2011-2013
Opting for your future…. SPRING 2011
Neville Lovett Community School
KEY STAGE 4 CHOICES AND COURSE INFORMATION
Introduction
Dear Student You have now reached the point in Year 9 where you are able to make your choices regarding the subjects you will follow to examination level. This information booklet contains details of:
The core subjects The number of periods a week you will study each subject The subjects you can now choose to study The deadlines you have to meet to complete the option choice process
15 February 2011 - Your parents will attend the Year 9 consultation evening. They will be able to discuss your progress in the subjects you are currently studying and whether your teachers recommend that you take particular subjects next year. 28 February 2011 - The teachers of the option subjects and the Head of Science will be available to focus specifically on answering any questions there might be before you make your final choices. 4 March 2011 - All forms need to be returned to your tutor. The first tutor group to return all their forms will receive a surprise. Mr Campbell, Deputy Headteacher in charge of the curriculum, will start working on planning your option choices. It may be that he will need to meet with you to discuss further. The timetable will start 6 June 2011. There is a wide range of subjects available to all students to choose from but you will need to be sure that you select the subjects you can succeed at. Please talk to your tutors for information, advice and guidance. You should be aware that some of the subjects on the options list might change if there are not enough students wanting to take them next year. In each block we ask that you indicate 2 subjects you would like to take. If you have any questions please refer to your tutor in the first instance. If your question is in relation to a subject then you can discuss this with the Head of Department. Mr Clouting, Head of Year 9 is also available to talk to. You are encouraged to seek advice from the sources available to help you make the best choices to enable you to succeed. You may wish to look at the following resources also available to you:
Connexions – Rachel May is available in the Library on Wednesday and Thursday each week to provide careers advice.
IMJack – Use the link below to find an online resource which provides advice on careers and further education through the CAFÉ section of their website www.imjack.com Login: firstname.surname@nevillelovett.imjack.com Your parents have entrusted your future wellbeing and success to Neville Lovett School and we will do all we can to support you as you make these important decisions.
Nadine Powrie Headteacher 1
Key dates for your diary Monday 8th February
Year 9 Options assembly
Tuesday 15th February
Students receive information booklet and Option form Year 9 Parents Evening
Monday 28th February
Year 9 Options Fayre all non core subjects
Friday 4th March
Deadline for option forms returned to your form Tutor — signed by student, parents and tutor
The subjects available The learning week will be made up of 25 teaching periods. All students will follow a core curriculum as shown below. There will be two option choices made up of subjects which appear on page The number of lessons for each subject is shown in the table below. For each subject there is an outline of what students might expect if they opt for it. If a student opts for some of the BTECs they will not be able to make 2 choices. English Maths Science Geography PE French/Spanish / ICT Media / ICT Option 1 Option 2
4 4 4 2 2 2 3 2 2
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Making the right choices Why have I got this booklet? This booklet will help you plan your two final years at Neville Lovett Community School. It contains information about courses you can follow in your Option and advice on how to make those choices. Further information is available on the VLE. The more information you have at your finger tips, the better your choices will be. Why do I have to make a choice? We believe that you should have your own personalised curriculum that is tailored to your ability and talents. The next two years are the foundation for the rest of your life. You are not able to study all your current subjects to examination level so it is important that you take time to consider all the options available to you as the choices you make could make the difference between success and failure.
Will I get my first choices ? The choices process aims to give everyone their first choices of option subjects. However there are occasions when this is impossible due to class sizes and staffing. You should therefore make sure that all of your choices are subjects you definitely want to study whether they are your first or second choice. Will I be able to change my mind in September ? You will not be able to change your mind in Year 10. You cannot swop between subjects once you have been placed in a subject and a class.
Should I choose the same subjects as my friends ? You must make your own decisions based on subjects you enjoy, are good at and those that could be useful to you in the future. Don’t just choose a subject just because of your friends or in the hope that you will get a certain teacher. The way the timetable works out, you might not even find yourself in the same group as your friend anyway.
Where do I go for help ? Please read this booklet carefully. If you have any questions about the process you are about to go through please see your tutor. To help you make the best choices for you, you should talk to your tutor, parents and teachers.
When do I have to make the final decision ? Your completed choice form must be with your tutor by Friday 4th March 2011. If you miss this deadline your first choices of subject cannot be guaranteed and you will be placed on courses that have spaces available .
3
Core subjects In Years 10 and 11 the subjects that you have to study are:
page 5
English Language
page 6
English Literature
French
Page 7
Geography
Page 8
Mathematics
page 9
Science
Pages 10
ICT/Media
Page 11—12
PE—core
Page 13
4
English Language Qualification
GCSE—English Language (taken alongside GCSE– English Literature)
Exam board
OCR
No. of lessons
3 lessons per week
Objectives
Students of English Language will be able to: Communicate clearly and purposefully (speaking and listening) Understand variations in spoken language Read and understand texts Write to communicate clearly, effectively and imaginatively
Overview
Students will be provided with a wide range of opportunities to extend their knowledge and understanding of written and spoken English.
Skills
Students will demonstrate their ability to: Structure and sustain talk, adapting it to different situations and audiences; listen and respond to speakers’ ideas and perspectives; interact with others; create and sustain different roles Evaluate the impact of spoken language choices in their own and others’ use Develop and sustain interpretations of writers’ ideas and perspectives; explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects Organise, structure and adapt forms and vocabulary for clarity, purpose and effect Write to communicate clearly
Course content
Unit 1: Extended Literary Text and Imaginative Writing Students will: Respond to one text from a choice of prose, drama, poetry or literary no-fiction Produce two linked, continuous, imaginative writing responses. Unit 2: Speaking, Listening and Spoken Language Students will: Engage in three activities: drama-focused, group and individual extended Complete one study of the use of language. Unit 3: Information and Ideas Students will: Respond to previously unseen material, non-fiction and media Produce a piece of continuous writing linked to the reading material provided
Assessment
Unit 1: Controlled assessment - 60 marks—30% of the total assessment weighting of the GCSE. Unit 2: Controlled assessment - 60 marks—30% of the total assessment weighting of the GCSE. Unit 3: Examination - 2 hours - 80 marks—40% of the total assessment weighting of the GCSE.
Opening doors
AS/A level English Language, AS/A level English Language/Literature, AS/A level Communication Studies, Journalism.
For further course details log on to the VLE or contact Mrs Giles 5
English Literature Qualification
GCSE—English Literature (taken alongside GCSE– English Language)
Exam board
OCR
No. of lessons
3 lessons per week
Objectives
Students of English Literature will be able to: Recall, select and communicate knowledge and understanding of concepts, issues and terminology Apply knowledge and understanding in familiar and unfamiliar contexts Analyse and evaluate information, sources, arguments and interpretations
Overview
Students will be provided with a wide range of opportunities to extend their knowledge and understanding of literary texts (Poetry, Drama and Prose) and in the contexts in which they were written.
