Key Stage 4 Pathways 2019

Key Stage 4

Pathways 2018

4 e g a t S 9 y 1 e K 20 s y a w h t Pa 1

Toby I Year 10 Student Speaking with my form tutor and different subject teachers helped me decide which subjects to study at GCSE. I chose to study German, Business and Geography because I am interested in how different cultures can help the world develop and evolve.

My favourite GCSE subject is German as it pushes me to do the best I can in a new area.

I would advise Year 9 students to pick subjects they thrive in and enjoy.

Think about what field of work you would like to go in to and understand which subjects would benefit you most.

I am interested in studying International Business at university and chose to study German as I believe that learning another language could help me stand out when applying for university or jobs.

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Contents Welcome

1

Pathways Timeline

2

Pathways to Success

3

South Hunsley Sixth Form College

4

Learning Support

5

The Pathways

6

Sample Pathway Forms

7-9

Core Curriculum

10

Core Curriculum Course Information

11 - 17

Optional Subjects

18

Optional Subjects Course Information

19 - 39

Vocational Courses

40 - 42

Welcome Year 9 is an exciting and important year for you. You have the opportunity to decide for yourself some of the subjects that you study at school.

Take the opportunity to ask lots of people for information and advice as you make your decisions, and use START (www.startprofile.com) to gain a clear idea about what it is you might like to do when you leave school, as well as what it is like to work in any of the thousands of professions open to you both here in the UK and abroad.

Whether you know what you want to do in the future or not, the process of choosing your subjects is designed to be as simple as possible. The most important outcome at the end of the process is that you are following subjects that you enjoy and are successful in during Years 10 and 11. A strong set of exam results is the most effective way of keeping as many options as possible open to you in the future.

Use this booklet to help with your decisions. It contains details of all the courses we offer. Many of these are in subject areas you will have encountered before, but there are also a number of new courses for you to choose from.

We are pleased to be able to offer a number of additional courses and opportunities outside the normal curriculum including further maths, IT, music and sports qualifications. Our Subject and Careers Fair on Wednesday 9 January 2019 is your opportunity to speak to staff members representing all of our subjects and ask any questions you may have.

In making your final decisions please read this booklet, talk to the people below who know you well and use some or all of these other resources to help: • Your parents and other family members who know you best.

• Your teachers and form tutor, who can discuss your current progress.

• Mrs Barker; our careers advisor. She can give personalised information on pathways to future careers. Your form tutor can arrange an appointment for you.

• START is our careers package designed to help you and your parents/carers access information about subjects, routes in to further/higher education, apprenticeships and the huge number of careers that are available to you. The website can be accessed here: www.startprofile.com and your tutor will introduce you to the website on Personal Development day.

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Pathways

Timeline Wednesday 5 December 2018

Pathways Launch Information Evening

Wednesday 5 December 2018

Personal Development Day

Thursday 6 December 2018

A Half Progress Evening

Wednesday 12 December 2018

B Half Progress Evening

Week Commencing 7 January 2019

Pathways booklets distributed

Wednesday 9 January 2019

Year 9 Subject and Careers Fair

Monday 4 February 2019

Pathway form issued through tutors

Tuesday 5 February 2019

Completed forms can be returned to tutors

Monday 25 February 2019

Final deadline for returning completed forms to tutors

We aim to confirm your provisional Key Stage 4 subjects as soon as we have processed all of the pathway forms. Whilst we try to ensure that every student gets their first choice, this partly depends on the numbers of students choosing courses, as well as the availability of staffing and facilities.

Every year some students may have to study their reserve subject choices. For this reason we ask you to make your reserve choices carefully.

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Pathways to Success The structure of Key Stage 4 has been designed so that every student follows a broad, balanced curriculum of Level 2 courses, suited to their individual needs. We all have different strengths and weaknesses, and for some students a vocational course such as a Cambridge National or BTEC will prove more enjoyable and accessible, and will allow a greater chance of success than a GCSE course.

All students are allocated to one of either the Red or the Blue pathway. The subjects that students can study on either pathway are the same however, the purpose of the pathways is to help guide your choice or subject mix.

To advise students on which pathway to follow, we look at attainment in Key Stage 2 and Key Stage 3. We want every student to finish Year 11 with their own best collection of Level 2 qualifications as this will help take students to the next step of their career path, whether that is apprenticeship employment, training or Post 16 study.

All of our Level 2 qualifications can lead to Key Stage 5 Level 3 courses:

Key Stage 4

Key Stage 5

GCSE courses Level 2 BTECs Cambridge Nationals

A Levels Applied General Qualifications BTECs, Cambridge Techs

Apprenticeships Tech Levels

All students will follow the core curriculum of English Language, English Literature, Mathematics, Science, Physical Education and Religious Studies. In addition, all students on the red pathway will choose a humanity (History or Geography) and a foreign language (French, German or Spanish) to meet the requirements of the English Baccalaureate (EBacc) certificate. Students on the blue pathway will study a humanity or a language and may choose both if they wish. Students opting for one of our vocational courses at a partner college will study Geography but will not study Religious Studies.

How do you choose?

• Your tutor will confirm the pathway recommended for you.

• Read the subject information in this booklet.

• Ask your tutor for the appropriate pathways form (samples are in this booklet).

• Follow the instructions on the form for making your choice(s).

Some things to think about: • What are your stronger subjects?

• What are your weaker subjects?

• Do you prefer practical tasks to reading and writing based tasks?

• Are you well organised and able to meet deadlines?

• Don’t choose a subject or course just because your friends are!

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South Hunsley

Sixth Form College As you come to the end of Year 11 and your GCSE courses, you will have some very important decisions to make. Will you choose to continue in education or go into training or employment?

If you do go into Post 16 education, where will you go and what you will study? There are a lot of courses to choose from but we hope that if we have the right course for you, you will choose South Hunsley Sixth Form College.

South Hunsley has a thriving sixth form college that attracts large numbers of students from our own school and the surrounding area. The sixth form college aims to build upon the school’s academic excellence in Key Stages 3 and 4 and the successes of our students enable them to access their higher education and career ambitions.

Students are offered a wide range of courses, from traditional A Levels to vocational and applied alternatives. Our courses, extended curriculum options and continuing links with employers ensure that we meet the needs of all of our students. You are able to choose from over 30 different subjects, including A Levels and applied academic courses such as BTECs and OCR Cambridge Technicals.

All the advanced courses lead to university entrance and most of our sixth form leavers (about 85%) go on to university. Our students have been successful in getting places at many different universities, including Oxford and Cambridge, and on a huge variety of degree courses. Our Post 16 results consistently make us one of the top performing establishments in the country and we monitor students’ progress throughout their stay in the sixth form to ensure they leave with the best possible results.

Our sixth form college is part of the larger South Hunsley educational organisation and we make sure you have the chance to gain every advantage from this close partnership. There are lots of opportunities for getting involved in activities in and out of school, including sport, drama, music, art, community and charity work. Also, through our extended curriculum, students can add to their existing skills and gain further experience, and in some cases qualifications, in areas other than those they are studying.

The main thing to realise is that sixth form is a new experience and completely different from main school. The process of enrolment and induction into the sixth form will be explained to you in Year 11 in assemblies, subject talks, interviews and at the Post 16 Open Evening.

If you would like to find out more, please pick up a copy of our sixth form college prospectus or visit our website www.southhunsley.org.uk/sixth-form.

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For more information please see Miss Sweeny, Support for Learning

Learning

Support

At Key Stage 4, support continues to be based on individual needs. Often, students with additional learning needs opt for the blue pathway with a vocational course and follow courses with a more practical or vocational focus but this decision is made through consultation between South Hunsley staff, parents and students themselves.

The majority of learning support in Years 10 and 11 takes place within the classroom; either by working with teaching assistants, using resources to support learning, such as laptops or voice activated software, or by special exam arrangements. The focus is always on developing independent work habits and self-reliance.

Exam Concessions Students are tested at the end of Year 9 to see if they qualify for any special exam arrangements.

The timing of these assessments is delayed until the summer term as the results are only valid for 26 months. The students tested are those on the SEN Register or those who are recommended for assessment by their subject teachers. If a student feels they ought to be considered for special arrangements and there are grounds for this, they can self-refer. This should be done by the Easter holidays of Year 9.

Dyslexic students who have previously had specialist tuition through withdrawal lessons no longer receive this tuition at Key Stage 4 as withdrawal from the timetable is problematic. Provision will be made in all subjects though, including application of appropriate exam concessions.

Entry level is available for students for whom GCSE English is not appropriate. Individual students are advised accordingly.

Throughout Key Stage 4, twilight classes, catch ups and revision classes run across a range of subjects.

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The

Pathways There are two different pathways that students may follow: The Red Pathway Students following our red pathway will select a language and a humanity and will be eligible for the Ebacc certificate. Being able to speak a foreign language is increasingly seen as a valuable skill for young people and the government is committed ensuring more students study a foreign language.

Job roles within our local and national communities increasingly rely on the ability to communicate with people from all over the world. Businesses and university admissions teams look favourably on students with proven language skills. Likewise employers, colleges and universities value the mix of skills and knowledge that studying a humanities subject brings.

