocabulary and structures, including some unfamiliar language understand issues and opinion; discuss issues and give opinions give full descriptions and accounts communicate effectively in French, narrate events, take part in role plays and discuss experiences

The GCSE course will prepare students to continue their studies in the IB Diploma at Standard or Higher level.

Candidates should: • • •

be interested in developing their knowledge of the language and culture of French-speaking countries understand that language learning is a skill that they will be able to apply to other languages in the future have studied French for a minimum of two years

Exams/Assessments Exams GCSE French is a linear course meaning all exams are taken at the end of two years of study; they are all externally assessed. The four skills of Listening, Speaking, Reading and Writing are assessed. There are two tiers of assessment: Foundation (grades 1-5) and Higher (grades 4-9). Students must be entered for the same tier across each skill area. Each area is worth 25% of the student’s final grade.

Unit

W eighting

Assessment

Content

Foundation Tier

Higher Tier 50 marks, 45 minutes

Unit 1 Listening

25%

40 marks, 35 minutes

Unit 2 Speaking

25%

60 marks 7-9 minutes

60 marks 10-12 minutes

Unit 3 Reading

25%

60 marks 45 minutes

60 marks 1 hour

Unit 4 Writing

25%

50 marks 1 hour

60 marks 1 hour 15 mins

Students are required to respond to different types of spoken French.

There are two sections: Section A: questions and responses in English/nonverbally Section B: questions and responses in French/nonverbally Students are required to take plart in a role play, a discussion of a picture stimulus, and general conversation. Stimulus materials are tiered for Higher and Foundation.

Students are assessed on their ability to understand and respond to different types of written language.

There are three sections: Section A: questions and responses in English/nonverbally Section B: questions and responses in French/nonverbally Section C: Translation from French to English (minimum 35 words Foundation, 50 words Higher) Students are assessed on their ability to communicate effectively in writing for a variety of purposes.

Foundation: 1) Write a mesage in response to a photo 2) Write a short text in response to four bullet points 3) Translation exercise from English to French 4) Structured writing task Higher: 1) Structured writing task 2) Open-ended writing task 3) Translation exercise from English to French

Why study modern foreign languages at GCSE? Language skills are in demand for a wide variety of careers such as journalism, marketing and tourism, as well as specialist fields such as translation and interpreting. In addition, students learn about the culture of different countries and develop useful transferable skills such as communication and interpersonal skills.

Please note that this is a challenging subject and students aiming to enter at Higher tier should be working at a minimum of level 6 in Year 9.

iGCSE Geography

Examination Board and Specification Code: Cambridge 0460 http://www.cie.org.uk/images/150857-2016-syllabus.pdf Course description At Key Stage 3, students have already developed a range of relevant skills and knowledge that the GCSE course builds upon. The course introduces students to new skills, places, ideas and management issues.

Students are taught to apply their skills and knowledge to real world situations. This allows them to understand how people’s decisions shape the world we live in. Geography is a subject that requires a certain level of general knowledge, an ability to use common sense and to think logically when answering questions.

Exams/Assessments Exams Paper Paper 1: Geographical Themes Paper 2: Geographical Skills

W eighting 45% 75 marks

Assessment Written paper 1 hour 45 minutes

27.5% 60 marks

Written paper 1 hour 30 minutes

Paper 3: Alternative to Field Work

27.5% 60 marks

Written paper 1 hour 30 minutes

Content Theme 1: Population and settlement Theme 2: The natural environment Theme 3: Economic development The paper is based on testing the interpretation and analysis of geographical information, decision making and the application of graphical and other techniques.

The paper gives students field work and asks them to show an appreciation of a range of techniques used in fieldwork studies.

Why study Geography?

In order to answer this difficult question, students must ask themselves what they enjoy about the study of Geography.

Do you want to: • • • • •

learn more about the world I live in? develop skills that will help me in other areas, such as ICT and research? do some of my work away from the classroom? work in a team with other students? learn through investigating and doing, not listening and reading?

The world is always changing and Geography gives you the chance to learn about these changes. It is well known as a subject that links to all other subjects in the curriculum, so a GCSE in Geography is a stepping stone to a whole range of future opportunities. A good grade will help to move students onto any subject at Key Stage 5.

Employment opportunities where the skills students have developed will be of particular value are in Journalism, Media, Engineering, ICT, Travel and Tourism, Environmental Management, Geology, Marketing, Business Management and Teaching. Geographers are everywhere!

