Y9 Options Booklet 2017

INSPIRE CHALLENGE LEAD

OPTIONS 2017 - 19

A GUIDE TO THE OPTION CHOICES FOR STUDY IN YEARS 10 AND 11

Contents: Introduction ................................................................................................ 3 Important Dates for Option Choices ..................................................................... 5 What are my choices? ..................................................................................... 5 What has changed recently? .......................................................................... 6 Controlled Assessments .............................................................................. 6 Numerical GCSE Grades.............................................................................. 7 Tiers of Entry for GCSE Exams............................................................................ 8 The Core ................................................................................................... 8 Examined Core Subjects:.............................................................................. 8 Non-Examined Core Subjects: ........................................................................ 8 Variations .............................................................................................. 8 Options Blocks ............................................................................................. 9 Block 1 – Technology / Humanities................................................................... 9 Block 2 – Languages ................................................................................... 9 Block 3 – Other Options ............................................................................. 9 Double Linguist Variation ............................................................................ 10 Vocational Variation .................................................................................. 10 THE OPTIONS PROCESS ................................................................................ 11 CORE COURSES ......................................................................................... 11 English Language ...................................................................................... 11 English Literature ..................................................................................... 12 Mathematics .......................................................................................... 13 Science ................................................................................................ 13 R.E.: Philosophy and Ethics (Short Course) ......................................................... 16 CORE NON-EXAMINATION SUBJECTS ............................................................... 17 Lifelong Learning (L2) ................................................................................ 17 Physical Education .................................................................................... 18 BLOCK 1 Technology/ Humanities ...................................................................... 19 Food Preparation and Nutrition ..................................................................... 19 Design & Technology Choices ....................................................................... 20 Technical Award in Visual Communication (Graphics) ............................................. 20 Technical Award in Materials Technology (RM) .................................................... 21 Technical Award in Fashion and Textiles ............................................................ 21 Geography for Enquiring Minds ...................................................................... 23 History ................................................................................................ 24 R.E.: PHILOSOPHY and ETHICS (Full Course) ..................................................... 26

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BLOCK 2: Languages ..................................................................................... 27 French ................................................................................................ 27 German ............................................................................................... 28 BLOCK 3: Other Options Subjects ...................................................................... 29 Art .................................................................................................... 29 Business Studies ...................................................................................... 30 Computer Science.................................................................................... 32 Drama ................................................................................................ 33 Music .................................................................................................. 34 Physical Education .................................................................................... 35 Notes … .................................................................................................. 36

Introduction The decisions you make about your subject choices for Years 10 and 11 will have an important influence on the opportunities you have later on in life. Getting the choice right now will enable you to take the college course that interests you, begin an apprenticeship in your chosen career or pursue further study at a Higher Education establishment. Good decisions now can also foster enjoyment of a subject that will stay with you into your adult life. These factors demonstrate that options influence more than just your career choice.

This options booklet forms part of the options choice process at Rodborough. We have already held a presentation evening to provide you and your parents with an overview of this process. You will also consider the options process within your Lifelong Learning (L2) lessons and participate in activities designed to make you think about your future and how your option choices will help you meet your goals.

This options booklet outlines information about the subjects available to you. You should study this information in detail so that you are able to make properly informed choices about the subjects you will study in Years 10 and 11.

You should consider these three factors when choosing your optional subjects: What are my plans after Year 11?

Qualifications you gain from these GCSE courses will form the basis of your application to college or employment with training. College tutors and employers like to see a breadth of subjects. Many of you don’t know yet exactly what you want to study at college. In two years’ time there may be subjects available at college you haven’t yet heard of. You need to select a balanced range of subjects now to give yourself the best possible opportunity of qualifying for your college course.

What am I good at?

You need to match your choice of subjects to your ability and aptitude. Please look beyond the name of the subject you are choosing and consider the balance between controlled assessment and final examinations. Check the time available for study; is it a single or double option? Does the subject content and method of working suit you?

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What do I enjoy?

Most people do well if they are studying subjects they enjoy. We want you to enjoy your learning.

Think hard about whether your enjoyment of a subject is because of the content of the course or whether it is influenced by your classmates or current teacher.

Only subject content can be guaranteed for Years 10 & 11.

What help will I receive?

Help is available through Year 9 to support you in making your options choices.

All students receive the following help:  ‘Making Choices’ Questionnaire to identify support needs  ‘Making Choices’ lesson in L2 session  University Aspirations Talk  Series of assemblies about different career pathways  Careers Advisor available to parents by appointment at Year 9 Parents’ Consultation Evening  Drop-in Careers sessions for students at lunch times  Decision-making module in L2 – a half term module in the lead-up to Options

Provider Innervate Career Services Innervate Career Services Oxford University External Speakers Innervate Career Services Innervate Career Services L2 Lessons

Additionally, according to need, some students will be offered a 1:1 interview with a careers advisor from Innervate Careers Service and a small group will attend Surrey University’s Higher Education Raising Awareness day.

Where can I go for extra help?

It is important to make the best possible options choices. You should read this booklet very carefully and discuss the options with your parent/guardian.

Your form tutors will be happy to discuss your choices with you.

Your subject teachers will be happy to discuss their subject with you.

It is worth researching current College and University guidelines for particular career choices, although these can change over time.

Mr Williams works closely with Godalming Federation supplying the Vocational Options.

He will be happy to discuss your suitability for these courses.

Mr Williams oversees the Options process here at Rodborough and will answer any questions relating to our process.

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Important Dates for Option Choices 23 Feb 17 9 Mar 17 16 Mar 17 24 Mar 17 May/Jun 17 June 17

Options Information Evening – Booklets issued Year 9 Grade Reports sent home Year 9 Consultation Evening - Options forms issued Deadline to return options forms Students contacted to resolve possible issues Final choices confirmed

What are my choices?

EVERYONE will study a ‘core’ curriculum of English, Maths, Science, RE, PE, and L2. Most students will add 3 or 4 options to this core. Some students, who have been identified as particularly able in Modern Foreign Languages, will be offered the opportunity to study both French AND German in reduced time. Weak linguists may choose not to study a language. Students interested in adding vocational courses may, subject to suitablity, opt for courses comissioned by Waverley Federation.

In order to maintain the breadth of curriculum at Key Stage 4, options subjects are grouped into blocks. Most students will select one language, one subject from the Technology/ Humanities block and two further subjects. Students choosing vocational courses have a slightly different arrangement.

These minor differences are clearly outlined in the sections that follow.