The Blue Pathway Students following the Blue pathway can choose from either a language or humanity, and some students have a further option to study a vocational programme at a partner college.

All students follow a core curriculum alongside their chosen subjects. The hours of study for the core curriculum for students on our red and blues pathways are shown below: Number of Hours per week

Subject

Year 10

Year 11

English

5

5

Maths

5

5

Science

5

5

PE/Games

2

1

RS

2

-

Optional Curriculum In addition to the above core curriculum, all students will choose optional subjects as below: Pathway

Optional Courses

Red

History or Geography

Blue

History, Geography or Language

Blue with a Vocational course

Geography

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One language

One other course

Two other courses One vocational course

One other course

Sample Form

Red Pathway All students on the red pathway will qualify for the internationally recognised Ebacc certificate.

Read the pathways information carefully before filling in this form.

Please choose one subject from section A, one from section B and one from section C. A. Humanity Choose one

History Geography

B. Language Choose one

French German Spanish

C. Other courses Choose one and one alternative Art and Design Photography Business Studies Design and Technology Engineering Food Preparation and Nutrition Textiles Child Development Drama Media Studies

French German Spanish Geography History Digital Information Technology Computer Science Music Physical Education Sport Studies

Please complete the boxes below with your subject choices. At this stage it is important to choose an alternative from section C that is different to your first choice as we are not be able to guarantee your first choice in every case.

Course A. Humanity B. Language C. Other course C. Alternative Further Maths and ECDL in IT are also being offered as an additional option choice. Classes will run as twilight sessions after school or at lunchtime (one per week) and will not interfere with the rest of your timetable.

If you wish to follow this option please tick the relevant box. It does not count as one of your choices.

Further Maths EDCL in IT

Name:

Form:

Student Signature:

Parent/Carer Signature: 7

Sample Form

Blue Pathway Please choose one subject from section A and two from section B. Read the pathways information carefully before filling in this form. If you chose a language and a humanities you will be eligible for the EBACC certificate.

A. Choose one Humanity or Language

History Geography French German Spanish

B. Choose two Optional Courses Art and Design Photography Business Studies Design and Technology Engineering Food Preparation and Nutrition Textiles Child Development Drama Media Studies

French German Spanish Geography History Digital Information Technology Computer Science Music Physical Education Sport Studies

Please complete the boxes below with your subject choices. At this stage it is important to choose an alternative from section C that is different to your first choice as we are not be able to guarantee your first choice in every case.

Course A. Humanity or Language B. First Choice B. Second Choice B. Alternative Further Maths and ECDL in IT are also being offered as additional option choices. Classes will run as twilight sessions after school or at lunchtime (one per week) and will not interfere with the rest of your timetable.

If you wish to follow this option please tick the relevant box below. It does not count as one of your choices.

Further Maths EDCL in IT

Name:

Form:

Student Signature:

Parent/Carer Signature: 8

Sample Form

Blue Pathway with Vocational Please choose one vocational course from the table below and one optional choice. Read the pathways information carefully before filling in this form.

Vocational Course Choose One

Optional Course Choose One

Art and Design Hair and/or Beauty Automotive Studies Engineering Operations Construction Carpentry and Joinery Catering Public Services Animal Management

Art and Design Photography Business Studies Design and Technology Engineering Food Preparation and Nutrition Textiles Child Development Drama

Media Studies French German Spanish History Digital Information Technology Music Physical Education Sport Studies

Please complete the boxes below with your subject choices.

Please note that courses will only run where there is sufficient demand and therefore we ask that an alternative course is also specified. Please contact Mr Gray if you have any queries.

Vocational Course

Optional Course

Preferred Course Alternative Preferred Course Alternative

Name:

Form:

Student Signature:

Parent/Carer Signature:

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Core Curriculum The following pages outline the content of the core subjects that all students study. The subjects included are: English, Maths, Science, Religious Studies, Physical Education and Personal Development.

Please note that Personal Development does not lead to an external examination but does includes other compulsory elements of the school curriculum including careers education and sex and relationships education.

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GCSE

For more information please see your English teacher or Mrs Palmer

English Language

This course will develop your abilities to communicate effectively in speech and writing and to listen with understanding. You will follow an integrated course leading to two separate qualifications: GCSE English Language and GCSE English Literature.

Language is an integral aspect of all human experience and takes many different forms, both spoken and written, occurring in a wide range of contexts. The skills of reading, writing, speaking and listening are of vital importance in many areas. Not only are they essential in many careers, they also underpin successful study at all levels and can add immeasurably to an individual’s quality of life.

The new scheme of assessment for AQA GCSE English Language is as follows: Paper 1 Explorations in Creative Reading or Writing

External Assessment: 1 hour, 45 minutes

Paper 2 Writers’ Viewpoints and Perspectives

External Assessment: 1 hour, 45 minutes

Nonexamination Assessment: Spoken Language

Teacher Assessment

Section A: Reading One literature fiction text 50% of GCSE Section B: Writing Descriptive or narrative Writing Section A: Reading One non-fiction text and one literary non-fiction text

50% of GCSE

Section B: Writing Writing to present a viewpoint Presenting Responding to questions and feedback Use of Standard English

Separate endorsement (0% weighting of GCSE)

Within a varied programme of speaking and listening, reading and writing, you will be given the following opportunities: • • •

To talk and listen in a variety of contexts and for a range of purposes, adapting to different audiences and situations.

To read a wide variety of literature, non-fiction and media texts, which, will develop your appreciation of different genres and styles, encouraging independent wider reading.

To write for a range of purposes and in a variety of forms.

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For more information please see your English teacher or Mrs Palmer

GCSE

English Literature

This course will encourage you to become an enthusiastic, responsive and knowledgeable reader.

You will be asked to consider the cultural and historical contexts of literary texts and to reflect on a range of social, political and ethical issues. Developing new skills in critical and analytical reading will allow you to articulate your own views in writing and in discussion, at the same time encouraging you to consider critically and constructively the views of others. The scheme of assessment for AQA GCSE English Literature is as follows:

Paper 1 Shakespeare and the 19th-century novel

External Assessment: 1 hour, 45 minutes

Section A Shakespeare: Students will answer one question on their play of choice. They will be required to write in detail about an extract from the play and then to write about the play as a whole.

Section B The 19th-century novel: Students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole.

40% of GCSE

Section A Modern texts: Students will answer one essay question from a choice of two on their studied modern prose or drama text.

Paper 2 Modern texts and poetry

External Assessment: 2 hours, 15 minutes

Section B Poetry: Students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster.

60% of GCSE

Section C Unseen Poetry: Students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem.

You will be given the following opportunities: • To read, understand and respond to a wide range of literary texts, to appreciate the ways in which authors achieve their effects and to develop the skills necessary for literary study.

• To be aware of social, historical and cultural influences in the study of literature.

• To construct and convey meaning in speech and writing, matching style to audience and purpose.

Both GCSE English Language and GCSE English Literature encourage the development of communication skills considered essential by many employers. They provide a foundation for Advanced Subsidiary and Advanced GCE in English Literature, English Language, Drama and Theatre Studies and Media Studies. In fact, the skills you develop will be vital in most subjects and at every qualification level at Post 16 study.

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GCSE

Mathematics

For more information please see Mr Holmes or Mr O’Hara

All students will follow a Mathematics course in Years 10 and 11. The main aims of the course are: • • •

To establish mathematical knowledge, skills and understanding.

To develop the ability to use logic and solve problems.

To develop a positive attitude towards mathematics.

The work in years 10 and 11 will be a continuation of the Key Stage 4 GCSE course students have already been working through in Year 9. Many of the topics that are studied will be familiar to students form Key Stage 3, but these topics are developed and explored further. New topics are also introduced and these are designed to help students to progress and reach their potential. A key element of the curriculum is the use of functional Mathematics which will allow students to apply what they have learned to practical and real life problems.

The curriculum is differentiated by the classroom teachers who personalise the course content for their teaching groups and students. Students are grouped roughly by ability with the main consideration being that students feel secure in their learning and the content and pace of learning gives them the best opportunity to reach their full potential. Class sets are not rigid and student movement is discussed on a regular basis at department meetings.

Classwork and Homework Classwork consists of a range of teaching resources and strategies, such as poster activities, group work, investigations and the use of text books. There is a constant process of assessment in the classroom through the use of questioning and mini whiteboards, as well as regular tests to allow classroom teachers to adapt lessons to students’ needs.

Homework is set on a regular basis and we expect all students to complete this. Homework can consist of tasks that are designed to consolidate or extend learning as well as presenting students with scenarios that allow them to apply their learning in a different context. There are a range of support facilities for students outside the classroom; these include extra-curricular clubs and booster sessions as well as the www.mymaths.co.uk.

To do well in Mathematics, students will need to be interested in numbers and shapes, think logically and methodically, be able to apply their knowledge and skills to a variety of problems and be able to explain their work both in writing and verbally. Students need to put in a lot of effort and be proactive in their learning. Mathematics is a key component in a student’s education and is used as an essential tool across the curriculum in other subjects. Achievement in Mathematics is used as a key indicator if a student is thinking of going to college and university.