Skills
Students will demonstrate their ability to: Select and evaluate relevant textual detail to illustrate and support interpretations Explain how language, structure and form contribute to writers’ presentation of ideas, themes and settings Make comparisons and explain links between texts, evaluating writers’ different ways of expressing meaning and achieving effects Relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times
Course content
Assessment
Students will study: Unit 1: Literary Heritage Linked Texts One Shakespeare text linked to a film One poet from a choice of six Unit 2: Modern Drama One of six modern drama texts Unit 3: Prose from Different Cultures One of six texts from different cultures Unit 4: Literary Heritage Prose and Contemporary Poetry One Literary Heritage Prose text One poet from a choice of six anthologised poets from the Poetry Anthology or study for the contemporary unseen poem
Unit 1: Unit 2: Unit 3: Unit 4:
Opening doors
Controlled assessment 40 marks—25% of the total assessment weighting of the GCSE. Examination 45 minutes—40 marks—25% of the total assessment weighting of the GCSE. Examination 45 minutes—40 marks—25% of the total assessment weighting of the GCSE. Examination 1 hour 30 minutes—80 marks—50% of the total assess ment weighting of the GCSE.
AS/A level English Literature, AS/A level English Language/English Literature, AS/A level Literary Studies.
For further course details log on to the VLE or contact Mrs Giles 6
French Qualification
GCSE French
Exam board
EDEXCEL
No. of lessons Objectives
Overview
Skills
Course content
2 lessons per week * To develop an understanding of French in a variety of contexts * To develop a knowledge of French vocabulary and structures * To develop transferable language learning skills * To develop the ability to communicate effectively in French * To develop awareness and understanding of countries where French is spoken Students will have the opportunity to continue with their language studies and develop further practical skills in the target language.
You will continue to develop the four skill areas of listening, speaking, reading and writing. In listening and reading you will be using longer texts and you will develop your skills for understanding the key points as well as more details across a range of topics. You will further develop your writing skills to enable you to confidently write in the target language using a variety of tenses and language structures. In speaking you will improve your accent and fluency and you will develop your writing skills in the same way as the written skills, using a variety of tenses and expressing and justifying opinions.
The course is divided into 5 themes for speaking and writing assessments : 1. 2. 3. 4. 5.
Media and culture Sport and leisure Travel and tourism Business, work and employment Centre-devised option
And 4 topic areas for listening and reading assessments: 1. 2. 3. 4.
Assessment
Opening doors
Out and about Customer services and transactions Personal Information Future plans, education and work
Examination = 40% Reading exam at the end of year 11 = 20% of total mark Listening exam at the end of year 11 = 20% of total mark Controlled Assessments = 60% Writing consists of 2 pieces of work completed during the course. This is assessed in class.= 30% of mark Speaking consists of 2 tasks assessed during the 2 year course (an open-interaction + a picture-based discussion or presentation and discussion)= 30% of mark You could use this course to prepare for advanced level courses such as A/As level modern foreign languages. There are many language specific jobs such as translating and interpreting but a qualification in a language opens the doors in many careers such as journalism and you will have more opportunities in the global market that we live in today.
For further course details log on to the VLE or contact Mrs Ameaux 7
Geography Qualification
GCSE Geography
Exam board
OCR Spec B
No. of lessons Objectives
2 lessons per week
Overview
Course content
To inspire, motivate and challenge students in their thinking about the world around them To help students better understand landscapes and the processes changing them To help students to recognise how places and environments are interlinked To enable students to understand major world issues For students to develop an understanding of other cultures and societies and become good global citizens
Over the two years students will study 3 units: a sustainable decision making exercise that will develop real-life skills relevant to future decision making, a geographical enquiry involving fieldwork and research and the study of four key themes listed below.
Four main themes are taught:1. Rivers and coasts 2. Population and settlement 3. Natural hazards, like volcanoes, earthquakes and hurricanes 4. Economic development Students will also have a wide choice of geographical topics for their enquiry: Disease Trade Ecosystems Sport Fashion Energy New technologies Crime
Assessment
Opening doors
End of course exam (50% of the total GCSE marks) A geographical enquiry (25% of the total marks) A decision making exercise (25% of the total marks)
Students may well want to go on to study the subject at AS or A level at a local college. A GCSE in the subject is also seen as a useful qualification in a huge range of jobs.
For further course details log on to the VLE or contact Mr Geary 8
Mathematics Qualification
GCSE Mathematics
Exam board
EDEXCEL
No. of lessons Objectives
3 lessons per week The Course requires candidates to demonstrate their knowledge and understanding in the following areas:
Overview
Skills
Course content
Using and applying Mathematics Number and Algebra Geometry and measures Statistics and Probability Functional skills
Over the two years students will follow a modular course where they tackle small units of assessment at different times throughout KS4. There are three assessment opportunities, allowing students to bank their success along the way. The knowledge, skills and understanding required for GCSE Mathematics is contained in the National Curriculum Key stage 4 Programme of Study for Mathematics. The course comprises of three units: Unit 1, which focuses on statistics and probability Unit 2, which focuses on number, algebra and geometry Unit 3, which focuses on number, algebra and geometry and builds on the content of Unit 2. A % of each of these will also cover the functional element of Mathematics, where they will apply their knowledge to practical real life situations. Further details and specifications can be found at: www.edexcel.org.uk/gcsemaths
Assessment
Foundation Tier (Grade C to G) Unit 1 – Statistics and Probability (30%) Calculator allowed 1hr 15mins Unit 2 – Number and Algebra, Geometry and Measures (30%) Calculators Not allowed 1hr 15mins Unit 3 - Number and Algebra, Geometry and Measures (40%) Calculators allowed 1hr 30mins 30-40% of these papers will cover the functional element Higher Tier (Grade A*- D (E) Unit 1 – Statistics and Probability (30%) Calculator allowed 1hr 15mins Unit 2 – Number and Algebra, Geometry and Measures (30%) Calculators Not allowed 1hr 15mins Unit 3 - Number and Algebra, Geometry and Measures (40%) Calculators allowed 1hr 45mins 20-30% of these papers will cover the functional element
Opening doors
Foundation GCSE gives the student good basic mathematical knowledge needed for success in every day life. Higher GCSE gives the student an excellent resource of knowledge required to move to A/AS level Mathematics.
For further course details log on to the VLE or contact Miss Willis 9
Core Science Qualification
Core and Additional Science– 2 GCSEs
Exam board
AQA
No. of lessons
3 lessons per week from January year 9, 4 lessons per week for year 10 and 11
Objectives
By the end of the course you will have developed an interest in Science and be able to apply skills, knowledge and understanding of how science works and the essential role of science in society. You will also develop a critical approach to scientific evidence and methods. All Neville Lovett students will leave with at least 2 GCSEs or equivalent in Science.