The options blocks are designed to allow students the best possible free choice to build their own bespoke curriculum. Within the constraints outlined above we will do our very best to ensure that you study as many of your first choices as possible although you must understand that timetabling constraints occasionally make certain combinations untenable. For this reason we ask you to name and rank two reserve option choices.

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What has changed recently?

Changes to Science Science lessons now benefit from 6 lessons each week in Years 10 & 11 (changed for the 2015 cohort). Triple Science students will have an additional Science lesson in Year 11, relinquished from PE. Students will be notified in July 2017 as to whether they will be studying the Double Science Award or the Triple Science Award. Please note that this is NOT a choice.

Languages Studying a language is optional for those who are likely to attain below a level 5 at the end of Year 9.

Studying a language is compulsory for those who are likely to attain a level 5 or above at the end of Year 9.

It is possible for students possessing real flair for languages to study BOTH French AND German as a single option by relinquishing one of their core PE lessons AND committing to one after-school lesson in languages each week.

English Literature and Language Fundamental changes to both English Literature and English Language took place in 2015. These changes were to both content and to grading of the courses and were designed to make the exams more rigorous.

Spelling, punctuation and grammar will now make up 20% of English marks.

English GCSEs have a single tier of entry.

Maths Fundamental changes to Maths courses took place in 2015. These changes were to both content and to grading of the courses and were designed to make the exams more rigorous.

There is increased content for the Maths GCSE and a focus on problem solving.

There are 2 tiers of entry for Maths GCSEs:  Foundation Tier: Grades 1-5  Higher Tier: Grades 4-9 Other Subjects All other subjects, with the exception of Technologies and Business Studies, changed last year and the content and grading of these new GCSEs is designed to make them more rigorous. The new grading system is explained overleaf.

Technology subjects are now ‘Technical Awards’ rather than GCSEs. These are fully accredited at Level 2 (GCSE level) – please see the further details under each subject.

Controlled Assessments Some GCSE courses require students to complete controlled assessments. These take place in school under the supervision of the class teacher. Please see each subject for details.

Different learning styles mean that some students will find it easier / harder to study a subject with a higher proportion of controlled assessment to final examination. Please bear this in mind when choosing your options.

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Numerical GCSE Grades The Numerical GCSE grading structure has three fixed, ‘hard wired’ links to the old letters system:  The bottom of the NEW grade 4 will be closely aligned to the bottom of the ‘old’ C  The bottom of the NEW grade 1 will be closely aligned to the bottom of the ‘old’ G  The bottom of the NEW grade 7 will be closely aligned to the bottom of the ‘old’ A Additionally we may expect that:  Broadly, the same proportion of students will achieve a grade 4 and above as previously achieved a grade C and above.  Broadly, grade 5 will be positioned in the top third of the marks for an ‘old’ C grade and the bottom third of marks for an ‘old’ B grade, making it in greater demand than the ‘old’ C grade.  Broadly, the same proportion of students will achieve a grade 7 and above as previously achieved a grade A and above.  For each exam subject, the top 20% of those achieving grade 7 or above will be awarded grade 9.

‘Old’ GCSE grades and Technology Subjects

‘New’ GCSE grades except Technology Subjects

Comparison of Grading Systems

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Tiers of Entry for GCSE Exams Whilst most GCSEs set the same paper for ALL candidates, a few subjects have different papers for different (foundation and higher) tiers of entry.

Final decisions on tiers of entry are not usually made until February of the year the exams will be taken. With the exception of Maths, the syllabus content is identical for both tiers and the difference in the papers will be in the depth that a topic is tackled. Students will be entered for the tier which best suits their demonstrated abilities at the time of entry.

Tiered subjects:  Foundation papers cover grades 1 - 5  Higher papers cover grades 4 - 9

The Core ALL students study the following core subjects:

Examined Core Subjects:     

Maths English Language English Literature R.E. Philosophy & Ethics (½ GCSE course) Double1 Science (resulting in 2 GCSEs) or Triple1 Science (resulting in 3 GCSEs)

Non-Examined Core Subjects:  

Lifelong Learning (L2) – this includes Personal Social & Health Education (PSHE), Citizenship and Careers Education & Guidance Physical Education

Variations Variations exist for students wishing to study both French AND German without losing an option and for students wishing to study one or two vocational subjects offered by Waverley Federation. These variations are laid out after the options blocks.

Students will create their own curriculum by adding subjects from options blocks.

1

Students will be advised by the end of the summer term whether they will be studying Double or Triple Science. This is NOT a choice. In Year 11 one PE lesson is relinquished for those studying Triple Science Rodborough Options Booklet 2017-2019 Page 8

Options Blocks The following three options blocks apply to all students except those who choose vocational courses, whose options are laid out in the vocational section later in this booklet.

Block 1 – Technology / Humanities ALL non-vocational students must choose ONE subject from this block:  Food Preparation and Nutrition  Geography  Visual Communication (Graphics)  History  R.E. Philosophy & Ethics FULL COURSE  Materials Technology (Resistant Materials)  Fashion and Textiles

Block 2 – Languages ALL non-vocational students who are likely to achieve a level 5+ in French or German must choose ONE subject from this block.

Students who are likely to achieve lower than level 5 in French or German are free to decide whether to study a language in Years 10 and 11.

Students who wish to study French AND German as a single option in a reduced timetable must choose German from this option block.  French  German

Block 3 – Other Options Most students will choose TWO subjects from the options below.

Those students exempt from studying a language will choose THREE subjects.

Vocational students should refer to the list in the Vocational section later in this booklet.  Art  Business Studies  Computer Science  Drama  Food Preparation and Nutrition  French  Geography  German  Visual Communication (Graphics)  History  Music  Physical Education  R.E. Philosophy & Ethics FULL COURSE  Materials Technology (Resistant Materials)  Fashion and Textiles

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Double Linguist Variation This variation is for students who have demonstrated great aptitude for the study of foreign languages and who wish to study both French AND German AS WELL AS being able to choose TWO other subjects from Block 3.

There are 2 ways to be a double linguist: 1. Both languages may be studied as ONE option. Students will lose one core PE lesson and commit to one additional after-school language lesson each week. It goes without saying that this is a challenging course that will only be suitable for students with a flair for languages and mature attitude to personal study. Your language teacher can help you to decide if you are unsure.

Please choose German from Block 2. French will be studied during the after-school lesson and the relinquished PE lesson (2 lessons each week).

2. Both languages may be studied as TWO options. Choose French and German by choosing French from Option Block 2 and German from Option Block 3.

Doing this means that you will have greater lesson time to study the languages and will not be required to give up a PE lesson or stay after school each week.