Assessment A decision on final tier entry for the GCSE course is made on a student by student basis and students will be entered for one of two tiers; Foundation – Grades 5 to 1 and Higher – Grades 9 to 3 The course is assessed by three written papers, which are all worth a third of the final grade.

Paper 1 – Non calculator – 1 hour 30 minutes Paper 2 – Calculator – 1 hour 30 minutes Paper 3 – Calculator – 1 hour 30 minutes 13

For more information please see Mrs Preece

GCSE

Science

In Year 9, all students begin the trilogy pathway of the AQA Science GCSE course. During the year students will gain a broad understanding of some major scientific explanations as well as learning how to work scientifically in terms of practical investigations, and develop the ability to appreciate and interpret science related information in the media.

Throughout the GCSE, all students have specialist teaching in Biology, Chemistry and Physics and complete various topics as part of the AQA Science GCSE course. With the removal of coursework students now complete required practical work and will be assessed on this in the GCSE examinations at the end of the course.

Towards the end of Year 10 a decision is made as to the pathway that the students will follow during Year 11 and data from throughout their studies will be taken into account, as well as the end of year assessment and teacher recommendation. The two courses are as detailed below: Route 1: Triple Award (three GCSEs) Students will sit GCSEs in Biology, Chemistry and Physics at the end of Year 11, with all exams sat at the end of Year 11. There will be six exam papers, two Biology, two Chemistry and two Physics, all papers are 1hour 45 minutes and are worth 100 marks each. The question style on the papers will include some multiple choice, some structured, some closed short answer, and open response questions. Students receive a grade between 9 to 1 for Biology, Chemistry & Physics.

GCSE Biology, GCSE Chemistry, GCSE Physics A concept led course developed to meet the needs of students seeking a deeper understanding of basic scientific ideas. The course focuses on scientific explanations and models, and gives students an insight into how scientists develop scientific understanding of ourselves and the world we inhabit. They also offer an opportunity to further develop an understanding of science explanations, how science works and the study of elements of applied science, with particular relevance to professional scientists.

Route 2: Trilogy Science (two GCSEs) Students will sit GCSEs in combined science at the end of Year 11. All exams are sat at the end of Year 11. There will be six exam papers, two Biology, two Chemistry and two Physics, all papers are 1 hour 15 minutes and are worth 70 marks each. The question style on the papers will include some multiple choice, some structured, some closed short answer, and open response questions.

Combined science will have a grading scale from 9-9, 9-8 through to 2-1, 1-1. The trilogy award science is worth 2 GCSE grades.

GCSE Trilogy Science Students studying combined science will cover the three science disciplines. The majority of the subject content is common to combined science and the single subject GCSE. Practical science is essential for students’ understanding of scientific theory and there are 21 required practicals in this course.

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GCSE

For more information please see Miss Mooney or your Religious Studies teacher

Religious Studies

All students will follow AQA Specification A during Years 9 and 10 and achieve a full qualification at the end of the course. The aims are to provide students with the opportunity to study the beliefs, teachings and practices of two world religions, as well as some of the big issues in life. By the end of the course, students will have a broad understanding of how people from different religions and cultures respond.

As a qualification this subject is highly valued by employers and institutes of higher and further education, because it demonstrates that students have a good understanding of the beliefs and values of others and are able to reach clear and balanced decisions through philosophical thought and analysis. We live in a multi-cultural society and opportunities to travel and work abroad are open to us all. Moreover, it is increasingly important for us to understand and evaluate different religions, cultures and the often complex and contradictory answers to moral issues that they present. Students will study two components.

The study of Beliefs, Teachings and Practice– Component 1 This component is assessed by one examination lasting 1 hour 45 minutes and is worth 50% of the GCSE. There is no coursework.

Christianity

Buddhism

Students study the beliefs, teachings and practices of the two religions, their sources of wisdom and authority. Students will look at scripture and/or sacred texts where appropriate. Students will study the influence of the beliefs, teachings and practices studied on individuals, communities and societies.

Common and divergent views within the religions in the way beliefs and teachings are understood and expressed should be included throughout.

Thematic studies – Component 2 Religious, philosophical and ethical studies themes: This unit is assessed by one examination lasting 1 hour 45 minutes and is worth 50% of the GCSE. There is no coursework. Students will study the four options below and will be required to answer on all four themes: Students should consider different religious, philosophical and ethical arguments and their impact and influence in the modern world. They should be aware of different perspectives on the issues studied, within and/or between religions, as well as non-religious views.

Theme A: Relationships and families

Including sex, marriage, divorce, families and gender equality.

Theme B: Religion and life

Including the origins of the universe (religion and scientific views), the value of human life and the afterlife.

Theme E: Religion, crime and punishment

Including types and causes of crime and different views on punishment.

Theme F: Religion, human rights and social justice

Including human rights, religious freedom of expression and wealth and poverty.

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For more information please see Mrs Newcombe

Key Stage 4 PE and Games

Physical Education and Games are compulsory subjects for all students. The Physical Education course in Years 10 and 11 has two strands; education and competition.

Education Through a student’s PE lesson they are offered an opportunity to work towards an extra qualification which is delivered on site by the school’s PE department. As part of their curriculum students take part in their Level 1 Sports Leaders Award which gives them the opportunity to develop their communication, teamwork and organisation skills. The qualification includes a final assessment of students’ voluntary hours that they have undertaken at PE events and Primary School ‘Festivals of Sport’.

Competition As part of the Games lessons, groups work together to use the skills they have been taught and developed over Key Stage 3 and cover a different sport every three weeks. These activities and games include football, rugby, netball, hockey, cricket, basketball, athletics, volleyball, ultimate frisbee, softball, rounders and handball.

Students work through a three week programme that revisits some key skills and develops group tactics with their teacher. They then compete against the other teaching groups for the title of winning team during their competition week.

In addition, full inter-form competitions and a variety of sports clubs and teams provide extracurricular opportunities for all Year 10 and 11 students. Many individuals progress to gain district, county and even international honours.

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Personal Development

For more information please see Mrs Bidder

This course, held over a series of school days, is intended to help you develop your knowledge, understanding, attitudes and skills concerned with: • • • • • •

Yourself and others The community in which you live and its institutions The adult world The world of work Personal money management Politics and citizenship

Society is changing rapidly and you will need skills to help you to adapt to these changes and to make confident decisions about yourself, where you are going and what you wish to do with your life. You will examine subjects such as health and relationships (including sex and relationships education), career pathways and the world of work, personal finance and citizenship, particularly how democracy works. You will be prepared for Post 16 choices, rapidly changing employment prospects and application procedures.

Most of the lessons will be with school staff, but some will be taken by specialists, including representatives from the local Youth Support Services regarding careers guidance and health issues: our school nurse is also involved in the latter. There is no public examination at the end of the course but skills developed will be valuable to you now and in the future. Some aspects of personal development education will also form a useful part of your end of school testimonial/ reference.

Activities during Personal Development week at the end of the year will also enhance your awareness and knowledge of these topics as well as giving further opportunities to practice your team work and enterprise skills.

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Optional Subjects The following pages outline the content of the subjects that you can choose to take. Some subjects include GCSE and vocational courses.

The subjects included are: • • • • • • • • • • •

Art and Design Photography Business Studies Design and Technology Engineering Food Preparation and Nutrition Textiles Child Development Drama Geography History

• • • • • • •

Digital Information Technology Computer Science Media Studies Modern Foreign Languages Music PE Cambridge National Sport Studies

Additional offers: • Further Maths • ECDL Extra

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GCSE

Art and Design

For more information please see Miss Simpson

If you decide to take GCSE Art and Design, you will do three assignments. Two of the assignments will be set by us and one is set by the exam board. The majority of the work is practical and will include studying the work of artists and designers, using a sketchbook, developing your practical skills, drawing from observation and using your imagination to develop individual pieces of artwork.

The course is broad based so you will work in a wide variety of media such as paint, print, collage, graphic design, sculpture and digital media.

What you will study: Year 10 Unit 1- Foundation Skills September to April

Unit 2- Major Assignment April to July

Exploring and investigating visual and practical skills using a variety of media.

Developing sketchbook skills.

Investigating the work of others, making informed connections.

Working in two and three dimensions.

Developing and consolidating practical and visual skills in two and three dimensions.

Extending knowledge and understanding of the work of others.

Reinforcing and consolidating the Art and Design process.

Planning and developing individual work.

Looking at the work of 20thC Artists and Designers

Year 11 Unit 2- Major Assignment September to December Realisation of final pieces, including refining, modifying final pieces and completion of all sketchbook work.

Unit 3- Externally set Assignment January to May

Presentation of Final Work June Visit of external examiner.

This will include 10 hours supervised exam time, which is sat at the end of your GCSE in May.

How you will be assessed: The assignments set by us will count for 60% of the total marks. This will include a period known as the Controlled Assessment where you must work independently to show what you have learnt. The exam board assignment includes a ten hour practical assignment which is carried out under exam conditions, this assignment counts for 40% of the marks.

The themes for the assignments vary, but this year they have included “Portraits” and “Inspired by Natural Forms”.