GCSE History

Examination Board and Specification Code: EDEXCEL GCSE History 1HI0 http://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html

Course description Key Stage 4 History helps students to develop and extend their knowledge and understanding of the wide diversity of human experience through the study of specified key events, people and societies. Students will engage in historical enqiry to develop as independent learners and as critical and reflective thinkers. They will develop the ability to ask relevant questions about the past in order to investigate issues critically and to make valid historical claims by using a range of sources in their historical context. Studying History enables young people to understand the world they live in as events in the past can help to explain the problems and opportunities that exist in the world today.

GCSE is a continuation of work covered in Years 8-9. Some topics will be familiar to students, but will be revised, extended and covered in more depth.

Exams/Assessments Exams Paper Paper 1: Thematic study and historic environment (1HI0/10-12) Paper 2: Period study and British depth study (1HI0/20-29) Paper 3: Modern depth study

W eightin g 30% 52 marks

(36 for the thematic study, 16 for the historic environment)

40% 64 marks

(32 for the period study and 32 for the British depth study)

30% 52 marks

Assessment

Content

Written paper 1 hour 15 minutes

Thematic Study: Medicine in Britain, c1250-present.

Historic environment: The British sector of the Western Front, 1914-18: injuries, treatment and the trenches.

Written paper 1 hour 45 minutes

British depth study: Early Elizabethan England, 1558-88.

Period study: Superpower relations and the Cold War, 1941-91.

Written paper 1 hour 20 minutes

Modern depth study: Weimar and Nazi Germany, 1918-39

W hy study History?

History is useful for a variety of careers and is especially recommended for students aiming for careers in Law, Archive and Information Management, Human Resources Management and Journalism. It is a widely respected and highly academic qualification that can help students gain access to a wide variety of post 16 courses and professional careers.

GCSE ICT

Examination Board and Specification Code: Edexcel 2IT01 http://qualifications.pearson.com/en/qualifications/edexcel-gcses/ict-2010.html Course description Through studying ICT students become more independent and discerning users of ICT who can make informed decisions about its use. They have opportunities to acquire and apply creative and technical skills and knowledge and understanding of ICT in a range of contexts: for the individual, for organisations, for society and the wider world. They take a practical approach, developing and evaluating ICT-based solutions of their own to solve problems. At the same time, they focus on ensuring that their practice is safe, secure and responsible.

Students may use websites such as the following for additional revision: www.teach-ict.com http://www.bbc.co.uk/education/subjects/zqmtsbk

Exams/Assessments Students will be awarded a grade from A* to G. Students will be working through the Edexcel ICT E-book, and will be given copies of the Edexcel Revision guide.

Exam Unit Unit 1 Theory: Living in a Digital World

W eighting 40%

Assessment Externally assessed Written paper 1h 30min

Content Personal digital devices – impact on different groups and latest developments Connectivity – ways to exchange data and communicate using digital communications Operating online – how individuals operate safely online and protect themselves from risks Online goods and services – exploring a range of online services and their impact on society Online communities – development of and implications for learning, leisure and interactions Issues – how issues are addressed, emerging technologies and the ‘digital divide’

Controlled Assessment Students broaden and enhance their ICT skills and capability through the controlled assessment. They will work with a range of digital tools and techniques to produce effective ICT solutions for the brief written by the exam board. These tools include: Unit Unit 2: Using Digital Tools

W eighting 60%

Assessment Internally assessed Controlled assessment ICT project 40 hours

Content Spreadsheet software Graphics editing software Audio/Video editing software Animation software Desktop publishing software Webpage development software

Level 3 BTEC Certificate in IT Examination Board and Specification Code: Edexcel 500/9148/7

http://qualifications.pearson.com/content/dam/pdf/BTEC-Nationals/InformationTechnology/2010/Specification/BN029815-BTEC-90-credit-IT-L3-Issue2.pdf

Course description The BTEC qualifications are designed to provide highly specialist, work-related qualifications in a range of vocational sectors. They give learners the knowledge, understanding and skills, including personal skills and attributes, that they need to prepare for successful performance in employment. The BTEC in IT unit have been drawn up with the help of employers, and can be an excellent route to acquiring a career in IT. The BTEC Level 3 Certificate is broadly equivalent to one GCE AS Level and students will complete a minimum of 3 units.

Exams/Assessments Students will be complete a minimum of three units and will be awarded a grade for each unit: Pass, Merit or Distinction (roughly C, B and A grades respectively). These will be aggregrated to give an overall grade.