Vocational Variation A limited number of places are provided by Waverley Federation for Rodborough students wishing to study one or two vocational courses (outlined in the separate booklet). Most of these courses take place off site for one day each week e.g. at Godalming College.

Please be aware that Waverley Federation only offers these courses to students who are able to demonstrate good attendance, behaviour and commitment to the course(s).

You must see Mr Williams for the appropriate application form and additional information.

The Waverley Federation Special Options Booklet is available for download from the Y9 Options page of our website.

Vocational Option Block 1 These are the subjects that you will study in school.

Please choose TWO subjects from this block:             

Art Business Studies Computer Science Drama Food Preparation and Nutrition Geography Visual Communication (Graphics) History Music Physical Education R.E. Philosophy & Ethics FULL COURSE Materials Technology (RM) Fashion and Textiles

Vocational Option Block 2 This is a one-day placement at College following course(s) provided by Waverley Federation.

You may choose ONE full day course from this section:   

Hairdressing & Beauty Therapy Construction & the Built Environment Engineering

OR make up a full day of courses from this section: Morning Courses – choose ONE   

Spanish GCSE Music Technology Children’s Play, Learning & Development

Afternoon Courses – choose ONE  

Creative Digital Media Production Supported additional English and Maths

Places on vocational courses are strictly limited and the application process is competitive. Please consider at least two reserve subjects in case your application for vocational course(s) is unsuccessful.

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THE OPTIONS PROCESS Once the option forms have been received we create four option blocks in order to allow us to build the new timetable. We organise these option blocks to allow as many people as possible to take their first choice of subjects and we speak to students for whom this is not possible as soon as we can.

When all choices have been finalised the option blocks become fixed and it is no longer possible to move people between subjects. In short, this means that taking your time to get your choices right before you submit your form is really important because there is a limited amount we can do to accommodate late changes to subject choices. It is important that you place your choices in rank order on the Options form.

CORE COURSES English Language Exam Board: AQA You will be our third cohort of students to sit these ‘new’ GCSEs in English Language and English Literature.

The English Department is very excited about these changes and think that the new courses will provide you with a challenging, enriching and enjoyable learning experience.

The new GCSE in English Language will require you to read a greater range of high quality and challenging extracts from literature, literary non-fiction, essays, and journalism from the 19th, 20th and 21st centuries. There will be a greater emphasis upon accurate and effective writing using Standard English, and we will be focusing on spelling, punctuation and grammar as well as the use of adventurous vocabulary and different sentence structures.

The course aims to develop your ability to:  communicate accurately, appropriately and effectively  respond creatively and analytically to a range of challenging texts  access unseen texts.

Assessment: There have also been a number of changes to the way GCSE English Language is assessed:     

100% of the final GCSE grade comes from examinations taken at the end of Year 11 there will be NO Controlled Assessments there is only one tier of entry there will be a new numerical grading system (9 to 1 with 9 being the highest) to replace A*-G you will complete tasks for Speaking and Listening (now called Spoken Language) although the results will NOT contribute towards your final grade.

Resources: The English section of Portal 365 will contain a wide range of resources to help you to support your learning during both the English Language and English Literature GCSEs.

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English Literature Exam Board: AQA You will be our third cohort of students to sit these ‘new’ GCSEs in English Language and English Literature.

The new GCSE in English Literature will involve reading a range of literature, including a whole Shakespeare play, a whole 19th century novel and a selection of poetry including Romantic poetry.

The course aims to develop your ability to:  read a range of substantial whole texts  think critically and analytically  access unseen texts Assessment: There have also been a number of changes to the way GCSE English Literature is assessed:  100% of the final GCSE grade comes from examinations taken at the end of Year 11  there will be NO Controlled Assessments  there is only one tier of entry  there will be a new numerical grading system (9 to 1 with 9 being the highest) to replace A*G. Resources: The English section of Portal 365 will contain a wide range of resources to help you to support your learning during both the English Language and English Literature GCSEs. Careers related to English: GCSE English Language and Literature help to develop your ability to communicate the spoken and written word. Communication skills are important in all careers, especially those that involve working with a team, managing others or dealing with the general public.

Careers in journalism, public relations, law, teaching and advertising rely particularly on effective communication skills.

Most college courses and job vacancies will require you to have a good result at GCSE English Language (exact numerical grade to be confirmed by colleges).

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Mathematics AQA The Mathematics course provides opportunities for you to continue to develop skills in:  Number  Algebra  Ratio, Proportion and Rates of Change  Geometry and Measures  Probability  Statistics  Using and applying Mathematics, with a particular emphasis on problem solving.

The lessons continue from the work you did in the lower school.

Assessment: All pupils will follow the course with exams at the end of Year 11. The examination is tiered, as explained earlier in this booklet, and each level includes calculator and non-calculator exams.

Decisions about setting will be taken at the start of the course, using data from the Year 9 main exams.

Some basic equipment is essential. You will need a calculator (ideally a scientific one), a protractor and a pair of compasses. There will be opportunities for you to develop your IT skills further using the facilities in the Learning Resources Centre. A revision guide can be useful throughout the course and not only immediately before the GCSE examination.

Many of the mathematical skills which you learn on the GCSE Mathematics course are useful in other subjects, particularly Science, Geography and Technology. A good standard of Maths is required for entry to many college and university courses and job vacancies.

Careers related to Mathematics: The study of Maths helps you to learn how to think logically, calculate accurately, work methodically, solve problems and handle data. These skills are useful for numerous careers including finance, engineering, motor vehicle industry, construction, surveying, retail, market research, IT, and catering.

You also need to be able to work with numbers in everyday life – paying bills, working out mortgage repayments, checking bank statements etc.

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Science AQA Science lessons in Year 10 and 11 benefit from 6 lessons each week: two for each subject of Biology, Chemistry and Physics.

In July 2017 you will be advised whether your group will be studying: Combined Science ‘Trilogy’ Specification 8464 which is a double award GCSE or Separate Sciences in Biology 8461, Chemistry 8462, and Physics 8463 which is a triple award GCSE. Please note that this is NOT a choice.

All students begin studying some of the GCSE curriculum after February Half Term in Year 9 and continue into Years 10 & 11.

Assessment: There are 6 exams. All will be in the summer of Year 11: 2 for Biology 2 for Chemistry 2 for Physics For those students taking the Combined Science (Double Award) each paper will last 1 hour and 15 minutes and will contain 70 raw marks. Each counts equally and is finally worth 16.6% of your GCSE. For those students taking the Separate Science (Triple Award), each paper will last 1 hour and 45 minutes and will contain 100 raw marks. Each counts equally and is finally worth 50% of your GCSE in that science subject.