The main qualities you need to do well in GCSE Art and Design are a genuine enthusiasm for the subject and a hardworking attitude, all the work you do is needed for the GCSE so students who work consistently do best.

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For more

information please

see Miss Simpson

GCSE Art and Design

Photography

This exciting course will teach students knowledge and skills in using digital cameras, digital editing techniques and developing skills in using a personal visual language. Students will learn how to use a camera and develop IT skills using Photoshop. They will also learn how to evaluate the work of professional photographers. Students will have the opportunity to develop personal ideas and themes within the criteria set.

What you will study: Year 10 Unit 1- Foundation Skills September to April

Unit 2- Major Assignment April to July

Developing practical skills using a camera and Photoshop.

Investigating the work of others, making informed connections.

Developing and consolidating practical skills and ideas.

Extending knowledge and understanding of the work of others.

Reinforcing and consolidating the Art and Design process.

Planning and developing individual work.

Looking at the work of 20thC Photographers, Artists and Designers

Year 11 Unit 2-Major Assignment September to December

Unit 3- Externally set Assignment January to May

Planning and Developing individual work.

Realisation of final pieces, including refining, modifying final pieces and completion of all Power PowerPoint portfolio work.

This will take approximately fourteen weeks in total and will include 10 hours supervised exam time, to be completed between 1 January 2019 and 1 May 2019

Presentation of Final Work June Visit of external examiner

How you will be assessed: If you decide to take GCSE Photography, you will complete three assignments. Two of the assignments will be set by us and one is set by the exam board. The assignments set by us will count for 60% of the total marks. This will include a period known as the Controlled Assessment where you must work independently to show what you have learnt. The exam board assignment is a practical one which will include ten hours which will be done under exam conditions, this assignment counts for 40% of the marks. The themes for the assignments vary, but this year they have included “Portraits” and “Inspired by food”.

The main qualities you need to do well in GCSE Photography are a genuine enthusiasm for the subject and a hardworking attitude, all the work you do is needed for the GCSE so students who work consistently do best.

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GCSE

Business Studies

For more information please see Mr Stannard

GCSE Business Studies offers you the opportunity to develop knowledge and understanding of the world of business and enterprise through investigating a range of business organisations and concepts. The current specifications provide a student-focused syllabus that looks to make sure learners are studying a course that prepares them well for further education, training and employment.

GCSE Business Studies has been redesigned to make sure it is relevant to the world you live in and to your future. Your studies begin by looking at the world of new and flourishing businesses, the likes of which you see locally, and that most of us deal with day to day. As your business knowledge builds and your confidence grows, so you begin to study larger and more complex businesses, the largest of which span the globe. The course incorporates controlled assessment which allows you to conduct your own investigation in to a small local business. With support from your teacher this should help you to achieve the best possible grade.

Business will be new to most students in Year 10 so there are no specific requirements. It is likely though that you have enjoyed enterprise activities in school in the past. The main skills you developed during these activities such as teamwork, idea investigation and development, and presentation techniques will all help you fulfil your potential on the course.

What you will study: Common with most business courses, there are four main topic areas you will investigate. These are • Marketing – Making sure a business provides a good or service which consumers actually want, and then convincing them to buy it.

• Finance – Where entrepreneurs can find the money to pursue their business dreams, and how larger businesses measure and spend their income.

• People – Staff are often the most valuable resource for a business. This topic looks at the qualities and skills of these people, as well as how they are recruited, and how they can be motivated.

• External influences – The Credit Crunch! Inflation! Falling House Prices! The Environment!

Fierce Competitors! Businesses have to deal with all these issues, and more. If they don’t, the results can be disastrous.

How you will be assessed: Assessment in the new GCSE (1-9) is divided into 2 exams. The first exam focuses on small business start-ups from the entrepreneur perspective. The paper is split up into three distinct sections; section A which has multiple choice questions and short response questions, section B which is short answer questions based on a case study, and section C which are longer answered responses based on another case study. Paper 2 follows the same format, but is focussed specifically on larger businesses, those which are past the start-up stage. Both exams are worth 50% of the overall GCSE qualification. As part of the new reforms, there is no controlled assessment within this qualification.

Business is a perfect complement to humanities subjects like History and Geography. It also sits well alongside Maths and ICT based studies, particularly if you think you might want to work in business, banking, finance or law. However, many students take business to give a balance to their GCSE choices. Lord Alan Sugar never did Business but as the government’s enterprise tsar he 21 thinks all pupils now should!

GCSE

For more information please see Mrs Cain

Design and Technology

What is Design and Technology?

Design and technology involves a distinctive creative process that combines the intellectual skills with practical skills through purposeful practical activities. You will learn to use current technologies and consider the impact of future technological developments within your chosen specialist technology area. You will learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team. The knowledge used in any design and technology is critical to the sound development of products and an understanding of a healthy and sustainable life in the ever changing world around us.

What skills will I get with Design and Technology subject?

Almost everything we touch and use in our everyday life has passed through the hands of a designer. Design and technology is an area of study that focuses on practical, planning and technological skills with creative thinking to design and make products, garments, packaging, meals and systems which people use. By studying one of the design and technology subjects, you’ll be able to build up your problem solving, planning, and evaluation skills. Since some projects are done via group work, you’ll also gain communication and teamwork skills.

What subjects does Design and Technology go with?

Design and technology is a genuinely creative subject that gives students real opportunities to apply their knowledge and understanding from a broad range of other subjects. The skills developed make it an ideal support subject to Science, Maths and IT. When it comes to the sciences, having knowledge of how physical and chemical processes work can come in handy when designing different products.

The subject also supports the study of 3D art and design as well as other disciplines which require an understanding of how structures can be designed to support themselves.

The subject of design and technology is split up into specialist categories to help you develop key skills and knowledge to help prepare you for future courses or careers.

The courses we offer within the department are: • Cambridge National Certificate in Engineering • GCSE Food Preparation and Nutrition • GCSE Art: Textiles • GCSE Design and Technology • Resistant materials • Graphic product • Product design • Manufacture • Electronics & systems • An outline of each of the design and technology courses is provided over the following pages.

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Cambridge National Certificate in

Engineering

For more information please see Mrs Cain

The Cambridge National in Engineering is the same size equivalent to GCSE but takes an engaging, practical and inspiring approach to learning and assessment. This qualification is aimed at students who wish to study the processes involved in designing and making new engineered products. The skills you will develop and learn are central to engineering while also allowing specialist skills to be developed for future career routes in this continuously evolving industry.

You will build and develop your knowledge, skills and understanding from Key Stage 3 design and technology, whilst also acquiring new skills working with materials and equipment that you may not have encountered before. Throughout the course you will be required to design and manufacture innovative products and systems using a range of appropriate techniques to communicate your ideas.

A practical approach to teaching and learning provides students with knowledge in engineering technology and developing critical thinking, creativity and dextrous skills through engaging practical experiences.

What you will study: • Design briefs, design specifications and user requirements • Product analysis and research • Developing and presenting engineering designs • 3D design realisation You will learn and understand why a range of materials are chosen for an engineered product and apply this to your own designs and develop an understanding of how a range of engineered products work and why they have been designed in the ways that they have. You will also learn and develop a range of techniques to communicate ideas for engineered products most appropriate to the context.

How you will be assessed: Topic

Assessment

Weight

1 hour Written Exam

25%

Product analysis and research

Controlled Assessment

25%

Developing and presenting engineering designs

Controlled Assessment

25%

3D design realisation

Controlled Assessment

25%

Design briefs, design specifications & user requirements

In this course you will gain skills useful in a wide range of careers, including the further study of design and engineering as well as personal skills and attributes such as decision making skills and the planning and organisation of time and resources when managing a project The study of this course can lead to further study in the field of design and engineering such as A-Level Design and Technology, engineering based apprenticeships, engineering and design based degree courses and ultimately a career in the world of engineering and manufacturing.

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For more information please see Mrs Cain

GCSE

Food Preparation and Nutrition

This course will provide you with the opportunity to develop your knowledge and understanding of food, health and diet as well as high quality food preparation skills. Throughout the course you will improve your knowledge and skills through investigation, developing, making and evaluation as well as develop a scientific understanding of food and nutrition.

What you will study: Year 10 activities You will develop a working knowledge of a wide range of ingredients to develop high level competencies in food preparation and planning meals for specific dietary requirements. You will be given the opportunity to gain knowledge and understanding of the functions, working characteristics and the processing techniques when making food products as well as their nutritional profile.

• Understand the functional properties of food.

• The effects of combining different ingredients and the interaction of foods during preparation and cooking.

• The importance of appropriate proportions on the structure, shape and volume of mixtures.

• Understand the nutritional properties of food.

• Demonstrate competence in a range of practical food skills/methods/processes to produce quality outcomes.

• Social, economic, cultural and environmental considerations.

Year 11 activities In Year 11 two non-exam assessments will be undertaken which will make up to 50% of the final grade. As part of the evidence submitted students should include photographs of the finished product as well as photographs at various stages of the process.

How you will be assessed: Task

Assessment

Weight

Task 1: Food investigation

Students understanding of the working characteristics, functional and chemical properties of ingredients.