Overview
In January 2011 all of year 9 students have already started their KS4 GCSE Science course. Science is compulsory for all students and there are no ‘options’ available. We will identify and discuss the best route for each student to succeed in Science.
Skills
You will continue to develop the four key areas of science:
Course content
How science works Life and living Processes Materials and their Properties Physical Processes
All students in year 9 begin Key Stage 4 Science taking GCSE AQA Core Science1 GCSE that covers all three Science subjects (Biology, Chemistry and Physics). This is a modular GCSE, students will sit modular exams in March 2011, May/ June 2011 and the remaining modules in year 10. In the March of year 10 students will begin their second GCSE in Science AQA Additional Science which they will study and be examined on until the end of year 11. Students performance so far in the GCSE course since January 2011 will help identify those students who are capable of succeeding in GCSE triple Science. These students are likely to fulfil all of the following criteria: working at a level 7 at the end of key stage 3, excellent attitude in all science lessons, excellent attendance, excellent homework record, excellent performance in mock modular papers completed in class. Students should only opt for Triple Science if they have been advised to do so by their Science teacher.
Assessment
Opening doors
Examination = 75% Each unit will be assessed through exams taken throughout the year. Papers are available at Higher and Foundation level and all questions are compulsory. Investigative Skills Assessment (ISA) 25% This is conducted in the laboratory and consists of a practical investigation followed by a formal written paper. An understanding of Science is essential in the modern world and the skills developed throughout each course are fully transferable to all future careers. Science qualifications are essential for a range of career opportunities e.g. laboratory work, psychology, sociology, medicine etc. It is also a basic requirement for many other fields, including the armed forces, teaching, engineering. Core and Additional Science at grade B are required for students to study Sciences at A-Level.
For further course details visit the AQA website or contact Mrs Atkins. 10
Information and Communication Technology Qualification Exam board No. of lessons Objectives
Overview
Skills
Course content
Award in Digital Applications (AiDA) + Certificate in Digital Application (CiDA)
EDEXCEL 2 lessons per week By the end of the course you will be able to understand and independently produce high quality resources for a business project. You will be able to confidently use a variety of software packages ranging from word processing, desktop publishing, graphics, photo manipulation and website development. Over the two years students will complete a mandatory unit called Using ICT. They will learn how to apply their ICT knowledge to practical real world situations. Some students will be invited to complete a second project in a graphic or games design module. For the Using ICT unit you will develop the knowledge and skills needed to design and produce publications for print and screen that are fit for audience and purpose. You will discover how to: establish the requirements for publications produce an up-front plan to help manage a project and use it to track, monitor and communicate progress select and capture information from various sources and use spreadsheet and database tools to collate and analyse data build an eportfolio that presents your achievements, giving ‘pride of place’ to project outcomes evaluate the effectiveness of publications you produce and assess the contribution of processes, such as planning and testing The course is delivered and submitted online. The mandatory Using ICT unit covers the following areas of study : 1. Project Management 2. Gathering Resources 3. Development of Primary Resources 4. Demonstration of skills in: Word processing Desktop publishing Data Management (Database) Data Handling (Spreadsheets) Website development Graphics Photo manipulation Further details of the Digital Applications course can be found here: http://www.edexcel.com/quals/dida/Pages/default.aspx
Assessment
Coursework = 100% (No Exam) AiDA - submission of 1 completed eportfolio (website) of evidence CiDA– submission of 2nd completed eportfolio of evidence Successful completion of 1 project will lead to the equivalent of 1 GCSE Successful completion of 2nd project will lead to the equivalent of a 2nd GCSE
Opening doors
AiDA/CiDA will give all students a good understanding of a range of software packages and skills to use effectively in many areas of work or college. For those considering college this course will give students a good foundation on which to build further ICT qualifications.
For further course details log on to the VLE or contact Mr Willcocks 11
Media Qualification
GCSE Media Studies
Exam board
WJEC
No. of lessons Objectives
Overview
2 lessons per week To allow media students to draw on their existing experience of the media and to develop their abilities to explore as well as to create media
a chance for students to embark on a journey from the still to moving image and engage them with the convergent nature of the contemporary media recognise the distinctive ways in which different media technologies shape media productions
Skills
Develop investigative, critical thinking and decision-making skills through consideration of issues that are important, real and relevant to learners and to the world in which they live Develop their appreciation and critical understanding of the media and its role in their daily lives Develop their practical and creative skills through opportunities for personal engagement and creativity Understand how to use media concepts and ideas to analyse media productions in their various contexts
Course content
Coursework 60% Candidates will explore at least three topics for GCSE Media Studies. These topics must involve study of a minimum of three different media, including at least one print-based and one audio-visual based form. Two pieces of textual investigation— (400—850 words) One based on genre and the other based on narrative or representation A media production and an evaluative report Planning and preparation for the written topics of the examination The course will encourage students to explore: the still image—photography, newspapers, magazines, web pages, CD covers, film posters, comics and digital stories the moving image—genres, television drama, science fiction film, television news, popular music on TV, animated film and advertising
Assessment
Examination 40% - (common source material drawn from audio visual, print or multi-media) Section A: Thinking about the Media—investigating Section B: Thinking about the Media—Planning
Opening doors
BTEC Firsts and Nationals in Performing Arts and Media AS/A level Media Studies Future employment in Advertising, Marketing, Teaching, BBC Media Entertainment
For further course details log on to the VLE Mr Giles 12
Physical Education—core Qualification
N/A
Exam board
None
No. of lessons Objectives
Overview
Skills
Course content
Assessment
Opening doors
2 lessons per week Core PE allows students to learn how to perform, play and officiate different sports. Students will be given the opportunity to choose what sports they do to allow them to excel in their chosen area.
Students will choose from a range of options each half term.
You will continue to develop the four stands of Physical Education within both Theory and Practical lessons. Acquiring & Developing Selecting & Applying Evaluating & Improving Knowledge & Understanding
There will be a choice from many different sports including: Football Netball Dance Hockey Basketball Badminton Fitness Aerobics
There is no assessment for this course.
This will allow students to continue their own personal fitness.
For further course details log on to the VLE or contact Mr Collins 13
Optional subjects As well as studying the core subjects you also have a choice of which subjects you would like to study. The subjects on offer for September 2011 are: page 15
Art
pages 16
Catering
page 17
BTEC CCLD
page 18
BTEC Dance
page 19
Drama
page 20
Graphics
page 21
History
page 22
Music
page 23
BTEC Performing Arts
page 24
Religious Studies
page 25
Resistant Materials
page 26
Spanish
page 27
BTEC Sport
page 28
Systems
page 29
Textiles
page 30
Travel & Tourism
page 31
Triple Science
14
Art and Design Qualification
GCSE Art and Design
Exam board
AQA
No. of lessons Objectives
Overview
Skills
Course content
Assessment
2 lessons per week By the end of this course you will have had a variety of experiences exploring a range of two and three-dimensional media, techniques and processes. You will have studied a range of artists, images and artefacts which will inform the development of your own work.