Practical and experimental skills: There will be no coursework or practical assessment as such but all papers will include specific questions on practical skills. There is a schedule of required practical experiments: a total of 16 for the combined science students and 24 (8 per subject) for the separate scientists. These will be carried out at natural points within the scheme of work and a separate portfolio exercise book will be held in school as these are completed.

Content: There are 24 key areas for learning with a 25th for the separate scientists: Paper 1 Biology

Paper 2 Biology

Chemistry

Chemistry

Physics

Physics

1. Cell biology 2. Organisation 3. Infection and response 4. Bioenergetics 8. Atomic structure and the periodic table 9. Bonding, structure, and the properties of matter 10. Quantitative chemistry 11. Chemical changes 12. Energy changes 19. Energy 21. Electricity 23. Particle model of matter 24. Atomic structure

5. Homeostasis and response 6. Inheritance, variation and evolution 7. Ecology 13. The rate and extent of chemical change 14. Organic chemistry 15. Chemical analysis 16. Chemistry of the atmosphere 17. Using resources 18. Forces 20. Waves 22. Magnetism and electromagnetism 25. Space (separate Physics only)

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Careers related to Science: During GCSE science, you will learn how to use equipment safely, collect and use data, work in a team, solve problems and make judgements based on facts.

Society looks to Science to solve many world problems. Examples include growing global population, pressures on food supplies, agriculture and horticulture, dwindling water resources, increased need for fuels and precious raw materials, pollution, global warming and age related illnesses.

Scientists are essential for the future of the UK economy! High paid jobs and exciting careers beckon for those who will find solutions to the global problems we face.

Chemistry is essential for medicine and pharmacy, for work in the petrochemical industries and research into fuels of the future. Physics is important for technical careers, construction and aviation.

Biology is often a requirement for health care careers, physiotherapy and sports science, agriculture, horticulture and a whole range of new and growing Bio-industries.

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R.E.: Philosophy and Ethics (Short Course) AQA A

All students are required to follow this course.

Beliefs, teachings and ethical studies Section A: The study of religions: beliefs and teachings of Christianity and Islam Section B: Thematic studies: religious, philosophical and ethical studies: • Theme A: Relationships and families • Theme B: Religion, peace and conflict How it’s assessed • Written exam: 1 hour 45 minutes Aims and learning outcomes of the course:     

For students to develop their knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism.

To develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authority, including through their reading of key religious texts, other texts and scriptures of the religions they are studying.

To develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject.

To reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life.

Reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community.

The course caters just as well for pupils whose religious background is not Christian or Muslim, as the course can be approached from a variety of viewpoints.

You will be taught in mixed ability groups for one period each week.

Assessment: At the end of the course students will sit a written examination of one hour and forty five minutes leading to a GCSE short course award, equivalent to a half GCSE. The emphasis will be on using your research skills to increase your knowledge and understanding. You will take part in discussion and debate on a range of relevant and topical issues. There will also be opportunities for role play.

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CORE NON-EXAMINATION SUBJECTS Lifelong Learning (L2) A non-examination Course The purpose of L2 in Years 10 and 11 is to equip you with the skills needed to succeed in today's society in terms of GCSE success, progression on to further education and having the skills to be a successful lifelong learner. We build upon the skills learnt in the lower school and encourage you to seek new ways of thinking and learning and develop new skills in creative thinking, teamwork and leadership.

In Year 10 you will be involved in discussion-based learning to develop a better understanding of personal, social, health, economic and citizenship issues which affect young people and adults.

We also examine different career paths and help you discover information about areas that interest you. During activities week you will complete work experience in a job sector of your choice. We prepare you for this by giving you a better understanding of the skills needed and consider important aspects of health and safety.

In Year 11 we help you to prepare for life after GCSEs. Building on your work in Year 10, we look more closely at different job sectors and careers you might be interested in, to get a better understanding of the skills and qualifications needed. You are then taught how to write a curriculum vitae and personal statement to highlight your particular skills. We also support you in your applications to further educational institutions, looking at different types of qualifications and starting the application process. We encourage you to share these ideas with your family.

By Year 11 you should have developed a greater understanding of how you learn best. We help you use these skills to best effect in your revision programme and explore the most suitable revision strategies for you to use. The aim of L2 is to suitably prepare you to develop these life skills to use across your GCSE subject areas to help you to achieve to your full potential.

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Physical Education A non-examination Course During the two years in the upper school, most students spend a double period each week engaged in Physical Education. The programme builds on many of the sports and activities learned in the lower school and introduces some new ones. A feature of the Year 11 programme is offering additional activities at a cost, some of which may take place off-site. These must be paid for and a contribution made towards transport, where appropriate.

Year 10 Activities are divided into blocks, each lasting for half a term. Students also have the option to take the popular Sports Leader qualification.

Year 11 The department operates an ‘option’ programme in Year 11. In line with National Curriculum requirements, students select one activity, which they have previously covered at some time in school, to study in depth. Other choices may then be made from a selection of on or off-site2 activities.

Students taking the double Language option will have reduced time in their Year 10 & 11 PE programme and will not have full access to all the PE Options in the Year 11 package. This will also apply to Year 11 students following the triple Science route.

Whether on-site or off, pupils are expected to wear the Rodborough PE kit for all activities, with some allowance made for specialist requirements.

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BLOCK 1 Technology/ Humanities Food Preparation and Nutrition AQA 8585 GCSE Food Preparation and Nutrition is a new exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on developing students' practical cookery skills to give them a strong understanding of nutrition.

You will study: Food preparation skills are integrated into five core topics: 1. Food, nutrition and health – Macro Nutrients, Micro Nutrients, Nutritional Needs and Health.

2. Food science – Cooking of Food, Heat Transfer and the Functional and Chemical Properties of Food.

3. Food safety – Food Spoilage, Contamination and the Principles of Food Safety.

4. Food choice – Factors affecting Food Choice, British and International Cuisines, Sensory Evaluation, Food Labelling and Marketing 5. Food provenance – Environmental Impact and Sustainability of Food, Food Processing and Production.

Assessment: All Assessments take place during Year 11: Non- Exam Assessment (NEA): Task 1: Food investigation (15%) Written Report – September to November Students' understanding of the working characteristics, functional and chemical properties of ingredients. Students will submit a written report (1,500–2,000 words) including photographic evidence of the practical investigation.

Non- Exam Assessment (NEA): Task 2: Food preparation assessment (35%) Written Portfolio – November to March Students' knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task.

Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.

Students will submit a written portfolio (15 A4 pages) including photographic evidence.