Practical investigations are a compulsory element of this NEA task (1500-2000 words) 50%

Task 2: Food preparation assessment

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 1 hour 45 Minutes written exam

50%

Future Opportunities Successful completion of the course may lead to further study in related subjects at Key Stage 5. Careers looking for a knowledge of this subject include; Food Technologist, Dietician, Chef and Catering operations.

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For more information please see Mrs Cain

GCSE Art

Textiles Textile Design is built around art (the development of personal work); craft (making, use of tools, materials and processes; associated intellectual, creative and practical skills) and design (responding to a specific need) based studies. This course will help you develop skills and knowledge related to textile techniques through experimentation, designing, making and evaluation. You will have opportunities to work in a variety of media and to design and make design, art and craft based products and how to present your ideas in a design folder.

What you will study: The course begins by working through tasks which aim at building a sound background knowledge of the subject through the use of a combination of media, the construction of textiles and practice in a wide variety of subject specific skills, these will then be used in context for later work.

Year 10 activities Year 10 will focus on Component One and will include work within: art textiles, fashion design and illustration, construction and decoration of textiles and soft furnishings. Students will be introduced to a variety of learning based activities which are relevant to a range of themes. Primary and secondary sources will be used to enable students to follow aspects of their own particular interest.

Different media and materials will be available to explore style, shape, purpose and form through observation, insight and judgement. Drawing skills will be developed to discover personal abilities and will result in the creation and realisation of personal intentions relevant to textile design.

Students will gain an understanding of how sources relate to environmental, social, cultural, contemporary, historical and creative contexts, and how they might influence their chosen realisation as to meeting functional or non-functional demands. Consideration is also given to client expectation or similar constraints during the realisation process Year 11 activities Year 11 will begin with work on a sustained project, using the skills and knowledge gained and established in Year 10. A themed subject brief will be given which will allow students to work through extended research and exploration; the application of existing skills and knowledge; development of inspired, creative design ideas; trials and experiments to establish intentions; and a final realisation of their chosen theme.

Preparation for the externally set Component Two will begin in January of Year 11. This involves an extended creative response which must evidence students ability to draw together different areas of knowledge, skill and/or understanding from initial engagement with their selected starting point through to their realisation of intentions. All four assessment objectives must be demonstrated in this component alongside written annotation and drawing activities.

Component Component 1 Unlimited time Component 2 Preparation time + 10 hour supervised response Pre released material issued

Assessment

Weight

A portfolio created in school which demonstrates coverage of the four assessment objectives, including a project which evidences the journey from initial engagement to the realisation of intentions

60%

Students respond to their chosen starting point from an externally set assignment paper relating to Textile Design.

All four assessment objectives must be evidenced in the response.

40%

Future Opportunities Successful completion of the course may lead to further study in related subjects at Key Stage 5 and beyond in courses such as GCE Fashion and Design courses; Art Design courses; Graphic design and Textiles.

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For more information please see Mrs Cain

GCSE

Design and Technology

You will build and develop your broad knowledge and understanding from Key Stage 3, whilst also having the freedom to focus in more depth on areas of design and technology that most interest you. A variety of materials are studied and your skills will be developed through working with the appropriate materials and technologies for the task.

GCSE Design and Technology develops thinking skills leading towards invention and design innovation, to design and make prototypes that solve real and relevant problems, considering your own and others` needs, wants and values to help you become critical and creative designers and consumers of the future. You will have the opportunity to be innovative and imaginative and will develop your design and making skills while using a wide range of materials, working as an individual or as part of a team.

What you will study: You will have the opportunity to investigate new technologies and experience past and present iconic designs and designers and learn how some of the most famous designs and inventions were developed and produced. Throughout the course you will improve knowledge and skills through investigation and evaluation and wherever possible topics will be related to industrial practice and real world production and experiences.

You will have the freedom to utilise any resources and facilities appropriate to the design developments and you are not restricted by material or focus or applying different manufacturing processes when designing and making a solution.

During the two year course you will study a wide range of materials and will complete an iterative design challenge where you will ‘explore’ real needs and contexts, ‘create’ solutions and ‘evaluate’ how well the needs have been met and the problem solved. “Explore, create, evaluate” is a process that occurs repeatedly as design iterations are developed to continually improve the outcome, building clearer needs and better solutions, meaning ideas and prototypes can be developed into successful products in the future.

What are the benefits?

• You will gain skills useful in a wide range of jobs, in further study of design or engineering and in your personal life develop decision making skills, including the planning and organisation of time and resources when managing a project • You will become an independent and critical thinker who can adapt your technical knowledge and understanding to different design situations • You will learn to be ambitious and open to explore and take design risks in order to stretch the development of design proposals • You will develop an awareness of implications of the costs, commercial viability and marketing of products.

Future Opportunities You could study Design and Technology at A level and subsequently university. The study of design and technology can lead to future careers in Product Design, Engineering, Architecture, Graphic Design, Interior Designer, Web Designer, 3D Design; it will develop your design and thinking skills that open up a world of possibility, providing the tools to create the future.

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Cambridge National Certificate in

Child Development

For more information please see Mrs Beharrell

This qualification is for learners who wish to develop applied knowledge and practical skills in child development. It is designed with both practical and theoretical elements, which will prepare students for further qualifications in Child Care, Health and Social Care, Psychology, Sociology and Biology.

This course is suitable for all learners and abilities, there are practical elements which suits many students and increases course work grades prior to written examination. The course content ranges from pre-conceptual health, roles and responsibilities of a family; food and nutrition; reproduction and pregnancy; ante-natal and post-natal checks; prevention of childhood illnesses through to physical, intellectual, emotional and social developmental needs of 0-5 year olds.

The course offers transferable skills, which builds confidence in literacy, numeracy and science.

It is complemented by a wide range of GCSEs including Biology, Sociology, Psychology, Maths and English.

All students will study three mandatory topics as follows: • Health and well-being for child development • Understand the equipment and nutritional needs of children from birth to five years • Understand the development norms of a child from birth to five years How you will be assessed: Assessment

Weight

Controlled Assessment: Written task

25%

Controlled Assessment: Child Study

25%

Written Examination

50%

Future Opportunities On this course you will have the opportunity to develop essential knowledge and understanding in all aspects of Child Development which offers a wide range of subject knowledge for future development and career choices.

Child Development is of particular value for anyone considering working with children e.g.

Teaching, Nursing, Nursery Teacher, Midwifery or Health Visitor. Subjects to follow onto include Health & Social Care, Biology, Sociology and Psychology at Key Stage 5 or further Child Care courses.

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For more information please see Miss Johnson or Miss Derry

GCSE

Drama

Drama has an important role to play in your personal development, whichever career field you aspire towards. You will become more confident, see situations from different viewpoints, and develop qualities that are assets in all aspects of life.

What you will study: • Different genres and performance styles.

• The ways in which meaning is communicated through drama.

• A range of staging and performance conventions.

• Drama terminology and how to use it appropriately.

• How plays are constructed and realised through the study of a variety of published plays.

• How to create, interpret and communicate a role or character.

• Drama within its social, cultural and historical context.

The course will develop your ability to: • Use improvisation skills in a range of drama contexts.

• Apply performance and/or production skills.

• Select, synthesize and use ideas and skills to create drama.

• Acquire reflective and evaluative skills in response to a range of dramatic texts.

• Work collaboratively and creatively to achieve shared dramatic intentions.

How you will be assessed: Component

Assessment

Weight

1: Devising Theatre

The devised practical performance requires candidates to undertake devising and improvising/creating original pieces of drama, culminating in a final performance. Throughout this process candidates will build a portfolio of supporting evidence, to demonstrate how their performance developed from stimulus to final piece.

40%

2: Performing from a Text

Candidates will study two extracts from a performance text. They will then develop one performance that uses sections of the text from both extracts. Candidates can choose to be assessed in either acting or design.

20%

3: Written Examination 1hour 30mins

Section A: Candidates will practically explore a published text, and answer questions based on how they would approach the text as an actor, director and designer.

Section B: Candidates will answer one essay question requiring analysis and evaluation of a live theatre production that they will have seen during the GCSE course.

40%

Future Opportunities GCSE drama will enable you to develop and demonstrate competence in a range of practical, creative and performance skills and develop a basis for your future role as active citizens in employment and society in general as well as for the possible further study of drama at A level and beyond.

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For more information please see Mr Shrimpton, Mrs Fortune, Miss Cook or Miss Oxlade

GCSE

Geography

This course is about learning more about the world in which we live. Geographers ask why and how processes happen, and how these changes impact on the landscapes we see around us. They also interested in how humans have shaped the world and the future impacts of this.

Geography is about understanding our own place in the world and the factors which have led to the changing world around us. Issues such as globalisation, climate change and environmental damage have made Geography extremely relevant to all people in the twenty first century.

The department prides itself in the level of support offered to students and the quality of teaching and learning within Geography lessons. Many students taking GCSE Geography continue to study the subject at A Level and we believe that Geography is a ‘field science’ and offer a range of opportunities for learning beyond the classroom which offers a field trip to the East Yorkshire coast during Year 10 to collect data that is used for the fieldwork exam. We also visit Hull in Year 11 to collect qualitative data to improve our Human Geography skills and to see the interactions between the physical environment and human activity.