Mandatory units Unit Unit 1: Communication and Employability skills for IT

W eighing 33%

Unit 2: Computer Systems

33%

Assessment Internally assessed, externally moderated

Content Understanding both the personal attributes valued by employers and the principles of communicating effectively whilst developing effective communication skills and addressing own personal development needs.

Understanding the components of computer systems, developing the skills needed to recommend appropriate systems for business purposes and setting up and maintaining computer systems.

Optional unit: Unit Likely choice from: Unit 8: Ecommerce Unit 29: Installing and Upgrading Software Unit 31: Computer Animation Unit 42: Spreadsheet Modelling

W eighing 33%

Assessment Internally assessed, externally moderated

Content The current cohort of Yr 11 BTEC IT students will be completing Unit 29 which will ensure they follow the necessary procedures to successfully install new software and update existing software when required.

For all units, students will be use two offical BTEC Level 3 in IT textbooks and will be guided to various other sources.

This course will well-prepare students wishing to undertake the IBCP and continue on to study the BTEC in IT Diploma. It will also provide a good foundation for those wishing to study IB ITGS.

GCSE Media Studies

Examination Board and Specification Code: WJEC 4390 http://www.wjec.co.uk/qualifications/media-studies/media-studies-gcse/ Course description This GCSE is designed to enable learners to develop a critical understanding of the role of mass media in society. Within this qualification, mass media are defined as TV, film, radio, pop music, newspapers, magazines and comics. Other forms of media technology such as DVD, desktop publishing, interactive technology (e.g. web design, CD-Rom creation, video games, consoles software creation) and digital photography are also recognised.

The subject has a theoretical, academic side as well as a practical side. Students will learn the technical terms needed to analyse media texts in a systematic way, but will also learn skills involved in producing media texts using media technology.

Media Studies provides a framework with which to explore ways in which forms of media are constructed and interpreted, as well as opportunities for original creative work. This might consist of making and editing a short film constructing a series of advertisements aimed at a variety of audiences, or writing and editing the pages of a magazine or newspaper targeted at a particular readership.

During the course students will be asked to consider:• • • • •

The language of media texts – these languages can be visual as well as verbal The way in which various media forms represent people and ideas The expectations that various media have of their audiences The way in which the media change and develop according to popular taste and commercial interest The way that modern media is convergent (crosses different platforms e.g. a film has a poster, website and sometimes even a video game associated with it)

Exams/Assessments Exam: Unit Section A: Thinking about the media Investigating Section B: Thinking about the media Planning

W eighting 40%

Assessment Exam 2 hours 15 minutes

Content Four questions: candidates respond to stimulus material chosen from a topic set by W JEC. This section will also assess the way the contemporary media is convergent.

A series of tasks: candidates demonstrate planning and creative skills through a series of creative tasks which demonstrates knowledge of the convergent nature of the contemporary media.

Controlled Assessment Three pieces of work covering the following areas: Unit Unit 2 Creating for

W eighting 20%

Assessment Two textual investigations

Content Based on two different media areas [one must be print based]

the media: Investigating and Producing

40%

Media Production

One media production consisting of research, planning, the production itself and an evaluation of the production. This piece will require the production of a media text (usually either a pop music video or horror film trailer) and an evaluative report must accompany.

Why study Media Studies?

• • • •

Aids communication, developing an ability to express ideas in different forms and different media.

Increases personal confidence and practical skills in handling media technology & ICT. Develops skills useful in a wide variety of non-media careers.

Enables students to see behind the screen and read between the lines.

Level 2 BTEC certicficate in Media Studies Examination Board and Specification Code: EDEXCEL 601/0167/2

http://qualifications.pearson.com/en/qualifications/btec-firsts/creative-digital-mediaproduction-2013-nqf.html#tab-2

Course description The mandatory units in Creative Media Production provide the opportunity to develop the fundamental research skills which underpin all media productions, and gain a basic understanding of working practices within the media sector. Throughout the course students will explore how media products are constructed for specific audiences or markets and will also gain knowledge of media institutions, the future of the media, advertising, print production, animation and video production from a theoretical and practical perspective.

Exams/Assessments Controlled Assessment All units are currently controlled assessments and coursework based. However this is under qualification review and may change for 2016.