EXAM: Paper 1: Food preparation and nutrition (50%) Written exam: 1 hour 45 minutes - Summer The paper will be made up of 20 multiple choice questions worth 20 Marks and 5 questions each with a number of sub questions worth 80 marks.

Which careers can this course lead to?

Studying food preparation and nutrition can lead to exciting and well paid career options. Consumers are becoming increasingly reliant on the food industry to develop solutions for their nutritional needs. http://tastycareers.org.uk has details of the very wide range of careers in the food industry.

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Design & Technology Choices With the recent changes the government has made to the Design and Technology curriculum at KS4 we are now offering a range of new Design and Technology qualifications for you to choose from.

These qualifications will equip you with the practical skills and core knowledge that you would need to progress in to further Design and Technology qualifications, employment or apprenticeships. They are the equivalent to a GCSE and are recognised as such by colleges.

These qualifications are Technical Awards. They are similar to the previous Design and Technology GCSE’s, that we have offered in the past in which we have achieved high standards over many years.

They are tailored towards specific career areas and all have a focus on creativity.

The following information will help you to make an informed choice as to which Design and Technology area would be best for you.

Technical Award in Visual Communication (Graphics) AQA This qualification would be well suited to creative and imaginative students with an interest in general design concepts and the modern processes they involve.

This qualification focuses on developing practical skills in the designing and layout of modern graphic products. When studying for this qualification you will have the opportunity to use traditional skills, such as drawing and sketching in 2D and 3D and also modern technologies, used to create computer graphics for a range of products.

When completing this qualification you will develop the design skills needed to create some of the following: -Marketing and promotional materials -Websites -Prototype products.

Learners complete three mandatory units.

Unit 1: Skills demonstration 30% of overall Technical Award.

This unit will be assessed by your teacher. You will carry out a number of projects to demonstrate different visual communication skills. Learners will produce a series of small projects covering 12 practical skills and record their work in a portfolio.

Unit 2: Extended making project 30% of overall Technical Award.

This unit will also be assessed by your teacher. You will undertake an extended project in response to a given design brief. You will be designing and making a practical piece and produce a portfolio to evidence designing, planning, making, testing, evaluation, communication.

Unit 3: Fundamentals of Visual Communication exam (1hr 30mins) 40% of overall Technical Award.

This is an exam paper which combines both multiple choice, short answer and extended response questions.

In preparation for the exam you will study visual communication techniques, graphic products in industry and the industrial and commercial processes that exist within it. You will also learn about materials and their properties and also about possible careers within the industry.

Careers related to Visual Communication (Graphics): Graphics subjects links with specific careers including sign design, printing, interior design, product design, digital design and graphic design.

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Technical Award in Materials Technology (RM) AQA Studying Materials Technology will help you to understand and appreciate the design and manufacture of products. It will help you to be creative in your approach to problem solving and product construction.

Materials Technology is concerned with problem solving by designing and making three-dimensional products using ‘hard’ (resistant) materials, i.e. wood, metal and plastic. You are encouraged to work independently and take personal responsibility for progress and production of quality products.

You will be expected to make a range of products, prototypes and samples, applying technical and practical expertise to ensure that the products are fit for purpose. You will have the opportunity to use traditional skills and modern technologies.

Learners complete three mandatory units.

Unit 1: Skills demonstration 30% of overall Technical Award.

This unit will be assessed by your teacher. You will undertake a number of projects to demonstrate 12 different practical skills. Learners will produce a series of practical projects and record their work in a portfolio.

Unit 2: Extended making project 30% of overall Technical Award.

This unit will also be assessed by your teacher. You will undertake an extended project in response to a given design brief. You will be designing and making a practical piece and produce a portfolio to evidence designing, planning, making, testing, evaluation, communication.

Unit 3: Fundamentals of Materials Technology exam (1hr 30mins) 40% of overall Technical Award.

This is an exam paper which combines both multiple choice, short answer and extended response questions.

In preparation for the exam you will study materials and their working properties and learn about processes and manufacture. Gain knowledge of a wide range of woods, metals and polymers and also learn about possible careers within industry.

Careers related to Materials (Resistant Materials): Interior design, product design, furniture design, carpenter, Engineer, motor vehicle mechanic, construction trades.

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Technical Award in Fashion and Textiles AQA This qualification will suit those who have an interest in designing and making fashion and textiles items. You will gain knowledge of commercial fashion, how textiles items can be produced and the materials needed to make both fashion and textiles. It will help you to develop the knowledge, skills and experience that could open the door to a career in the industry.

You will be expected to design and make a range of products, prototypes and samples, applying technical and practical expertise to ensure that the product is fit for purpose.

You will have the opportunity to use and combine both traditional and modern techniques.

Learners complete three mandatory units.

Unit 1: Skills demonstration 30% of overall Technical Award.

This unit will be assessed by your teacher. You will carry out a number of projects to demonstrate different fashion and textiles skills. Learners will produce a series of small projects and record their work in a portfolio.

Unit 2: Extended making project 30% of overall Technical Award.

This unit will also be assessed by your teacher. You will undertake an extended project in response to a given design brief. You will be designing and making a practical piece and produce a portfolio to evidence designing, planning, making, testing, evaluation, communication.

Unit 3: Fundamentals of fashion and textiles exam (1hr 30mins) 40% of overall Technical Award.

This is an exam paper which combines both multiple choice, short answer and extended response questions.

In preparation for the exam you will study the fashion and textiles industry and the industrial and commercial processes that exist within it. You will also learn about materials and their properties and also about possible careers within the industry.

Careers related to Textiles Technology: Fashion design, tailoring, textile design, interior design and product design.

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Geography for Enquiring Minds OCR “Geography is the subject which holds the key to our future.”

Michael Palin Statistics show that, compared to other subjects, Geography graduates are among the most employable. This is probably because they possess the skills that employers look for.

In part, this is because the subject is a combination of the facts of science and the understanding of the arts.

Geographers are:  Good communicators  Spatially aware  Socially and environmentally aware  Problem solvers  Good team players  Computer literate  Well rounded, flexible thinkers

Y10 Geography Field Trip to Wales

Geographers can:  Make a concise report  Handle data  Ask questions and find the answers  Make decisions about an issue  Analyse material  Solve problems  Think independently Assessment: Content Overview            

Global Hazards Changing Climate Distinctive Landscapes Sustaining Ecosystems Fieldwork Geographical Skills Urban Futures Dynamic Development UK in the 21st Century Resource Reliance Fieldwork Geographical Skills

 

Geographical Skills Decision Making Exercise

Assessment Overview

% of GCSE

Our Natural World (01) 70 Marks 1 hour 15 minutes Written Paper

35%

People and Society (02) 70 Marks 1 hour 15 minutes Written Paper

35%

Geographical Exploration (03) 60 Marks 1 hour 30 minutes Written Paper

30%

Careers related to Geography: Geography is especially useful for careers such as land management, surveying, geology, ecology, town and country planning, meteorology, landscape architecture, cartography, leisure & tourism, media, public services and business.