What you will study: We follow the Edexcel A GCSE Geography course looking at the following topics.

• The Physical Environment – We study our ever changing natural environment by looking at plate tectonics, coastal landscapes and river studies. We also look at hazards in more depth through the studies of hurricanes and extreme environments. We finish this unit by studying ecosystems, especially the challenge of tropical rainforests and cold environments.

• The Human Environment – The way in which humans interact with each other and the landscape is studied through urban issues and the economic challenges of living in a developing world. We look at the challenges of living in the modern world by studying resource management and food issues across the world.

• Geographical Investigations - such as maps, graphs and enquiries to help us get a better understanding of the world. We also look at a contemporary issue and evaluate different strategies to manage this.

How you will be assessed: This qualification is linear which means that students will sit all their exams at the end of the course and there is no controlled assessment.

Component

Assessment

Weight

The Physical Environment

Written Exam 1 hour 30 minutes

37.5%

The Human Environment

Written Exam 1hour 30minutes

37.5%

Geographical Investigations

Written Exam 1hour 30minutes

25%

Future Opportunities Successful completion of the course may lead to further study at A Level and subsequently university. The study of geography gives us the skills to better understand the world around us and while this qualification may not lead to a job directly, some of the professions people have entered having successfully taken the subject include Meteorologist, Surveyor, Teacher and Travel Agent.

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For more information please see Miss Phillips

GCSE

History

History is about enquiry and investigation. You will learn how to use evidence to find things out for yourself, and you will develop the skills needed to ask questions, compare information and build up your own opinions and ideas about what happened in the past. You will learn how to identify truth and recognise myth, propaganda and downright lies, useful in every aspect of life! You will also develop important note-taking and essay writing skills and learn to study evidence which you will use to form your own ideas.

What you will study: • Medicine in Britain, c1250 – present • The British sector of the Western Front, 1914-18: injuries, treatment and the trenches • Early Elizabethan England 1558-88 • Superpower relation and the Cold War 1941-91 • Russia and the Soviet Union 1917-41 You will learn how the past has helped to shape the world in which we live today. You will be finding out about people and how they interact, their motives and their emotions that can tear people apart into rival factions or help them to work together for a common cause. You will also learn about countries, societies and cultures and why so many of today’s conflicts and alliances have their roots in the past.

How you will be assessed: This qualification is linear which means that students will sit all their exams at the end of the course. There is no controlled assessment and all units are examined, students will take examinations in the following papers: Paper 1: Thematic Study • Medicine in Britain, c1250 – present • The British Sector of the Western Front, 1914-18: injuries treatment and the trenches Paper 2: Period Study and British Depth Study • Early Elizabethan England 1558-88 • Superpower Relations and the Cold War 1941-91 Paper 3: Modern Depth Study • Russia and the Soviet Union 1917-41 Future Opportunities: Successful completion of the course may lead to further study at A Level and subsequently university. History trains you to think for yourself, to work out your own opinions and not to accept what you are told as always being right and therefore is a good springboard into many careers: the police, law, journalism, management, office work to name but a few. The fastest growing industry in Britain today is the heritage industry and history would certainly benefit anyone interested in a career in this. Many people see history as a major leisure interest: visiting buildings and museums, collecting, war-gaming, model making. The past has a lot to offer the present.

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BTEC

Digital Information Technology

For more information please see Mrs Whiting

This course offers the opportunity to broaden your knowledge, understanding and application of IT in a technical and creative context. The course focuses on project planning, designing & creating user interfaces, and creating dashboards to present and interpret data.

This course will appeal to those with an interest in designing and creating user interfaces. It will allow you to develop real-world skills in analysis, project planning and project delivery. This is a multi-faceted course that requires a strong degree of organisation in order to complete every aspect of coursework and prepare for the external assessment.

What will I study?

This award allows students to develop useful key-skills for working in the information technology sector, through a mixture of investigation and project-work. These include project planning, designing & creating user-interfaces, and creating dashboards to present and interpret data.

Students learn about the processes that underpin effective ways of working, including common planning techniques, iterative design processes, team-work and cyber-security, as well as legal and ethical codes of conduct.

Students will also consider how user-interfaces meet user needs, how organisations collect and use data to make decisions, and virtual ways of working.

How you will be assessed: Component

Assessment

Weight

Component 1: Exploring User Interface Design Principles and Project Planning Techniques

Internally assessed assignments

30%

Component 2: Collecting, Presenting and Interpreting Data

Internally assessed assignments

30%

Component 3: Effective Digital Working Practices

Externally assessed exam: 1 hour 30 minutes

40%

Future Opportunities You will gain practical as well as theoretical experience and knowledge of IT-related subjects and a sound grounding for progression to further study. After this course, you can progress to the Level 3 Introductory Diploma in IT at Sixth Form Level. You can also progress to working directly in the IT industry.

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GCSE

Computer Science

For more information please see Mrs Whiting

This course, offers you the opportunity to broaden your knowledge and understanding of the use of computer systems and programming. The qualification is one of the new reformed GCSEs, graded 9-1 and is part of the Ebacc suite of qualifications.

What will I study?

You will learn all of the key concepts involved in Computer Science, from abstraction to algorithms and decomposition to data representation. You will learn to analyse problems and use your practical skills to solve such problems, including the writing of and debugging of computer programs.

Furthermore, you will get to gain an insight into how your computer actually works. Have you ever wondered how all the data you access on a daily basis is stored? Have you ever wondered how you can access unlimited information at your fingertips? Have you ever wondered why your computer has a noisy fan to keep it cool but your tablet does not? All these and more will be answered by studying GCSE Computer Science as we delve into the world of computing devices and components. You will also learn how to write complex and meaningful computer programs. You will be taught all of the key concepts for computer programming and given the tools and practical understanding to be able to take on complex projects, including planning, writing, and testing programs that have a genuine purpose.

We also cover cyber security, assessing the weaknesses of different organisations to cyber-attack and understanding what we can do to protect our own data, as well as what companies can do to protect information systems and networks.

How will I be assessed?

This qualification is linear which means that students will sit all their exams and submit their programming project at the end of the course.

Component

Assessment

Weight

Paper 1

Written exam set in practically based scenarios: 1 hour 30 minutes (80 marks)

50%

Paper 2

Written exam: 1 hour 30 minutes (80 marks)

50%

Programming project

A computer program to solve the programming project and a written report: 20 hours of timetabled work

Future Opportunities Computer Science is one of the growth areas for employment in our society. It could lead you on to a career in software development, game development, mobile app development, or give you the skills to develop the next big social network.

All jobs require you to demonstrate logical thinking and problem-solving skills, so the key skills in this course are transferable to a range of other careers.

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GCSE

Media Studies

For more information please see Mrs Leng or Mrs Woodward - Loft

The new Eduqas Media Studies course is an exciting and diverse course for hard working students who have a keen interest in the world of media. The qualification is creative, challenging, and fun and gives you the freedom to be creative and inspirational through the investigation into engaging and contemporary topics and themes. Media is an interactive subject which encourages students to develop their creative, analytical, research and communication skills through the exploration of a range of media forms and perspectives.

Students who opt for this particular course will be engaged in the in-depth study of media products in relation to the four areas of the theoretical framework: • Media language • Media representations • Media industries • Media audiences How you will be assessed: Paper 1: Written exam – 1 hour 30 minutes; 84 marks = 35% of GCSE. This paper consists of multiple choice questions assessing a breadth of knowledge; short answer questions assessing a depth of knowledge; an extended response question assessing in depth knowledge.

Paper 2: Written exam – 1 hour 30 minutes; 84 marks = 35% of GCSE. These questions will focus on media language and contexts within the media. Students will be expected to analyse media products both in relation to the theoretical framework and their contexts. Section A will focus on language and Section B will focus on contexts.

Non-exam assessment: creating a media product: This is where students will demonstrate practical skills relating to a media format of their choice such as: print, e-media or broadcast. A choice of topics is offered and the ‘theme’ changes annually. Students must produce a statement of intent and a media product for an intended audience. This is assessed internally in school and moderated externally by Eduqas. This component is worth 30% of the GCSE and worth 72 marks.

The new GCSE Media Studies course is taught within custom-built, well-resourced Media facilities and students receive continual support and training in their use of the various software packages and technologies, including new Mac software and a full range of Adobe programmes.

The rich creative diversity of the course will offer each student: • Extensive and meaningful coverage of media theory and practice • Practical work which integrates theories and concepts • A choice of assignments for production and pre-production • The chance to study across a range of different media • Opportunities to learn about real media products and industries • Opportunities for progression, especially to GCE Media Studies at A Level Future Opportunities Successful completion of the course may lead to further study at Key Stage 5 including GCE Media Studies or GCE Film Studies. GCSE Media Studies is a course that prepares you for work in the Media Industry, it is an ideal course for students interested in a career in: Film and Television, Animation, Journalism, Multi Media Design, Web Design, Games Design, Advertising 33

For more information please see your Language teacher or Mrs Savage

GCSE

French, German or Spanish

This course aims to develop your listening, speaking, reading and writing skills. You will develop your knowledge and understanding of the language and the countries where that language is spoken. You will be encouraged to apply your knowledge in a variety of relevant and contemporary contexts. The course should give you a suitable foundation for the practical use of the language and possibly for future study.

