N A M E F O R M
A G U I D E T O Y E A R S 1 0 A N D 11
GCSE Curriculum Information for Year 9 ALLESTREE WOODL ANDS SCHOOL
‘Aspire and Achieve’
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CONTENTS 4
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Foreword INTRODUCTION Time to be thinking ahead The English Baccalaureate The importance of learning a language The process of completing your “GCSE Curriculum Choices” form Making your decision Post 16 Options CORE CURRICULUM SUBJECTS English Language & English Literature Mathematics Science Physical Education Personal and Social Education
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ENGLISH BACCALAUREATE SUBJECTS French, German and Spanish Geography History OPTIONAL SUBJECTS Art and Design Beliefs, Ethics and Philosophy Business Computer Science Creative Digital Media Production Design and Technology Engineering Drama Food and Nutrition Health and Social Care Music Physical Education Summary of Key Information Personal Notes
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FOREWORD Dear Students and Parents/Carers This booklet introduces the courses offered to Woodlands students at Key Stage 4 (Years 10 and 11). We believe the courses we offer provide a broad and balanced curriculum which will be exciting and challenging in itself and provide a firm foundation for more specialised study in the Sixth Form or training Post 16. For the first time in their school career students will be able to make some choices concerning the subjects and courses which offer the best opportunities for the future. It is, therefore, very important that the whole of this booklet is read carefully. Further details of courses will be available from teachers and it is essential that students take advantage of all the help and guidance that is on offer before final choices are made. Fundamentally, students should choose those subjects which interest them most and in which, with sustained hard work, they feel will gain most success. We have an experienced team of staff to help you make these decisions, so please do not hesitate to ask for advice, in particular the Heads of House; Miss L Colley, Miss H Smith, Mrs E Pitter and Mrs H Curr. Also available to offer advice are; Mrs R Middleton-Lee and Mr S Roe (Deputy Headteachers), Mr S Coucill (Assistant Headteacher and Head of Year 9) and Mrs L Mills (SENCO). It is by working closely together – students, teachers and parents / carers – that we can ensure real success in the future. All advice given is based on many years of experience. Our aim is to do the best for each one of you. Best Wishes and Good Luck! Mr Alan Brady Headteacher
N.B. Please keep this booklet safe for future reference. 4
Introduction
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INTRODUCTION
It’s time to be thinking ahead Students who are about to enter Year 10 will spend another four years in education, or education and training. The simple truth is that those who are unwilling to make the most of the opportunities available to them will find there are considerably fewer career or further education opportunities available to them when they are 18. That’s why it makes sense to think ahead and to plan the next four years as a CONTINUOUS programme which will increase prospects for a rewarding career and life after school. This booklet is the first stage in that planning process and it’s purpose is to: 1. Help you make the most appropriate decisions based on relevant information and the right reasoning. 2.
Provide you with a summary of the courses available, their subject content and methods of assessment. You will be given additional information about your present subjects by your teachers. However, do ask further questions particularly regarding new subjects.
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Outline the various stages in providing you and your parents with information and opportunities to hold discussions with your teachers before completing the ‘GCSE Curriculum’ form. This form will be provided before the Year 9 GCSE Curriculum Information Evening on Wednesday 30th January 2019.
4. Provide you with a reference booklet that you may continue to use throughout your GCSE courses. You may wish to take out information relating to courses you have not chosen and add other important documents at a later stage. We hope the information in this brochure and the opportunities outlined above enable you to have a clearer idea of all our courses in Years 10 and 11. If, however, you need further guidance please do not hesitate to get in touch. 7
HELP YOUR CHILD MAKE THE BEST GCSE CHOICES
Here is the information supplied by the Department for Education on The English Baccalaureate (EBACC).
You and your child may currently be considering, with advice from their school, what GCSE subjects they should take next year. mends The Department for Education recom English these core subjects, which make up the options Baccalaureate (EBacc), and help keep for young people open: ure
—English language and English literat —Maths
—Science es Combined science or 3 single scienc from Biology, Chemistry, Physics, and Computer science —History or Geography —A language Ancient or modern
WHAT IS TH E EBACC? own right The EBacc is not a qualification in its including – it’s a combination of GCSE subjects, of a language, that offer an important range . knowledge and skills to young people
EBACC FUTU RE PROO FS YOUR CHIL D’S PROS PECT S d on their While your child may not have decide future career path yet, choosing the EBacc of at GCSE gives them access to a full range secondary employment options when they leave employers school and the broad knowledge that are looking for. If they are thinking of going to university, ’s the EBacc is also recommended by Britain most prestigious universities.
A quote by The Centre for Longitudinal Studies, hidden by the back page of the information leaflet, is repeated here;
‘The research found that students studying EBacc subjects for GCSE, were more likely to stay in education after 16’. August 2017
LANGUAGES GIVE YOUNG PEOPLE A COMPETITIVE EDGE Languages are an that tant ntsof EBacc. stude part The research foundimpor Studying a foreign subjec gefor can be extremely studying EBacc languats rewarding and excitin in e an insight g. They to stay likely provid GCSE, were more into other culture and can 16. open the door to educationsafter travel and employment opportunities. They can also broad for pupils s, g them horizoStudie ns, helpin Longit’udinal The Centre en flourish in new enviro nments. t 2017 Augus If your child finds languages difficult, don’t forget that they will have been studying them for much less time than their other subjects and, while it can be a challenge, learning a langua ge will greatly enhance their future opportunitie s. What’s more, we know that employers value languages, as they are increasingly impor tant to make sure we can compete in the global market. Because of this, languages are increa singly becoming a requirement for many gradu ate schemes, such as those offered by Lidl.