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History Edexcel There are five key areas of study: 1. Anglo Saxon and Norman England, 1060-88 This unit examines the impact of the Norman Conquest on England.

The key areas of study are:  Anglo-Saxon Society  The Norman Invasion  Saxon Resistance  Norman England: Government and Church.

2. Crime and Punishment in Britain, 1000 - present This unit focuses on how the causes of crime and the nature of detection and punishment have developed and been influenced by the attitudes, beliefs and structures of historical societies.

Key areas of study are:  The Middle Ages 1000-1500: How did the Norman Conquest effect crime and punishment?

Did the Church, the king or the nobility control the law?

Early modern 1500-1700: Why were people burnt for their religion? Why was there a witchcraft craze? What was the ‘Bloody Code’?  Industrial Britain 1700-1900: What was the impact of industrialization on crime and punishment? Why were people transported to Australia? Why were smugglers and highwaymen viewed as heroes? How did the government react to those who fought for better rights? How did attitudes towards policing and punishment change?  Modern Britain 1900-present: How did war, recession, technology and prosperity impact on crime and punishment? How did changing attitudes towards gender and race effect crime and punishment? Why was the death penalty abolished? What impact has the development of communication had on crime and policing?

3. The Historic Environment: Whitechapel, 1870-1900: Crime, Policing & the Inner City This unit is designed to develop source skills. Students will use a wide range of source material to study the problems of one of the most notorious inner-city slums in Victorian England.

The key areas of study are:  The problems of housing and overcrowding, poverty and crime  The social structures of Whitechapel  The difficulties of policing Whitechapel: why was Jack the Ripper never caught?

4. The Conflict in the Middle East, 1945-95 Here students will gain an understanding of how the world around them today can only be understood by a study of the past. Students will study the origins of the Arab-Israeli conflict and examine how other global nations were drawn into the ongoing dispute over the rights of the Israeli and Palestinian people.

Key areas of study are:  The effects of British rule and the foundations of the Israeli state in 1948  Tension between Israel, Syria, Egypt and Jordan 1955-1967  The Cold War and the involvement of the USA and the USSR  The use of Arab terrorism and the Israeli response  The Israeli occupied territories and the Palestinian Intifada  Attempts to find a peaceful solution 1988-1995.

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5. Weimar and Nazi Germany, 1918-39 The modern depth study will give students an opportunity to examine in detail a key aspect of modern world history: Germany 1919-1939. This unit will focus on the reasons for the development of the Nazi dictatorship in Germany and the impact that this style of government had on the German people.

Key areas of study are:  The Weimar Republic: 1919-29  Hitler & the growth of the Nazi party : 1919-33  The Nazi regime: How effectively did they control Germany, 1933-39?  The Nazi regime: What was it like to live in Nazi Germany, 1933-39?

Assessment: This course has 3 exams: Paper 1 1 hour and 15 minutes 30% Course Total  Crime and Punishment in Britain, 1000-present  Historic Environment: Whitechapel, 1870-1900 Paper 2 1hour and 45 minutes 40% Course Total  Anglo Saxon and Norman England, 1060-88  Conflict in the Middle East, 1945-95 Paper 3 1 hour and 20 minutes 30% Course Total  Weimar and Nazi Germany, 1918-39 Careers relating to History: The study of History is particularly valuable for careers in law, journalism, museum and archive work, architecture and theatre wardrobe work.

You will learn how to find things out for yourself and to tell the difference between facts and opinions. In addition, writing essays and giving presentations based on your own research will develop your reasoning and communication skills.

History / R.E. trip to Berlin Rodborough Options Booklet 2017-2019 Page 25

R.E.: PHILOSOPHY and ETHICS (Full Course) AQA A Beliefs, teachings and ethical studies Section A: The study of religions: beliefs, teachings, practise and worship of Christianity and Islam.

Section B: Thematic studies: religious, philosophical and ethical studies: Students will study themes A and D and 2 more from B, C, E or F Theme A: Relationships and families Theme D: Religion, peace and conflict Theme B: Religion and life.

Theme C: The existence of God and revelation.

Theme E: Religion, crime and punishment.

Theme F: Religion, human rights and social justice.

Assessment: There are two Written examinations: Section A: 1 h 45 m Section B: 1 h 45 m Aims and learning outcomes of the course:     

For students to develop their knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism.

To develop their knowledge and understanding of religious beliefs, teachings and sources of wisdom and authority, including through their reading of key religious texts, other texts and scriptures of the religions they are studying.

To develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject.

To reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life.

Reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community.

The course caters just as well for pupils whose religious background is not Christian or Muslim, as the course can be approached from a variety of viewpoints.

You will be taught in mixed ability groups for one period each week.

The emphasis will be on using your research skills to increase your knowledge and understanding. You will take part in discussion and debate on a range of relevant and topical issues. There will also be opportunities for role play.

Careers relating to Philosophy and Ethics: This course deals with the fundamental issues in life and, though a valuable subject in careers such as journalism, law, teaching, social work and politics, it offers everyone the ability to discuss, challenging one’s own and others’ viewpoints, providing a sound philosophical and ethical approach to life in general.

History / R.E. trip to Berlin

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BLOCK 2: Languages French AQA French is offered at GCSE level to ALL pupils who have studied it in lower school. Students who have reached a level 5 at the end of Year 9 in languages are expected to study a language and will be advised by their teachers which language is most suitable for them. Some students may take the opportunity to study both languages (see Variations).

The GCSE French course will build on knowledge gained in lower school, covering the four skill areas of Listening, Speaking, Reading and Writing.

The topics studied at GCSE are:  Identity and Culture  Local, national, international and global areas of interest  Current and future study and employment The key subject aim is to enable students to develop:  an understanding of French in a variety of contexts  a knowledge of French vocabulary and structures  transferable language learning skills  the ability to communicate effectively in French  awareness and understanding of countries and communities where French is spoken.

Assessment: The course will be assessed through 4 summative assessments for listening, speaking, reading and writing. The speaking exam will be conducted internally by the subject teacher and externally marked.

The outcome of those 4 assessments will make a final grade.