Through the study of a modern foreign language you will begin to understand and to appreciate different countries, cultures, people and communities. You will explore the similarities and differences between the foreign language and English, and learn how language can be manipulated and applied in different ways. Your listening, reading and memory skills will improve and your speaking and writing will become more accurate.

Employers value language competence as an indicator of wider communication skills: language learning promotes understanding of the need to listen carefully, to engage with others and to empathise with people in a range of working and social contexts.

What you will study: The lessons will be similar to what you have been used to over the last three years. You will continue to use course books, listening materials, ICT and a whole range of other resources to enable you to further develop your ability to understand and communicate with French, German or Spanish speakers. The amount of written work produced will depend on your individual need, but what we do ask of you is to take an active part in lessons and not to be frightened of making mistakes.

Over the two years you will cover the following topics: • Identity and Culture – Me, my family and friends, technology, free-time • Areas of interest – Home, town, neighbourhood and region, social issues, global issues, travel and tourism • Study and employment – my studies, life at school / college, education post-16 How you will be assessed (The papers you take will be either Foundation or Higher level.): Component

Assessment

Weight

Listening

Written Exam

25%

Speaking

Speaking Exam

25%

Reading

Written Exam

25%

Writing

Written Exam

25%

Which language can I choose?

You can only choose to take a GCSE in the language which you have studied during Years 8 and 9.

Future Opportunities: Successful completion of the course may take you onto further study at KS5 and beyond. All employers recognise the value of speaking another language in our multicultural and dynamic society and may give you an edge in the job market.

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For more information please see Miss Griffin or Mr Firth

GCSE

Music

This qualification supports students in forming personal and meaningful relationships with music through the development of musical knowledge, understanding and skills including performing, composing and appraising. The qualification encourages students to engage critically and creatively with a wide range of music and musical contexts, develop an understanding of the place of music in different cultures and contexts, and reflect on how music is used in the expression of personal and collective identities.

To study this course you need to have a genuine interest in music and it is also important that you are able to play an instrument or sing for the Performing Unit.

What you will study: There will be 4 areas of study over the 2 years of the course Area 1: Instrumental Music 1700–1820 • J S Bach: 3rd Movement from Brandenburg Concerto no. 5 in D major • L van Beethoven: 1st Movement from Piano Sonata no. 8 in C minor ‘Pathétique’ Area 2: Vocal Music • H. Purcell: Music for a While • Queen: Killer Queen (from the album ‘Sheer Heart Attack’) Area 3: Music for Stage and Screen • S. Schwartz: Defying Gravity (from the album of the cast recording of Wicked) • J Williams: Main title/rebel blockade runner (from the soundtrack to Star Wars Episode IV: A New Hope) Area 4: Fusions • Afro Celt Sound System: Release (from the album ‘Volume 2: Release’) • Esperanza Spalding: Samba Em Preludio (from the album ‘Esperanza’) How you will be assessed: Unit Unit 1 Performing

Unit 2 – Composing Unit 3 – Listening and Appraising

Assessment

Weight

Perform one solo piece Internally assessed/ externally moderated

15%

Perform/direct one ensemble piece Internally assessed/ externally moderated

15%

One composition to a brief set by the exam board Internally assessed/ externally moderated

15%

One free composition Internally assessed/ externally moderated

15%

Written Paper on Set Works from four Areas of Study.

Written Exam 1 hour, 45 minutes

40%

Future Opportunities On completion of the course you may want to consider taking Music at Key Stage 5.

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For more information please see Mrs Newcombe

GCSE

Physical Education

This course aims to increase the student’s knowledge of sport science and sport in society.

You need to be interested in a variety of sports and be well organised and prepared to work hard at both your practical and theory work. You will receive regular homework and must be prepared to work independently.

You should be a truly dedicated sports person and will also need to maintain high standards in both the practical and theoretical activities included in the course. It is essential that all students show a respect for authority at all times, consideration towards other students within the group, and most important of all, self-discipline. These are the qualities expected from all Physical Educationalists.

What you will study: Practical: 40% Students will be assessed in three activities, one team activity, one individual activity and one other (from either group). Each of the three activities is worth 10% and must be participated in, competed in and logged for a period of at least 12 hours. Students will complete a controlled assessment worth 10% based on an analysis task.

Theory: 60% The Theory is broken down into two sections A. The human body and movement in physical activity and sport • Anatomy and Physiology- which include muscles movement, joints. Gas exchange, aerobic and anaerobic exercise, the recovery process and effects of exercise.

• Movement analysis – including levers and planes and axes of movement.

• Physical training – includes health and fitness, components of fitness, fitness testing, principles of training types of training and warm-ups and cool downs.

B. Socio- cultural influences and wellbeing in physical activity and sport • Health fitness and well-being – obesity, diet.

• Sports Psychology – SMART targets feedback and guidance.

• Socio-cultural influences – factors that affect participation, commercialisation in sport, sponsorship and the media, drugs.

How you will be assessed: Component

Assessment

Weight

One Team Activity and Written Analysis Practical

One Individual Activity and Written Analysis

40%

One Other Activity and Written Analysis Theory Section A

Written Exam

Theory Section B

Written Exam

60%

Future Opportunities Successful completion of the course may lead to further study at Key Stage 5 including A-level PE or Level 3 Applied Vocational Sport. Careers linked to the study of this course include Fitness instructor, PE teacher Sports Journalism and Media, Sports Rehabilitation, Sports Science and Engineering and Design for sport.

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OCR Cambridge National

Sports Studies

For more information please see Mrs Sprakes

This course will help you gain the knowledge, understanding and competency needed when considering entering employment in the sports sector and is an equivalent to the GCSE PE qualification. You will gain grounding in the essential skills and broad fundamentals crucial to this area of study. The course provides a practical, real-world approach to learning and develops specific knowledge and skills learners need to work successfully in the industry such as:

• Developing project-/self-management and independent-learning skills, by investigating opportunities for employment in the industry, as well as exploring trends which affect participation in sport

• Developing team work and communication skills by organising and leading sports activities and events and carrying out a variety of roles within a team

• Developing business and customer awareness by working on assignments which are set in a vocational context.

You will have the opportunity to apply theoretical knowledge about different types of sport and physical activity, skills development and sports leadership to your own practical performance. You will learn about contemporary issues in sport such as funding, participation, ethics, drugs in sport and role models, and sport and the media. You will develop an appreciation of the importance of sport locally and nationally, different ways of being involved in sport and of how this shapes the sports industry.

Learners will be able to present their work in a variety of ways, including: • Written reports, graphs, posters • Practical demonstrations • Verbal or online presentations • Assessment in practical sport Students who opt for this particular course will complete the following core units: 1. Contemporary issues in sport (Short Exam) 2. Developing sports skills (Assessed in your chosen two sports) Students must also complete the following units that have been chosen to meet the requirements of learners and resources available at South Hunsley School: 1. Sports leadership 2. Sport and the media Following completion of the Cambridge Nationals, successful candidates would be able to enter initial employment, at a junior level, in such areas as sports coaching, professional sport and fitness instruction or to progress to an applied vocational qualification at Level 3 at 6th form level and then proceed to degree level.

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For more information please see Mr Holmes and Mr O’Hara

Level 2 Certificate in

Further Maths

The Level 2 Certificate in Further Maths is an internationally recognised qualification taken by secondary school students in England and Wales. This qualification is for high achieving Maths students and assesses higher order mathematical skills, particularly in algebraic reasoning, in greater depth without infringing upon AS Level Mathematics. It helps students to maximise their potential in further studies at A Level. It offers the opportunity to stretch and challenge and builds on the Key Stage 4 curriculum and is intended as an additional qualification to GCSE Maths, rather than as a replacement. The content covers the areas of algebra and geometry, which are crucial to further study in the subject, in greater depth and breadth.

This qualification places an emphasis on higher order technical proficiency, rigorous argument and problem solving skills. It also gives an introduction to calculus and matrices and develops further skills in trigonometry, functions and graphs.

What you will study: • Surds and conjugate pairs • Functions • Factor theorem for factorising cubics • Quadratic inequalities • Algebraic proof

• • • •

Limits of sequences Calculus Matrix transformations Trigonometric identities and equations

During the course students will: • Develop knowledge, skills and understanding of higher order mathematical methods and concepts.

• Acquire and use problem solving strategies including the use of algebra as a tool for solving problems.

• Select, apply and link mathematical techniques and methods to solve challenging and nonroutine problems.

• Reason mathematically, make deductions and inferences and draw conclusions.

• Interpret and communicate mathematical information in a variety of forms appropriate to the information and context including rigorous use of algebraic argument and formal proof.

How you will be assessed: Component

Assessment

Weight

Paper 1 Non Calculator

Written Exam 1hour 45mins

50%

Paper 2 Calculator

Written Exam 1hour 45mins

50%

The course is graded from 9-4. Students who don’t achieve a grade 4 or above will receive a U grade.