Students are assessed on their: − application of knowledge and understanding − development of practical and technical skill − personal development for occupational skills − application of generic skills Mandatory units: Research for Creative Media Production Communication Techniques for Creative Media Production The Creative Media Sector Media Audiences and Products

Optional Units (final units TBC): Video Production Print Production Advertising Production Animation

Why study Media Studies?

• • • • •

Aids communication, developing an ability to express ideas in different forms and different media.

Increases personal confidence and practical skills in handling media technology & ICT. Develops skills useful in a wide variety of non-media careers.

Enables students to see behind the screen and read between the lines.

This course will well-prepare students wishing to undertake the IBCP and continue on to study the BTEC in Media Diploma. It will also provide a good foundation for those wishing to study IB Film.

GCSE Music

Examination Board and Specification Code: Edexcel http://qualifications.pearson.com/en/qualifications/edexcel-gcses/music2016.coursematerials.html#filterQuery=category:Pearson-UK:Category%2FSpecification-and-sampleassessments

Course Description

Performing Students will record one solo and one ensemble performance on their instrument/voice at the end of the two year course. It is advised that students are able to read music notation and have a secure ability on their instrument.

All students should have had prior instrumental tuition and it is imperative that this tuition continues throughout the duration of the course in order to ensure students’ performance coursework is of preferably grade 5 standard or above.

Composition Students will compose two pieces of their own music.

One composition will be derived from a given brief and the other will be of a style chosen by the student.

Students will have access to brand new, state-of-the-art music technology software and a recording studio to complete this part of the course.

Listening Exam Students study 8 set pieces of music from the following areas: Instrumental Music Vocal Music Music for Stage and Screen Fusions It is also expected that students will be exposed to a wide range of styles and other pieces of music during this course. The final course examination will test students on their knowledge of the 8 set work pieces, as well as their aural and theory skills.

Exams/Assessments Unit Unit 1 Performing music Unit 2 Composing music Unit 3 Appraising

W eightin g 30%

Assessment

Content

Internally assessed

Students must complete one solo performance and one ensemble performance

30%

Internally assessed

Two composition or two arrangements, or one composition and one arrangement

40%

Written paper 1 hour 45 minutes

The paper will be in two sections Section A – Areas of study, dictation, and unfamiliar pieces ● Six questions related to six of the eight set works. ● One short melody/rhythm completion exercise. ● One question on an unfamiliar piece (skeleton score provided) with questions on its musical elements, musical contexts and musical language.

Section B – Extended response comparison between a set work and one unfamiliar piece ● One question that asks students to compare and/or evaluate the musical elements, musical contexts and musical language of one set work with one unfamiliar piece of music.

GCSE Physical Education

Examination Board and Specification Code: Edexcel 1PE0 http://qualifications.pearson.com/en/qualifications/edexcel-gcses/physical-education-2016.html Course description It is important that students understand why people get involved in physical activity, and recognize the longterm health benefits of a sustained active lifestyle, including key influences that impact on people’s involvement in physical activity. Students will understand the relationship between exercise, diet, work and rest, and how, together, they contribute to a balanced healthy lifestyle. Students will gain knowledge of the impact of a healthy, active lifestyle on their cardiovascular, respiratory, muscular and skeletal systems and general wellbeing.

Students will learn to: ● develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge and understanding to improve performance ● understand how the physiological and psychological state affects performance in physical activity and sport ● perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas ● develop their ability to analyse and evaluate to improve performance in physical activity and sport ● understand the contribution that physical activity and sport make to health, fitness and well-being ● understand the key socio-cultural influences that can affect people’s involvement in physical activity and sport.

Candidates should: • • • •

demonstrate a genuine interest in sport and regularly take part in both a team and individual sport be interested in fitness training and how this improves sports performance be organised and adaptable be interested in careers in the sports industry for example: Physiotherapy, Sports Journalism, Coaching, Teaching, or Leisure Management

Exams/Assessments Exams Component Fitness and Body Systems (1PEO/01)

W eighting 36% 90 marks

Assessment Written exam 1 hour 45 mins

Health and Performance (1PEO/02)

24% 70 marks

Written exam 1 hour 15 mins

Content This exam includes multiple-choice, short-answer, and longer-answer questions.

Questions will be based on applied anatomy and physiology, moveemnt analysis, physical training and use of data.

This exam includes multiple-choice, short-answer, and longer-answer questions.

Questions based on health fitness and well being, sports psychology, socio –cultural influences and use of data.