Students will produce two units for their coursework portfolio, these units will represent their strongest work from the duration of the course and will be assessed at the end of year 11. The GCSE exam will take place in year 11.
You will develop your drawing skills to a high level and be able to develop and refine your ideas in order to produce high quality art work. You will be able to work in both two and three dimensions and show an understanding of composition, rhythm, scale and structure. You will be able to use different approaches to recording images, such as observation, analysis, expression and imagination.
The course consists of two units of coursework. The themes for each unit will vary from year to year. Each unit will consist of four clear areas of focus 1. Recording ideas, observations and insights 2. Developing ideas through the study of artists and understanding their context 3. Refining ideas through experimentation with materials and techniques 4. Producing a meaningful piece of work that connects with the work of other artists
Coursework: 2 units of work = 60% of total mark Examination: 1 unit of work set by exam board = 40% of total mark
Opening doors
This course will prepare you for a wide range of courses at college. These could lead you to careers in numerous areas including, graphic design, illustration, architecture, photography, theatre/set design and teaching and lecturing to name but a few.
For further course details log on to the VLE or contact Mrs Robertson 15
Catering Qualification
GCSE Design and Technology: Catering
Exam board
WJEC
No. of lessons Objectives
Skills
2 lessons per week In GCSE Catering students will gain an awareness of the structure of the catering industry and an introduction to career opportunities. Also a Knowledge of nutrition and an understanding of the relationship between diet & health will be gained. Students will also achieve an interest in food preparation, presentation and services Students will gain knowledge and understanding of: 1. The industry − food and drink • Types of establishments that provide food and drink. 2. Job roles, employment opportunities and relevant training • Chefs – Head, Second (Sous), Pastry, Larder, Sauce, Vegetable, Assistant (Commis). • Food and Drink Service – Restaurant Manager, Waiting Staff. 3. Health, safety and hygiene • Personal hygiene . • Food safety • Health and Safety • Risk Assessment 4. Food preparation, cooking and presentation • The importance of colour, texture, flavour, shape, temperature and time. • The customers' needs. • Methods of cooking and presentation. 5. Nutrition and menu planning • Functions and sources of the main nutrients. • Current healthy eating guidelines. • Vegetarian choices, nut allergies, wheat intolerance, lactose intolerance. • Types of menu - table d'hôte, à la carte and themed. The candidate should have knowledge of important points to consider when planning a menu. • Nutritionally balanced meals. • Variety of colour, flavour, texture. • Foods in season.
• Cost.• Time available. • Multi-cultural variations 6. Costing and portion control • Costing raw materials for a range of food items using standard recipes. • The appropriate methods of portion control and their significance. 7. Specialist equipment • Small and large scale catering equipment • Small and large scale food service equipment • The safe use, care and cleaning of food preparation and service equipment. 8. Communication and record keeping • Types of communication used, e.g. verbal, written, telephones, fax, ICT (e-mail, Internet). • Which type of communication is appropriate to the circumstance. • The need for accurate, appropriate record keeping. • Different methods of record keeping used in – stock control, data logging and restaurant bookings. 9. Environmental considerations • Reduce, re-use and recycle waste in the preparing and serving of meals. • Why it is important for the industry to address these areas e.g. sustainability. • A range of disposable products and materials used for packaging and assess their fitness for purpose.
Course content
This course allows students to learn through making, using a variety of techniques and equipment. The specification allows students to design and make quality products and is designed to foster awareness of sustainability and the environmental impact of designing everyday products. . Students will demonstrate their abilities through a number of practical sessions where they will plan, produce and evaluate. In Year 10 students will complete a series of topics including Health and Hygiene and Food Commodities. These will help them to answer their Assignment Briefs which will lead into their practical sessions. In Year 11 students will extend their knowledge and complete topics including Special Diets, Menu Planning and Nutrition. These will help them to answer their Assignment Brief which will lead into their practical sessions.
Assessment
Unit 1: Catering skills related to the food preparation and service. 2 practical tasks selected from a bank of six WJEC set tasks (60% of GCSE) Internally assessed and externally moderated. Unit 2: Catering, food and the customer. One examination at the end of year 11 on Catering, food and the customer (40% of GCSE). 1¼ hours in duration Same paper sat by all students (grades G – A*)
Opening doors
Achieving this GCSE will contribute to gaining access to further education at As and A Level. Students wishing to pursue a career in catering can progress to NVQ Level 2 in Professional Cookery or BTEC at a local FE College. The specification provides progression opportunities for both directly into employment and to further learning opportunities within employment.
For further course details log on to the VLE or contact Mr Jones 16
BTEC Children's Care, Learning and Development Qualification
BTEC First Certificate in Children’s Care, Learning and Development
Exam board
EDEXCEL (Level 2)
No. of lessons Objectives
Overview
Skills
Course content
2 lessons per week Working with children, for many, is a job they really love. It can be enormously satisfying as you actively contribute to the development of children. This course will help you towards a career working with children. A BTEC in Children’s Care CCLD gives you an the opportunity to see if a profession working with children is suitable. It will give you a recognised qualification to start off a career.
This course is designed to develop the skills, experience and personal qualities that are essential for success to work with young children. An essential part of this course is a placement in an Early Years environment to help you develop and evaluate these skills. Your WEX placement in year 10 will need to be in an early years setting. Parents may be asked to help arrange a placement in a suitable setting.
The course is unit based. You will study 3 units. Understanding children's development Keeping children safe Communication with children and adults
Assessment
You are assessed not by final exams, but by assessment throughout the course. This gives you the chance to work hard to ensure you achieve your best possible grade. This is a demanding course requiring a lot of personalised learning. This course is equivalent to 2 GCSEs at C grade and above.
Opening doors
Children's Care is a fast growing sector and there is a rising demand for staff at all levels. Qualifications are important if you wish to be employed in Early Years, you will need to be suitably qualified. This qualification will give you the basis for progression to a range of further courses at BTEC National level at College. It could inspire you to become a Child Minder, Nanny, Nursery Assistant, Nursery Nurse, Play Worker and teacher. There are many career opportunities in private, voluntary, local authority and the foster care sector.
For further course details log on to the VLE or contact Mrs Gange 17
BTEC Dance Qualification
BTEC Level 2 Extended Certificate in Performing Arts (Dance)
Exam board
Edexcel
No. of lessons Objectives
180 Guided Learning Hours over 2 years The Edexcel BTEC Firsts in Performing Arts aim to provide a broad educational base for further training, further education and employment within the performing arts sector. The qualification will develop learners’ abilities through the knowledge and skills gained in different parts of the programme.
Overview
Some students in Year 10 will have the opportunity to gain the BTEC Extended Certificate in Performing Arts (Dance) which Is broadly equivalent to two GCSE grades.
Skills
Students will gain choreographic and performance skills as well as improving their confidence, self esteem, body awareness, sensitivity to others and team working skills. Students will need to have a keen interest in dance and previous dance experience would be helpful.