Future Opportunities Successful completion of the course may lead to further study at KS5 including A-level PE or Level 3 Applied Vocational Sport. Careers linked to the study of this course include Fitness instructor, PE teacher Sports Journalism and Media, Sports Rehabilitation, Sports Science and Engineering and Design for sport.

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BCS Level 2 Certificate in

IT User Skills (ECDL Extra)

For more information please see Mrs Whiting

This is an optional course which is designed to ensure that Key Stage 4 students gain a good foundation in ICT and develop their digital literacy skills for future employment. Each unit is taught in a practical way, ensuring that students develop the necessary skills to meet the requirements of the course, but also to help them develop the skills necessary for their future careers.

It will consist of one taught period a week either at a lunchtime or after school. The BCS Level 2 Certificate in IT User Skills (ECDL Extra) consists of 4 units. What you will study: Word Processing This unit covers all of the fundamental skills required to have a strong understanding of Word Processing, including: • Working with Tables • Working with Documents • Setting up Outputs • Editing Text • Mail Merge • Enhancing Productivity • Working with • Formatting Text & Paragraphs Graphical Objects • Using Styles Spreadsheets This unit covers all of the fundamental skills required to have a strong understanding of Spreadsheets, including: • • • • •

Formatting a spreadsheet Using a spreadsheet as a database Editing data and data structures Using Arithmetic Formulas Using Functions

• • • • •

Correcting Formula Errors Using Cell Referencing Conditional Logic Preparing Outputs Creating and Editing Charts

Presentations This unit covers all of the fundamental skills required to have a strong understanding of Presentation Software, including: • • • •

Working with Slides Consistency in Presentations Formatting Presentations Using Lists

• • • •

Working with Tables and Charts Editing Graphical Objects Using Smart Art Delivery of presentations

Improving Productivity This unit is a summative unit, which assesses all of the skills above and also challenges students to make the correct decisions when choosing the most appropriate software for different tasks.

The unit focuses on scenario based activities where students have to make decisions about how to approach a task to meet a specific requirement.

How you will be assessed: Each unit is assessed by a 45 minute (Improving Productivity is 1 hour) online, scenario-based examination which will be sat just after completion of each individual unit.

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For more information please see Mr Gray

An Applied Key Stage 4 Curriculum

Vocational Courses Our Blue Pathway has been carefully designed to allow leaners who wish to take a more hands-on approach to education at Key Stage 4 to access vocational courses in specialised facilities at our partner colleges. If you have an idea of a particular vocational path that you wish to follow, you can begin to develop the skills and knowledge that future employers value. The vocational route on the blue pathway ensures that you are equipped with a range practical skills and experiences that will prepare you for the world of work or further study at the end of Year 11.

You will spend one morning each week with one of our local college partners, East Riding College or Bishop Burton College. Using their facilities you will build skills and knowledge that will lead to a recognised and valued vocational qualification. You will enjoy access to specialised workshops, laboratories or other work-based learning environments, and more often than not, you will be working on projects designed for members of the paying public.

The remainder of your week is spent at South Hunsley School, studying a core curriculum comprising Maths, English, Science, ICT, PE and Geography. You will be in your normal classes for most of these lessons on your timetable, and you have the freedom to pick one more option choice. You will not study Religious Studies if you follow one of our vocational courses.

Vocational Training Vocational training is designed to provide a more adult environment for students to experience the world of work. Such opportunities have proved a popular and successful way of introducing young people to the expectations of employers and bring relevancy to their studies. In recent years, every single Year 11 student on our vocational courses has successfully gone on to study at their chosen college or to an apprenticeship the following year.

Below is a list of the courses that have been offered by partner colleges in recent years. The exact courses offered each year are subject to change and depend on the numbers of students applying, as well as official government approval of vocational courses. It is therefore recommended that you indicate a second subject as a reserve choice in case your first preference is unavailable. If you have any questions regarding the Vocational Pathway, please speak to Mr Gray.

• • • • • • •

Hair and beauty Automotive studies Engineering operations Construction and the built environment Catering Public services Animal Management (subject to confirmation)

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Examples of previous

Voctational Courses Hair and/or Beauty Students will be prepared for elements of work in this thriving sector, from front of house customer service to background roles and responsibilities. Students complete an introduction to the hair and beauty sector in Year 10 before progressing onto a diploma in Year 11. The course is suitable for students who have a genuine interest in establishing a career in the hair and beauty industry, and requires commitment from the student for punctual and regular attendance.

The qualification is broken up into several units including: health and safety in salons, creating a positive impression in the hair and beauty sector, hand and nail care, skin care treatments, personal presentation, introduction to hairdressing services including perming and colouring, styling women’s hair and industry and occupational awareness.

Students who successfully complete the course in Year 10 can progress onto the diploma in Year 11 (see Mr Gray for further course details).

Automotive Studies The award in Automotive Studies has been developed to provide an introduction to the automotive sector. It provides the ideal route for learners to progress on to a higher level of study, basic skills acquisition, or to prepare for automotive apprenticeships and employment. This course is deigned to prepare students for the technical certificate in Motor Vehicle Studies which will develop your knowledge further.

The award in Automotive Studies will give you a broad understanding of the automotive sector whilst developing the numeracy, literacy and scientific knowledge that is applicable to the industry.

The early units you would study include workshop safety, retail maintenance, the repair industry and workshop tools and equipment.

Engineering Engineering courses cover a wide range of basic engineering skills and are ideally suited to young people who wish to pursue a career in the engineering industry. Most recently the course has been updated to include a strong focus on renewable energy, designed to prepare students for the future demands of industry in the local and national economy. The engineering industry is very diverse and the breadth of this course will provide students with a wide range of career pathways.

Students will develop skills in welding and fabrication through a variety of practical activities in custom designed workshops and will study theoretical components in working safely in an engineering environment, working effectively and efficiently in engineering and using and communicating technical information.

Students who successfully complete this course can progress to the Level 1 or 2 certificates in engineering. Subsequently, many students go on to study the Level 3 diploma in engineering or employment in the engineering sector.

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Examples of previous

Vocational Courses Construction and the Built Environment This is a very practical course that has been particularly designed to meet the needs of the construction industry, where there is a skills shortage of bricklayers and specialists who are competent in the trowel trades. However, there is also the opportunity for students to develop a basic level of skill in plastering and tiling. The course has been specifically developed for delivery using East Riding College’s fully equipped construction workshop.

Students will study units in access equipment, basic tool skills, health and safety, setting out, storage and handling of materials, trade specific units and working with others.

On successful completion, students can go on to apprenticeships and advanced apprenticeships in construction, Level 2 or Level 3 construction courses or employment in the construction industry.

Construction and the Built Environment (Carpentry and Joinery) This is a new practical course that will be offered if there is sufficient demand. The award equips students with a range of practical skills and knowledge relating to carpentry and joinery, and will provide a sound basis for a future career within the construction industry.

Students will develop a wide range of skills relating to carpentry and joinery including: health and safety; maintenance and use of woodworking hand tools; basic wood jointing techniques; communication skills and practical carpentry and joinery techniques.

Students who successfully complete this course can progress onto a Level 2 or 3 award in carpentry and joinery, or employment within the construction industry.

Catering, Public Services or Animal Management Students wishing to obtain further information about these courses should speak to Mr Gray. These courses have been successfully studied by South Hunsley students in the last 3 years.

Where information has not been provided for a particular course or for more information on any aspect of our vocational routes please see Mr Gray. Students who wish to study one of our vocational courses will have an initial taster session in the summer term of year 9, followed by an induction period at their partner college before the start of year 10. Protective clothing and equipment or resources are provided for all courses.

Students accessing a vocational course at a partner college will still have one other option choice available to them and will remain in their normal classes and sets for their core subjects.  

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Carl Caluya Former South Hunsley Student Growing up, I knew I either wanted to become an engineer or a doctor and so before picking my GCSE subjects I researched the entry requirements for engineering and medicine courses at university, which gave me an idea of which subjects where required at GCSE and A Level.

It was also important to pick the subjects that I enjoy and find challenging and before finalising my decisions, I looked for advice from the careers advisor and my parents to get a different perspective and some support.

My GCSE and A Level subjects (Maths, Physics, Chemistry and IT) helped me get into university and I now work as an Industrial Engineer for Siemens Gamesa Renewable Energy in Hull, building 100m high Offshore Wind Turbines. I am responsible for finding engineering solutions, planning and monitoring of the operations, ensuring the high quality of products, promoting safety at work, and more importantly, developing myself and others around me to become better leaders.

You learn a lot of transferable he skills during GCSEs and A Levels and if I was to do it all over again, I would seek advice and support from people with experiences in the pathway the you are hoping to work towards.

My advice is to not get under pressure in making rash decisions, think it through, pick subjects that will give you flexibility in your A Level options and choose something that you enjoy.

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Notes

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East Dale Road Melton, North Ferriby East Yorkshire HU14 3HS l SouthHunsley www.southhunsley.org.uk enquiries@southhunsley.org.uk 01482 631208

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