Non – Examined Assessment Unit Practical Performace

W eighting 30% 105 marks

Assessment Practical Moderation

Content Students need to demonstarte skills during a game in three activities. One must be an indidubal activity, one

(1PE0/03) Personal Exercise Programme

10% 20 Marks

Written coursework

and team activity, the third activity is optional. See specification for the list of activitiess.

Students need to plan, carry out, monitor and evaluate their perfornal exercise.

GCSE Psychology

Examination Board and Specification Code: AQA 4180 http://www.aqa.org.uk/subjects/psychology/gcse/psychology-4180 Course Description GCSE Psychology encourages learners to be inspired and moved by following a broad, satisfying and worthwhile course of study and to gain an insight into related sectors, such as science. GCSE Psychology encourages learners to develop a personal interest in, and enthusiasm for, psychology and prepares them to make informed decisions about further learning opportunities and career choices. The specification encourages candidates to engage in the process of psychological enquiry to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds. Students will develop an awareness of why psychology matters, acquire knowledge and understanding of how psychology works and its essential role in society.

Candidates should: • • • • • •

be interested in people be able to meet deadlines have an ability to work independently and collaboratively have effective verbal and written communication have an ability to take theories and apply them to real life scenarios be interested in careers in for example; Health, Education, Sport, Clinical, Counseling or Sport Psychology

Assessments/Exams Exams Unit Unit One: Making sense of other people (4181) Unit Two: Understanding other people (4182)

W eightin g 50% 80 marks

Assessment Written examination 1 hour 30 minutes

50% 80 marks

Written examination 1 hour 30 minutes

Content Memory Non-verbal communication Development of personality Stereotyping, prejudice and discrimination Research methods Atypical learning: Phobias Social influence Sex and gender Aggression Further research methods

Controlled Assessment There is no controlled assessment element to this course.

GCSE Spanish

Examination Board and Specification Code: AQA 8698 (Subject to change) http://www.aqa.org.uk/subjects/languages/gcse/spanish-8698 Students are strongly encouraged to choose at least one Modern Language at GCSE Level

Course description Students will have the opportunity to develop their language skills in a variety of contexts. They will work through three core themes and extend their skills in the four core skills of listening, speaking, reading and writing: • • •

Identity and Culture (includes family and relationships, technology in everyday life, free time, customs and cultures in Spanish-speaking countries).

Local, national, international and global areas of interest (includes home and region, social issues such as healthy lifestyles, global issues, travel and tourism).

Current and future studies and employment (includes school and current studies, post-16 education, jobs and career aspirations).

GCSE is a continuation of work covered in Years 7-9. Some topics will be familiar to students, but will be revised, extended and covered in more depth.

As they progress linguistically, students will be expected to: • • • • • •

cope with a greater degree of unpredictability deal with a widening range of potential problems understand and use more accurately a widening range of vocabulary and structures, including some unfamiliar language understand issues and opinion; discuss issues and give opinions give full descriptions and accounts communicate effectively in Spanish, narrate events, take part in role plays and discuss experiences

The GCSE course will prepare students to continue their studies in the IB Diploma at Standard or Higher level.

Candidates should: • • •

be interested in developing their knowledge of the language and culture of Spanish-speaking countries understand that language learning is a skill that they will be able to apply to other languages in the future have studied Spanish for a minimum of two years

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Exams/Assessments Exams GCSE Spanish is a linear course meaning all exams and taken at the end of two years of study; they are all externally assessed. The four skills of Listening, Speaking, Reading and Writing are assessed. There are two tiers of assessment: Foundation (grades 1-5) and Higher (grades 4-9). Students must be entered for the same tier across all skills areas. Each area is worth 25% of the student’s final grade.

Unit

W eighting

Assessment Foundation Tier

Content

Higher Tier 50 marks, 45 minutes

Unit 1 Listening

25%

40 marks, 35 minutes

Unit 2 Speaking

25%

60 marks 7-9 minutes

60 marks 10-12 minutes

Unit 3 Reading

25%

60 marks 45 minutes

60 marks 1 hour

Unit 4 Writing

25%

50 marks 1 hour

60 marks 1 hour 15 mins

Students are required to respond to different types of spoken Spanish.

There are two sections: Section A: questions and responses in English/nonverbally Section B: questions and responses in French/nonverbally Students are required to take plart in a role play, a discussion of a picture stimulus, and general conversation. Stimulus materials are tiered for Higher and Foundation.

Students are assessed on their ability to understand and respond to different types of written language.