Course content
During year 10 and 11 students will complete three units. These units are; The Development of Dance, Performing Dance and Make Up for Stage Performers. Throughout the three units students will take part in both practical and theory sessions. Students will be assessed in two dance performances, in practical workshops and theoretical assignments.
Assessment
Opening doors
There is no examination for this course. Students will be assessed through their theory and practical portfolio.
There is opportunity to continue this course at college with Advanced Level It may lead to jobs in the performing arts industry.
For further course details log on to the VLE or contact: Miss H Fox 18
Drama Qualification
GCSE
Exam board
AQA
No. of lessons Objectives
Overview
2 lessons per week By the end of the course you will have participated in a variety of Drama based activities. You may wish to focus on acting or demonstrate a skill such as lighting or costume. You will have worked from scripted and non-scripted Drama.
Students will have a choice of two controlled assessment options. They do not have to perform in either option but may opt to demonstrate knowledge and understanding of a ‘non-performance’ skill. There are 14 options to choose from in Unit 2. Students will be encouraged to see at least 2 live productions during the course.
Skills
You will be building on the drama skills learnt from KS3. You will be actively engaged in creating Drama, applying a variety of practical skills to communicate in a performance or demonstration, working collaboratively, generating and communicating ideas. You will be evaluating your own work and the work of others. You will have a choice of creative and performance skills to perform or demonstrate for assessment. You will be using a wide range IT skills to explore and research your particular area of interest in Drama.
Course content
Candidates are to select 2 options from a list of 14 areas. The list is varied and may include 2 non-performance options. Options include: Acting, Improvisation, Set Design, Costume, Masks, Lighting, Sound, Make-up, Theatre in Education. We will be exploring a variety of scripted and non-scripted Drama. Candidates will opt to use a performance or design skill for each unit. The Students will be expected to keep a journal of their practical work to help them prepare for the final written exam. Students will be discussing and evaluating their own and the work of others, researching, learning lines, working in groups (minimum of 2), and exploring in a practical way the various issues or themes contained in the drama.
Assessment
The course is divided into 2 units: The Written Paper and Practical Work. Unit 1 Written Paper 1 hour 30 mins 80 marks—40% Unit 2 Practical Work 120 marks—60%
Opening doors
Studying drama allows you to develop powerful communication, personal, social and creative skills as well as key skills for interviews and the work place. You will develop strong empathy skills, needed in a variety of jobs. The course allows for further study of drama and theatre arts.
For further course details log on to the VLE or contact Mr O’Hanlon 19
Graphic Products Qualification
GCSE Design and Technology: Graphic Products
Exam board
AQA
No. of lessons Objectives
Skills
2 lessons per week By then end of the course students will have a greater understanding of the design process and will be able to relate their own first hand experience of a ‘graphic products’ design and make situation with industrial practice. Designing Skills Candidates will be taught to: Be creative and innovative when designing Design products to meet the needs of clients and consumers
Course content
Understand the design principles of form, function and fit for purpose
Understand the role of the designer
Evaluate the work of other designers to inform their own practice
Be flexible and adaptable when designing
Making Skills Candidates will be taught to: Select and use tools/equipment and processes to produce quality products
Analyse and evaluate existing products
Develop and use design briefs and specifications
Consider the solution to technical problems in the design and manufacture process
Understand moral, cultural, economic and social values and needs
Use tools and equipment safely with regard to themselves and others
Understand environmental and sustainability issues
Work accurately and efficiently in terms of time, materials and components
Consider health and safety
Manufacture products applying quality control procedures
Use CAM in the making of their projects and understand its use in industry
Be critical and reflective of their own work
Manufacture products applying quality control procedures
Evaluate their work against their own specification
Ensure through testing, modification and evaluation, that the quality of their products is suitable for intended users and devise modifications where necessary that would improve the outcome(s)
Understand commercial and industrial practices use, where appropriate, a range of graphic techniques and ICT, including CAD, to generate, develop, model and communicate design proposals;
Through a series of mini assignments students gain experience of a range of technical drawing techniques. These include 3rd angle orthographic projection, perspective drawing techniques and isometric drawing. Students undertake a project, analysing existing brands/ logos and designing and developing their own. The focus of this project is gathering and analysing research material to help formulate a specification to aid designing. Students undertake a project designing and making an educational children’s game. This project will cover a large proportion of subject knowledge through the completion of research/project sheets.
Assessment
The final ‘Graphic Products’ assessment is split into two marked units: Unit 1: Written Paper (2 hours long—120 marks available—worth 40% of overall mark) Unit 2: Design and making practice (45 hours—90 marks available—worth 60% of overall mark) Unit 2 consists of a practical outcome and supporting project folder
Opening doors
The course is an excellent foundation for students thinking of pursuing a career in Advertising, Graphic Design or Architecture to name a few. The course provides an excellent route into gaining access to further education at As and A Level D&T Graphic Products. D&T courses are consistently being recognised by Universities for the wide range of skills the students acquire.
For further course details log on to the VLE or contact Mr Jones 20
History Qualification
GCSE History—Modern world
Exam board
EDEXCEL
No. of lessons Objectives
2 lessons per week By the end of the course you will be able to assess situations and make informative, balanced decisions. You will be able to express your thoughts and ideas in various forms and use your knowledge of the past to help you tackle problems in the future.
Overview
Students will study how the relationships between the World’s powers have caused tension and war since 1903. They will also look at the affects on the civilians of the world. The Controlled Assessment is on the Vietnam War and students will study the social revolution in the early 20th Century and the role of the BEF and General Haig in WW1.
Skills
When studying History you will: Use information effectively—this can help shed light on a particular problem or issue confronting an organisation or individual. Weigh conflicting factors carefully before taking critical decisions. Be analytical and critical when considering information presented to you. Understand how and why humans behaved as they did—and may behave in a similar circumstances again. Learn the arts of oral debate and expressing a clear personal point of view.
Course content
Outline Study: International Relations 1900-1991: Why did WW1 break out? Peace Settlements 1918-1928 Why did WW2 break out? How did the Cold War develop and then end? Depth Study: Germany 1918-1939. (Weimar and Nazi Germany) Source Enquiry: War and the transformation of British Society 1903-1928. Controlled Assessment: The Vietnam War
Assessment
Outline Study—Exam—25% Depth Study—Exam—25% Source Enquiry—Exam –25% Controlled Assessment—Coursework—25% The course is modular so exams will be taken in the January of Year 10, at the end of Year 10 and end of Year 11. It will also enable re-sits if necessary.
Opening doors
GCSE History opens many doors, both in the academic world and wider society. In this rapidly changing world employers want people who are independent thinkers, open-minded, disciplined, good at problem solving and able to pick out the essential from the trivial. They want people who have studied History!