Students will learn through the medium of the target language including the use of:  visual and audio materials  role play  ICT  group and pair work with the foreign language assistant.

There will be the opportunity to participate in a residential trip to Montpellier during Year 10 Activities Week. This provides pupils with the opportunity to experience the culture and practise their language skills in an authentic setting.

Year 10 French Language Trip

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German AQA German is offered to GCSE level to ALL pupils who have studied it in lower school. Students who have reached a level 5 at the end of Year 9 in languages should study a language and will be advised by their teachers which language is most suitable for them. Some students may take the opportunity to study both languages (see Variations).

The GCSE German course will build on knowledge gained in lower school, covering the four skill areas of Listening, Speaking, Reading and Writing.

The topics studied at GCSE are:  Identity and Culture  Local, national, international and global areas of interest  Current and future study and employment The key subject aim is to enable students to develop:  an understanding of German in a variety of contexts  a knowledge of German vocabulary and structures  transferable language learning skills  the ability to communicate effectively in German  awareness and understanding of countries and communities where German is spoken.

Assessment: The course will be assessed through 4 summative assessments for listening, speaking, reading and writing. The speaking exam will be conducted internally by the subject teacher and externally marked.

The outcome of those 4 assessments will make a final grade.

Students will learn through the medium of the target language including the use of:  visual and audio materials  role play  ICT  group and pair work with the foreign language assistant.

There will be the opportunity to participate in a German exchange. We organise a week-long exchange with a school in our twin town of Mayen (Germany). This provides pupils with the opportunity to experience German culture and practise their language skills in an authentic setting.

Careers relating to French & German Languages are not just for translation, teaching and tourism. In an increasingly international market, languages are necessary for many career choices including marketing, sciences and engineering. Students offering a language qualification may be favoured by Higher Education providers and may also have the opportunity to study abroad at University level as this is often offered as part of degree programmes.

German Exchange

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BLOCK 3: Other Options Subjects Art AQA You will undertake a variety of experiences employing a range of art and design media and techniques.

Examples of art, craft and design are introduced and you will be asked to respond to these in the context of your own work by making notes, developing ideas and final pieces.

Major pieces of practical work will be produced using some of the following:   

  

Drawing and Painting Sculpture Mixed media

Graphics Printmaking Photography & Digital Manipulation

Assessment: Controlled Assessment Controlled test

60% 40%

(10 hours over 2 days in February, Year 11)

You must present three extended collections of Controlled Assessment for assessment, each of which includes preliminary studies, development work, the final piece(s) and historical and critical work.

Producing a piece of sculpture is a requirement of the course.

The three units submitted will be:  work developed from a day’s visit to a place of interest  a mock unit that will provide practical exam experience  work developed from a study of natural forms.

Homework is set for a minimum of 1 hour per week, although it must be noted that candidates will be expected to spend additional time working on their portfolios.

Controlled Assessment must be completed by half term of the Year 11 Summer Term.

The controlled test contains seven questions.

You answer one question. Test papers are issued in January with a period of 7 weeks allowed for preparation work. The controlled test itself lasts for ten hours over 2 days in February and the final piece will be produced unaided, under supervision.

You must discuss your chosen topic with your teacher.

The use of Art studios at lunchtime and after school by all Art students is actively encouraged. A one-day visit will be arranged in Year 10 to the Victoria & Albert Museum in London. Information for the environment unit will be collected on this visit. A trip to a London gallery is also organised at the start of the summer term after school hours.

This visit is used to develop an aspect of work for a small mind mapping project.

You will need access to a camera and preferably have your own drawing pencils (Grades 4B, 2B & B,) and Acrylic Paints. A £30 donation is also requested to cover the cost of brushes, paints and portfolios.

Careers relating to Art: This course will help you to develop your creative, practical and communication skills. Careers involving art & design include graphic design, product styling, illustration, art editing, architecture, make-up artistry, photography, sign writing, theatre design, floristry and stage and set design.

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Business Studies AQA 8132 What we aim to do: Students will consider the practical application of Business. They will:     

Develop knowledge and understanding of a wide range of business issues Appreciate different views and perspectives in business, for example stakeholders Consider opinions and evaluate data to build arguments and make informed judgements Consider how business is organised, financed and operated Develop skills of numeracy, literacy, ICT, enquiry and selection.

What we study: The GCSE in Business Studies is an exciting option that uses real life case studies and activities in conjunction with business theories to solve problems. The subject involves looking at a range of problems a business has to solve and the decisions it has to make. These decisions relate to six key areas.

Additional Information / Special requirements: This GCSE is an academic study and requires a good attitude to learning to make the gains in learning necessary for students to achieve their target grades. The course also develops ICT skills that complement each unit – for example, using spreadsheets to understand cash flow, the use of presentation software in the marketing module.

Business in the Real World

Influences on a Business

Business Operations



  

      

      

The purpose and nature of Business Business Ownership Setting Business Aims and Objectives Stakeholder Business Location Business Planning Entrepreneurship Expanding a Business.

Human Resources  Organisational Structures  Recruitment and selection of employees  Motivating employees  Training.

    

Technology Digital Communication Ethical and environmental considerations The economic climate Globalisation Exchange Rates Legislation Competitive markets.

Marketing  Identifying and Understanding customers  Segmentation  The purpose and methods of Market Research  The Marketing Mix (4Ps)  E- Commerce.

Production Processes Methods of Production Efficiency in Production The role of Procurement Stock Control The concept of quality Good customer services.

Finance  Sources of Finance  Cash Flow  Financial terms and calculations  Break Even  Income Statements.

Balance Sheets  Financial ratios.

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How your work will be assessed: Component Paper 1 – 1 h 45 m

Weighting

Written Examination consisting of four questions requiring a mixture of short answers and structured data responses. Candidates answer all questions. Externally assessed.

Paper 2 – 1 h 45 m Written Examination consisting of four questions based on a case study, provided as an insert with the paper. Candidates answer all questions. Externally assessed.

50%

50%

Career Information: A GCSE in this subject is general qualifications that enable students to progress directly to employment or proceed to further study.

The specification provides a foundation for further study at levels 2 and 3 of the National Qualifications Framework, including AS/A level GCE Business Studies, AS and A level GCE Applied Business Studies, Cambridge pre-U Business and Management, International Baccalaureate in Business and Management programme, or Cambridge International AS and A level Business Studies.

ICT skills are used in many units. Both ICT and Business have direct links to employability and many careers are available.

GCSE Business Studies provides a solid platform for students wishing to continue the subject at A Level or who opt for Economics. Both subjects are also useful starting point for a wide range of university courses and a number of students at Rodborough go on to study Economics or Business at higher education.