There are three sections: Section A: questions and responses in English/nonverbally Section B: questions and responses in Spanish/nonverbally Section C: Translation from Spanish to English (minimum 35 words Foundation, 50 words Higher) Students are assessed on their ability to communicate effectively in writing for a variety of purposes.

Foundation: 1) Write a mesage in response to a photo 2) Write a short text in response to four bullet points 3) Translation exercise from English to Spanish 4) Structured writing task Higher: 1) Structured writing task 2) Open-ended writing task 3) Translation exercise from English to Spanish

Why study modern foreign languages at GCSE? Language skills are in demand for a wide variety of careers such as journalism, marketing and tourism, as well as specialist fields such as translation and interpreting. In addition, students learn about the culture of different countries and develop useful transferable skills such as communication and interpersonal skills.

Please note that this is a challenging subject and students aiming to enter at Higher tier should be working at a minimum of level 6 in Year 9.

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Year 10 Options Form 2016-17 Option Block A

Option Block B

Option Block C

Option Block D

Arabic A Compulsory for native speakers

Business

Arabic A Compulsory for native speakers

Art and Design

Computer Science

Computer Science

Art and Design

Business

Drama

Food Technology

BTEC Business

Dance

Resistant Materials

Graphic Products

Resistant Materials

Food Technology

Economics

ICT

Economics

French

French

Media

French

Geography

Geography

Psychology

Geography

History

History

Physical Education

History

BTEC Media

ICT

Spanish

Spanish

Physical Education

Maths 2 *

Arabic B (non-native)

BTEC ICT

Psychology

Music

Spanish

Maths 2 * Students will be studying the following core subjects of English Literature, English Language, Mathematics, Science, Sport and Islam ic/Personal Finance as well as the 4 options choices.

If you hold an Arabic passport, you must select “Arabic” as one of your option choices in Block 1, 3, or 4. *Maths 2 comprises of GCSE Statistics in Year 10 and Additional Maths in Year 11. This option is only available to students who have a teacher predicted grade of 8 or 9.

Please choose one subject from each option block and enter your choices in the spaces below. Please add a second choice that you like to study in the event that we cannot accommodate a subject you have listed in your 1st choice.

Option 1

Option 2

Option 3

Option 4

1ST CHOICE 2ND CHOICE Name of Student: ___________________________________________

Date : _____________

Mobile number: ____________________________________________ Signature : _________________________________________ (Parent) ______________________________________ (Student)

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Example Year 10 timetable P

Sunday

Monday

Tuesday

Wednesday

Thursday

Period 1 08:19

10/SPA/4 Spanish Miss R Doe 2309

10/SPO/1 Sport Exercise & Health Mr Walby 3202

10/ENG/7 English Mrs E MacDonald 3122

10/SPA/4 Spanish Miss R Doe 2309

10/BUS/7 Business Studies Mr Harrison 2304

Period 2 08:15

10/SPA/4 Spanish Miss R Doe 2309

10/CUL/5 Cultural Studies Mr Loxston-Baker 3107

10/ENG/7 English Mrs E MacDonald 3122

10/MUS/1 Music Miss V Hewitt 3G06

10/DRA/5 Drama Mrs K O'Gorman 3G01

Period 3 10:30

10/MAT/6 Mathematics Mrs K Adeel 1203

10/MUS/1 Music Miss V Hewitt 3G06

10/SCI/7 Science Mr J Garlic 3304

10/MAT/6 Mathematics Mrs K Adeel 1203

10/SCI/7 Science Mr N Erbes 3211

Period 4 11:30

10/MAT/6 Mathematics Mrs K Adeel 1203

10/MUS/1 Music Miss V Hewitt 3G06

10/SCI/7 Science Mr J Garlic 3304

10/MAT/6 Mathematics Mrs K Adeel 1203

10/SCI/7 Science Mr N Erbes 3211

Period 5 13:20

10/DRA/5 Drama Miss Lewis 3G05

10/ENR/1 Enrichment ENR

10/BUS/7 Business Studies Mr Harrison 2304

10/ENG/7 English Mrs E MacDonald 3122

PSHE

Period 6 14:20

10/DRA/5 Drama Miss Lewis 3G05

10/ENR/1 Enrichment ENR

10/BUS/7 Business Studies Mr Harrison 2304

10/ENG/7 English Mrs E MacDonald 3122

Break 10:15

Lunch / Tutor 12:30

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