For further course details log on to the VLE or contact Miss Gudgeon 21
Music Qualification
GCSE Music
Exam board
AQA
No. of lessons
2 lessons per week
Objectives
By the end of the course you will be able to perform music with a good level of control, expression and interpretation. You will analyse music and understand how to develop composition ideas.
Overview
Students compose and perform music from a variety of musical genres, individually and in groups. The study of works by others is used to improve skills throughout the course. A fun course, with more focus on performing, for those who like making music!
Skills
You will develop skills in performing, composing and listening and appraising. By performing on your own and in groups you will aim to improve your instrumental skills. You will develop composing skills by studying the work of others and composing and developing pieces in a range of genres. Listening and appraising skills will be developed through analysing musical extracts.
Course content
The course is divided into 5 areas of study: 1. Rhythm and metre 2. Harmony and tonality 3. Texture and melody 4. Timbre and dynamics 5. Structure and form The 5 areas of study are explored through 3 strands of learning: 1. The western classical tradition 2. Popular music of the 20th & 21st centuries 3. World music
Assessment
Listening to and Appraising Music Examination = 20% Controlled Assessment = 80% Compose one piece of music = 10% of total mark Appraise the process and outcome = 10% of total mark A solo performance and a group performance = 40% of total mark Compose a second piece of music = 20% of total mark
Opening doors
You could use this course to prepare for advanced level courses such as AS/A2 level Music or to lead to a BTEC Higher National Diploma. Many employers also look for their prospective employees to have a range of interests.
For further course details log on to the VLE 22
BTEC Performing Arts Qualification
BTEC First Diploma in Performing Arts
Exam board
EDEXCEL
No. of lessons
4 lessons per week—double option
Objectives
The course aims to give you an understanding of what a career in the performing arts world can entail, from business to production to performance. You will develop skills in the areas of dance, drama and/or music.
Overview
Students develop their knowledge of the performing arts by focusing on their talents and interests, with the option of exploring other areas. They can select units of their choice from the areas of dance, drama and music to obtain a Diploma in Performing Arts, focusing on any of these areas.
Skills
You will develop skills in your chosen areas of dance, drama or music through a range of performances. You will have the opportunity to try new things such as devising plays, working as a musical ensemble, or contemporary dance. You will also be involved in the planning of performances from first idea to first night!
Course content
The course is divided into 6 units. All students must study the 2 core units: 1. Performing Arts Production Process 2. The Performing Arts Business The other 4 units can be selected from a range of topics which may include understanding dance/drama/music, musical theatre, performing dance, contemporary dance, performing scripted plays, acting, devising plays, introducing DJ technology, working as a musical ensemble, exploring computer systems used by musicians, solo musical performance.
Assessment
You will be assessed by a variety of methods including assignments, performances and performance observations and projects. There is no formal examination.
Opening doors
You could use this course to prepare for advanced level courses or a BTEC Higher National Diploma in an area of the Performing Arts. You may also be able to enter into employment, at a junior level, in careers such as an entertainer, actor, dancer, or musician.
For further course details log on to the VLE or contact Miss Fox,and Mr O’Hanlon 23
Religious Studies Qualification
GCSE Religious Studies
Exam board
WJEC Welsh Board Specification B Unit 1 Religion & Life Issues Unit 2 Religion & Human Experience
No. of lessons
2 lessons per week
Objectives
To encourage students to adopt an enquiring, critical and reflective approach to the study of religion.
Overview
The distinctive feature of this course is that it involves a thematic study of some central questions and issues in human life experiences and explores the relevance of religious beliefs, practices, values and traditions to these questions and issues.
Skills
Course content
Assessment
Opening doors
In the world of work, employers look for someone with an engaging mind, an appreciation of different viewpoints and an ability to come to clear, balanced decisions. This course Develops a student’s knowledge, skills and understanding of religion, by explaining the significance and impact of beliefs, teachings and practices Allows a student to express their personal responses and informed insights on fundamental questions and issues
RS will provide you with the chance to study issues and questions that matter. In studying religion you will be able to develop your own thoughts and ideas about moral and ethical issues and questions related to belief. Two units will be studied. Unit 1- Religion and Life Issues Topic 1 Relationships Issues of love, marriage and divorce Topic 2 Is it fair? Issues of justice and equality Topic 3 Looking for meaning Issues about God, Life and Death Topic 4 Our World Exploring creation and our place in the world Unit 2 - Religion and Human Experience Topic 1 Religion and Conflict Issues of peace, forgiveness and conflict Topic 2 Religion and Medicine Issues of medical ethics Topic 3 Religious Expression Issues of expressing one’s faith Topic 4 Authority- Religion & State Issues of law and order in religion and society One terminal written paper lasting 1 hour 45 minutes in both years 10 and 11. The examination is a single tier examination, all students will sit the same paper. There is no controlled assessment or coursework, just the written examination at the end of the course. Each examination paper is made up of four structured questions consisting of visual material used as a basis for a series of paragraphs and extended written answers. There are internal assessments at the end of each unit so progress can be monitored. A qualification in RS is a valuable entry of qualification to post 16 education, whether it be in Religious Studies, Philosophy, Critical Thinking or any other advanced studies subject. Many employers will welcome knowledge and appreciation of other peoples’ beliefs and practices, since we live in a multi-cultural society.
For further course details log on to the VLE or contact Mrs Gange 24
Resistant Materials Qualification
GCSE Design and Technology : Resistant Materials
Exam board
AQA
No. of lessons Objectives
Skills
2 lessons per week By then end of the course students will have a greater understanding of the design process and will be able to relate their own first hand experience of a ‘resistant materials’ design and make situation with industrial practice. Designing Skills Candidates will be taught to: Be creative and innovative when designing Design products to meet the needs of clients and consumers
Course content
Understand the design principles of form, function and fit for purpose
Understand the role of the designer
Evaluate the work of other designers to inform their own practice
Be flexible and adaptable when designing
Making Skills Candidates will be taught to: Select and use tools/equipment and processes to produce quality products
Analyse and evaluate existing products
Develop and use design briefs and specifications
Consider the solution to technical problems in the design and manufacture process
Understand moral, cultural, economic and social values and needs
Use tools and equipment safely with regard to themselves and others
Understand environmental and sustainability issues
Work accurately and efficiently in terms of time, materials and components
Consider health and safety
Manufacture products applying quality control procedures
Use CAM in the making of their projects and understand its use in industry
Be critical and reflective of their own work
Manufacture products applying quality control procedures
Evaluate their work against their own specification
Ensure through testing, modification and evaluation, that the quality of their products is suitable for intended users and devise modifications where necessary that would improve the outcome(s)
Understand commercial and industrial practices use, where appropriate, a range of graphic techniques and ICT, including CAD, to generate, develop, model and communicate design proposals;
1st half of term 1
This is a focused task where the students will make a metal artefact from a given machine drawing. Mass production related to industrial practice. Both design and practical work will be assessed.