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Computer Science AQA This is a new and exciting qualification that provides the necessary skills and knowledge to become developers of computer applications and understand how computers work. This course will challenge and enhance your problem solving ability and provide you with a wide range of strategies and tools to create imaginative solutions to technical challenges.

Assessment: One piece of extended controlled assessment worth 20% Examinations: 80% - two exams each 1h 30m (40% each) You will be required to design, develop and test a complex system. Whilst skills required will be taught in class, you are encouraged to explore programming concepts in your own time too.

The two 90 question exams will test both the theoretical parts of the course and include practical programming-based questions, together with computational thinking skills.

To do well in this course you will need to be enquiring, logical and resourceful and enjoy technical challenges.

On completion of this course you will:  have a firm grounding in core problem solving and programming skills  understand the low level working of a computer and the way in which devices communicate  be able to analyse, create and test your own programs  have a thorough understanding of programming concepts that will enable you to learn new languages independently.

The main programming language you will study is Python.

Careers relating to Computer Science: Successful completion of this course will provide a firm foundation for studying Computing at level 3 and at university. It is also worthy of study in its own right as it emphasises independent learning and problem solving.

Programming and computational thinking is a desired skill in sciences, engineering, mathematics and many creative and artistic subjects. The Computing and Information and Communication Technology sector is a big employment growth sector and there are many careers available.

Specialist skills are at a premium. Specific related careers are commercial programming, web page creation and development and games design.

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Drama AQA Drama is an exciting and creative GCSE course, providing you with the opportunity to study play texts together with a variety of other practical forms of Drama including improvisation and devised theatre. This may lead to performances to outside audiences which can include local primary schools as well as parents, fellow pupils and staff.

For those of you less focused on acting, there are opportunities for work in stage lighting, sound, costume, make-up design, set design, properties, masks and stage management.

Evaluation of performance is an important aspect of the course. You will learn the skill of the theatre critic, assessing both your own work and that of others.

You are encouraged to visit professional and local amateur productions. The school arranges a number of visits during each academic year.

Assessment: Written Exam: Understanding Drama: 40% 0f the GCSE There will be three sections to the paper as follows: 1. Section A: Multiple Choice 2. Section B: Four questions on a given extract from the Study of a SET PLAY 3. Section C: A two part question (from choice) on the work of theatre makers in a Live Theatre production Controlled Assessment: Devising Drama (Practical): 40% of the GCSE (80 marks in total) 1. Devising log (60marks) 2. Devised Performance (20 marks) Texts in practice (Practical): 20% of the GCSE A performance of two extracts from a play (students may contribute as a designer or a performer)

The essential requirements for this course are the desire to work effectively within a team, become involved in performance work and the ability to approach each drama activity with commitment, energy and enthusiasm. To prepare for practical performances, students will be expected to put in additional rehearsal time during lunch times and, occasionally, after school. You will be expected to see a number of live productions during the course.

Careers relating to Drama: Drama enhances your teamworking, creativity, communication and co-operation. Through performing you can gain selfconfidence and this will help you to succeed in your future career.

Related careers include performing, stage management, technical theatre, TV production, teaching, training, sales and public relations.

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Music AQA It is essential that pupils wishing to take GCSE Music can already play an instrument and will continue to take lessons throughout their upper school course until the time of the practical examination in the Autumn term of Y11.

It is a requirement that pupils taking GCSE Music must participate in at least one extra-curricular music activity run by the department in order for them to complete their ensemble performing exam.

There are four areas of study: 1. Western Classical Tradition 1650-1910 Haydn: Symphony 101 in D major, The Clock 2. Popular Music - The Beatles: Sgt Pepper’s Lonely Hearts Club Band 3. Traditional Music – Santana: Supernatural 4. Western Classical tradition since1910 Copland: Rodeo Saturday Night Waltz and Hoedown There are three components to the course: Component 1: Understanding Music Component 2: Performing Music Component 3: Composing Music Assessment: Component 1: Understanding Music 40 % (96 Marks) You will sit a 1h 30m paper divided into two sections. Section A - listening to musical extracts based on the four areas of study (1 hour – 68 marks). Section B – A written paper based on the set works from Area of Study 1 and one other Area of Study chosen by the candidate (30 minutes – 28 marks).

The paper will include a mixture of question types – multiple choice, structured responses and extended responses. Questions will use musical extracts from all four areas of study.

Component 2: Performing Music 30% (72 Marks 2 x 36) You will perform two different pieces; one individual and one ensemble performance. A minimum of four minutes and a maximum of seven minutes of combined performance time is required. A Grade 5+ standard of performance would be expected for a GCSE Grade 9. This will be completed by the end of the Autumn Term in Year 11.

Component 3: Composing Music 30% (72 Marks 2 x 36) You will complete two compositions. The first is based on a brief set by the examination board. This will be mainly completed in lesson times. The starting point for the second composition will be up to you to choose. Both compositions must be recorded and accompanied by a score and a written composition log.

Careers relating to Music: Studying music will develop your performing and composition skills and develop your self-confidence.

The music business offers a wide range of careers including performing, composing and arranging, artist and tour management, sound recording, music therapy, music publishing and promotion, music education and music media.

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Physical Education AQA The Physical Education course aims to develop practical skills and associated theoretical knowledge across a range of sports activities.

Assessment:  

Written examination 60% Practical 40%

The written examination consists of two 1h 15m papers: Paper 1 ‘The human body and movement in physical activity and sport' looks at applied anatomy and physiology, movement analysis, physical training and the use of data.

Paper 2 ‘Socio-cultural influences and well-being in physical activity and sport' looks at sports psychology, socio-cultural influences and health, fitness and well-being.

Both papers include a mixture of multiple choice/objective test questions, short answer questions and extended answer questions.

The practical component requires candidates to be assessed in three different activities in the role of player performer. One of these activities must be a team activity, one an individual activity and a third either a team or individual activity. Traditionally we cover more than the examination requirement here and then select the candidate's strongest activities. If a pupil has an expertise in an activity outside of the school based programme it may also be possible to offer this for assessment.

Careers relating to Physical Education: GCSE PE helps you to build leadership and team-working skills, sports skills, communication and awareness of health & safety.

There are many careers in sport, ranging from playing sports professionally to coaching, teaching, sports development, team management, marketing and administration.

You don’t have to take GCSE PE in order to go on to advanced level study as long as you have good GCSE grades in Science and English as well as proven sports ability.

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Notes ‌

Front and back cover photographs show Students opening GCSE Results in August

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