2nd half of term 1 & 1st half of term 2
The students will design and make a wooden artefact that will contain some form of mechanical movement. Both design and practical work will be assessed.
2nd half of term 2
The students will design and make a clock, which will focus on design and drawing skills, formal, sketched and CAD, and practical work in plastics. Industrial manufacturing processes will be looked at. Both design and practical work will be assessed.
Assessment
Term 3 (Start Major Project) Term 4 (Work on Major Project) 1st half of term 5 (Work on Major Project) Half term 5 (Major Project Final Deadline) 2nd half of term 5 (Examination Revision begins) Term 6 (Revision)
The final ‘Resistant Materials’ assessment is split into two marked units: Written Paper (2 hours long—120 marks available—worth 40% of overall mark) Unit 1: Unit 2: Design and making practice (45 hours—90 marks available—worth 60% of overall mark) Unit 2 consists of a practical outcome and supporting project folder
Opening doors
The course is an excellent foundation for students thinking of pursuing a career in Carpentry, Engineering or a wide range of Apprenticeships to name a few. The course provides an excellent route into gaining access to further education at As and A Level D&T Resistant Materials. D&T courses are consistently being recognised by Universities for the wide range of skills the students acquire.
For further course details log on to the VLE or contact Mr Jones 25
Spanish Qualification
GCSE Spanish
Exam board
EDEXCEL
No. of lessons Objectives
Overview
Skills
Course content
2 lessons per week * To develop an understanding of Spanish in a variety of contexts * To develop a knowledge of Spanish vocabulary and structures * To develop transferable language learning skills * To develop the ability to communicate effectively in Spanish * To develop awareness and understanding of countries where Spanish is spoken Students will have the opportunity to continue with their language studies and develop further practical skills in the target language.
You will continue to develop the four skill areas of listening, speaking, reading and writing. In listening and reading you will be using longer texts and you will develop your skills for understanding the key points as well as more details across a range of topics. You will further develop your writing skills to enable you to confidently write in the target language using a variety of tenses and language structures. In speaking you will improve your accent and fluency and you will develop your writing skills in the same way as the written skills, using a variety of tenses and expressing and justifying opinions.
The course is divided into 5 themes for speaking and writing assessments : 1. 2. 3. 4. 5.
Media and culture Sport and leisure Travel and tourism Business, work and employment Centre-devised option
And 4 topic areas for listening and reading assessments: 1. 2. 3. 4.
Assessment
Opening doors
Out and about Customer services and transactions Personal Information Future plans, education and work
Examination = 40% Reading exam at the end of year 11 = 20% of total mark Listening exam at the end of year 11 = 20% of total mark Controlled Assessments = 60% Writing consists of 2 pieces of work completed during the course. This is assessed in class.= 30% of mark Speaking consists of 2 tasks assessed during the 2 year course (an open-interaction + a picture-based discussion or presentation and discussion)= 30% of mark You could use this course to prepare for advanced level courses such as A/As level modern foreign languages. There are many language specific jobs such as translating and interpreting but a qualification in a language opens the doors in many careers such as journalism and you will have more opportunities in the global market that we live in today.
For further course details log on to the VLE or contact Mrs Ameaux 26
BTEC Sport Qualification
Btec Extended Certificate in Sport
Exam board
Edexcel
No. of lessons Objectives
180 Guided Learning Hours over 2 years This course aims to give students an in depth insight and understanding into physical education, allowing them to further their knowledge both academically and also in a practical situation.
Overview
Some students in Year 10 will have the opportunity to gain the Btec Extended Certificate in Sport which Is equivalent to 1 GCSE grade A* - C, but must have completed the First Certificate in Year 9.
Skills
You will continue to develop the six stands of Physical Education within both Theory and Practical lessons; outwitting an opponent, developing physical and mental capacity, developing skills/performance, making and applying decisions, making informed choices about healthy lifestyle and evaluating and improving.
Course content
The Btec Extended Certificate in Sport consists of units ranging from sciencebased to practical sport and coaching-based elements, making the course very varied. The units include practical sport and anatomy & Physiology. A broad range of teaching methods are employed including teacher presentations, student presentations, discussion, research using the internet, trips/ visits and external speakers.
Assessment
Opening doors
There is no examination for this course. Students will be assessed through their theory and practical portfolio.
There is opportunity to continue this course at college with Advanced Level It may lead to jobs in the Sports industry.
For further course details log on to the VLE or contact: Mr C Collins 27
Systems & Control Qualification Exam board No. of lessons Objectives
Skills
GCSE: Design and Technology: Systems and Control AQA
2 lessons per week By then end of the course students will have a greater understanding of the design process and will be able to relate their own first hand experience of a ‘systems & control’ design and make situation with industrial practice. Designing Skills Candidates will be taught to: Be creative and innovative when designing Design products to meet the needs of clients and consumers
Understand the design principles of form, function and fit for purpose
Understand the role of the designer
Evaluate the work of other designers to inform their own practice
Be flexible and adaptable when designing
Making Skills Candidates will be taught to: Select and use tools/equipment and processes to produce quality products
Analyse and evaluate existing products
Develop and use design briefs and specifications
Consider the solution to technical problems in the design and manufacture process
Understand moral, cultural, economic and social values and needs
Use tools and equipment safely with regard to themselves and others
Understand environmental and sustainability issues
Work accurately and efficiently in terms of time, materials and components
Consider health and safety
Manufacture products applying quality control procedures
Use CAM in the making of their projects and understand its use in industry
Be critical and reflective of their own work
Manufacture products applying quality control procedures
Evaluate their work against their own specification
Ensure through testing, modification and evaluation, that the quality of their products is suitable for intended users and devise modifications where necessary that would improve the outcome(s)
Understand commercial and industrial practices use, where appropriate, a range of graphic techniques and ICT, including CAD, to generate, develop, model and communicate design proposals;
Course content
This course has been designed to encourage students to be able to design and make systems with creativity and originality, using a range of electronic, mechanical and pneumatic components. Candidates will be enthused and challenged by the range of practical activities possible such as: electronic circuit design, electronic component theory, circuit board design and manufacture, microcontroller programming, mechanical system design and manufacture and use of CAD and CAM technologies. This theory and skills are taught through a range of focussed practical tasks giving the students the knowledge necessary to undertake their Year 11 major project.
Assessment
The final ‘Systems and Control’ assessment is split into two marked units: Written Paper (2 hours long—120 marks available—worth 40% of overall mark) Unit 1: Unit 2: Design and making practice (45 hours—90 marks available—worth 60% of overall mark) Unit 2 consists of a practical outcome and supporting project folder
Opening doors
The course is an excellent foundation for students thinking of pursuing a career in the marine industry, the automotive industry, the aerospace industry or engineering in the Armed Forces. The course provides an excellent route into gaining access to further education at As and A Level D&T Systems & Control or Electronics and the Diplomas in Engineering at level 3.
For further course details log on to the VLE or contact Mr Jones 28
Textiles Qualification
GCSE Textile Design
Exam board
AQA
No. of lessons
2 lessons per week
Objectives
By the end of the course you will demonstrate confidence and skill when using a wide range of textile media. You will be able to develop your own work and understand different styles and traditions of design from around the world.
Overview
Students will produce two units for their coursework portfolio, these units will represent their strongest work from the duration of the course and will be assessed at the end of year 11. The GCSE exam will take place in year 11.
Skills
Course content
Assessment
You will learn a wide variety of new skills such as dying fabrics, batik, image transfer, fabric construction, stitching, mixed media construction, felt making, and fabric manipulation. You will be able to produce work showing an understanding of how to use colour, line, shape, texture, pattern, harmony, contrast and repetition. All of these experiences will have drawing as their starting point.
The course consists of two units of coursework. The themes for each unit will vary from year to year. Each unit will consist of four clear areas of focus 1. Recording ideas, observations and insights 2. Developing ideas through the study of artists and understanding their context 3. Refining ideas through experimentation with materials and techniques 4. Producing a meaningful piece of work that connects with the work of other artists
Coursework: 2 units of work = 60% of total mark Examination: 1 unit of work set by exam board = 40% of total mark
Opening doors
This course will prepare you for further study in the arts such as AS/A Level Art and Design, fashion and textile courses at college and university courses up to degree level. There are a great many jobs you can do with an arts qualification, some of which are theatre and costume design, interior design, fashion design and teaching and lecturing.
For further course details log on to the VLE or contact Mrs Robertson 29
BTEC Travel and Tourism Qualification
BTEC Level 2 Extended Certificate in Travel and Tourism (equivalent to 2 GCSEs)
Exam board
EDEXCEL
No. of lessons
2 lessons per week
Objectives
To provide a vocational qualification for those students interested in a career in the travel and tourism industry.
Overview
The last ten years have seen a huge increase in the amount of travel for both leisure and business purposes and despite concerns Britain’s travel and tourism industry remains a vital and significant contributor to our economy.
Skills
Course content
This course encourages the development of a range of skills, for example the completion of the coursework tasks requires the skills of a self-manager. Furthermore, writing an information booklet, which is one of the coursework tasks, will help students develop their English skills by communicating information and ideas effectively.
First Extended Certificate in travel and tourism:- Three core units the UK travel and tourism sector understanding customer service in travel and tourism understanding the nature and effects of world travel 3 optional units from a choice of 10 There will also be opportunities to visit places relevant to the industry.
Assessment
The certificate is internally assessed in a variety of ways including case studies, projects, assignments etc. Students may achieve a ‘Pass’, a ‘Merit’ or a ‘Distinction’ depending on the quality of their work. Students must be prepared to research topics on the internet and produce documents of some length and depth.
Opening doors
BTEC Certificates offer direct progression onto BTEC National programmes at local colleges as well as qualifications for those wishing to enter employment in the travel and tourism industry at 16.
For further course details log on to the VLE or contact Mr Geary 30
Triple Science Qualification
3 GCSE’s
Exam board
AQA
No. of lessons Objectives
Overview
Skills
Course content
2 lessons per week (together with the 4 core lessons per week) At the end of the course you will have developed an interest in science and be able to apply skills, knowledge and understanding of how science works and the essential role of science in society. You will also develop a critical approach to scientific evidence and methods. Throughout your GCSE Science course, you will be encouraged to develop and improve your scientific communication skills.
Triple Science is three separate GCSE courses in biology, physics and chemistry. Students performance so far in the GCSE course since January 2011 will help identify those students who are capable of succeeding in GCSE triple Science. These students are likely to fulfil all of the following criteria: working at a level 7 at the end of key stage 3, excellent attitude in all science lessons, excellent attendance, excellent homework record, excellent performance in mock modular papers completed in class. Students should only opt for Triple Science if they have been advised to do so by their Science teacher. Triple science continues to develop the four key areas from the Core and Additional science courses.
The course consists of all the content from the Core and the Additional Science courses together with two extra units from each individual subject. Biology Units 3a Movement of materials in cells 3b Microorganisms Chemistry Units 3a Periodic table and the pH scale 3b Chemical analysis and the energy of reactions Physics Units 3a Why objects turn 3b Light and sound
Assessment-each GCSE consists of
Opening doors
Examination 75% Three examinations each assessing the extra units through a written paper with short answer questions. The questions assess the subject content in each unit. The paper is available at Foundation and Higher tier. All questions are compulsory. Investigative Skills Assessment (ISA) 25% Conducted in the laboratory and consists of a practical investigation followed by a formal written paper. Their best score for an ISA is submitted at the end of the course. GCSE Triple Science allows students to progress and develop the skills as mentioned on the previous Core Science page, however the Triple Science route is suitable for those students who are interested and competent in Science and are aiming to follow a career path into Science A-levels and a traditional Science degree.
For further course details visit the AQA website or contact Mrs Atkins. 31
OPTION CHOICES
Opting for your future………
Name: _____________________________
Tutor Group: __________
Please make your final option choices on this form. Please put a 1 as your first choice in each column and a 2 as your second choice. Please choose carefully as we may not be able to accommodate your first choice.
BLOCK 1
BLOCK 2
GCSE Art/Textiles
GCSE Art/Textiles
GCSE Catering
GCSE Catering
GCSE Drama
GCSE Drama
GCSE Graphics
GCSE Graphics
GCSE History
GCSE History
GCSE Music
GCSE Music
GCSE Religious Studies
GCSE Religious Studies
GCSE Resistant Materials
GCSE Resistant Materials
GCSE Spanish
GCSE Spanish
GCSE Systems
GCSE Systems
GCSE Triple Science
GCSE Triple Science
BTEC CCLD
BTEC CCLD
BTEC Dance
BTEC Dance
BTEC Sport
BTEC Sport
BTEC Travel & Tourism
BTEC Travel & Tourism
Performing Arts (a choice across two blocks)
Student signature:
____________________________
Date: ______________
Parent signature:
____________________________
Date: ______________
Tutor signature:
____________________________
Date: ______________
THE NEXT STEP
Fareham College Bishopsfield Road Fareham Hampshire PO14 1HN Telephone: 01329 815200 Email: info@fareham.ac.uk Web: www.fareham.ac.uk
Havant College New Road Havant Hampshire PO9 1QL Telephone: 02392 483856 Email: enquiries@havant.ac.uk Web: www.havant.ac.uk
St Vincent College Mill Lane Gosport Hampshire PO12 4QA Telephone: 02392 588311 Email: info@stvincent.ac.uk Web: www.stvincent.ac.uk
Barton Peveril College Chestnut Avenue Eastleigh Hampshire SO50 5ZA Tel. - 02380 367200 Email: enquiries@barton.ac.uk Web: www.barton-peveril.ac.uk This information booklet is available to view on the school website.