“Having language skills under your belt will help make you stand out from the crowd, whether you’re applying for an entry level position, a management role or an internal transfer.” Steve Cassidy, Senior Vice President & Managing Director, UK & Ireland, Hilton
The Russell Group has named languages as subjects that open doors to more degrees at universities. (The Russell Group is a group of 24 universities with a shared focus on research and a reputation for academic achievement)
“Young people skilled in the languages of Europe, China and other key markets around the world , can look forward to exciting and rewarding careers.” Dr Adam Marshall, Director General of the British Chambers of Commerce
WHAT ABOU T ARTS AND MUSI C? While arts and music are not included in the EBacc, every child should still experience a high-q uality arts and cultural education throughout their time at school as part of a balanced curriculum. If your child can take 9 GCSEs, they will have either 1 or 2 further options and can choose subjects based on their wider interests like art or music as well as others such as physical education or techno logy. Schools where more pupils select the EBacc at GCSE maintain the numb er of pupils that select arts. Trends in arts subjects in schools with increased EBacc entry July 2017
Further Information Search EBacc on GOV.UK for more inform ation.
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You should also get in touch with your child’s school directly — they will be able to tell you about their specific GCSE and EBacc offer and explai n all of your child’s options.
INTRODUCTION
The English Baccalaureate The ‘English Baccalaureate’ is a suite of academic subjects: English Language; English Literature; Mathematics; Science; Computing; a modern foreign language (French, German or Spanish) and History or Geography. Achievement in the English Baccalaureate is seen as an indicator of a strong performance by a student and it will be the expectation in the future that the majority students in England will leave school with this suite of subjects. We feel it is important for you to have the very best chance of achieving the English Baccalaureate. With good grades in these qualifications you will be able to compete on an equal standing with students from other schools for places at Sixth Form, Colleges or for apprenticeship placements. It is highly likely that universities and employers will expect students to have these qualifications in the future. In order to maximise the chances of as many students as possible achieving the English Baccalaureate, you will be given the choice of either History or Geography and those we have identified will continue with French, German or Spanish. The majority of students will continue with French, German or Spanish. This will ensure that all those students who have the potential to achieve a good grade in their language will be expected to do so. Students who have not been specifically directed to continue with their language will have the opportunity to choose it should they wish to do so. We understand that these restrictions might mean that you are not able to follow all of the GCSEs that you would ideally like to. It might also mean you are continuing with a subject that would not be in your list of favourite subjects. We hope that you will understand why these restrictions are necessary and that you will try your very best to achieve your potential in all of the subjects you follow in Years 10 and 11. The final grade you will be awarded in your GCSE subjects will be a number 9 – 1.
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INTRODUCTION
The importance of learning a language In today’s era, multilingualism has become more than just ‘important’. Whether viewed from the financial or social aspect, being able to communicate in a foreign language helps to make ‘real’ connections with people, but also provides a better understanding of the grammar and workings of your native language. So why should you learn a foreign language? Learning a foreign language opens up employment opportunities. For businesses, it is essential to develop and sustain a strong footing in the global economy. This is more achievable if employees can understand the psychology and the language of their foreign clients. Most companies therefore, look for candidates with foreign language skills. Knowing a foreign language may lead to special recognitions or promotions. As an employer, it will help encourage staff performance, improve customer services, and increase revenue for your company. Apart from the financial gains, learning a foreign language can offer a unique experience to travellers. For people who love to explore different parts of the world, know about diverse cultures, places, and lifestyle, knowing the local language can offer life changing experiences. You can easily find places, ask for directions, and order food. Speaking a language gives you a better understanding of the country’s culture. You can interact with people more freely, providing greater scope to make new friends, have more fun and gain more enjoyment. Another reason why you should learn a foreign language is that the knowledge of a foreign language enhances your cognitive and analytical abilities. Learning a foreign language is tough and involves a lot of mental exercise – that is why it is so highly looked upon at GCSE and A Level. Whether you learn a language for a specific reason or out of interest, it will lead to long-term success. It will open up new avenues before you. The more language you know, the better you can express yourself. In our changing world, you need to stand out. Learn a language and the benefits are huge! 10
The process of completing your ‘GCSE Curriculum Choices’ form You have already started this process by talking about how to make the right decisions in your Personal & Social Education lessons on Friday mornings. The next stage is to gather as much information as you need about the courses you are interested in choosing. This booklet will give some information, but you will need to ask your teachers other questions. Your Form Tutor will also be helping you and you should ask them any questions you have. It is important to discuss with your parents/carers your preferred option choices, the reasons why you prefer them and any doubts or questions you have. An opportunity you will have is to come to the Year 9 GCSE Curriculum Information Evening on Wednesday 30th January 2019. On this evening teachers will display information and material relating to the KS4 courses. It will be an opportunity for you and your parents/carers to talk informally about the courses and ask the questions that you have. Your GCSE Curriculum Study form will be presented to you electronically before this evening. Following this evening will be the annual Parents’/Carers’ Evening on Thursday 7th February when your parents/carers will discuss your progress with your teachers. After these evenings it will then be time to complete the GCSE Curriculum Study form. You will need to complete the form indicating your options. Some of the form will show you the subjects that are compulsory to study. You must complete your electronic form by Friday 15th February.
KEY DATES
Wednesday 30th January: Year 9 GCSE Curriculum Information Evening
Thursday 7th February: Year 9 Parents’/Carers’ Evening
Friday 15th February: GCSE Curriculum Study form to Tutors
PLEASE NOTE: Whether you choose to submit your GCSE Curriculum Study form early, or submit it on the deadline of Friday 15th February, the form should be, where possible, completed online. If there are any issues with this please contact the school or your Form Tutor. 11
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Making your decision Filling in your Curriculum Study form The electronic form is bespoke to you individually. It will tell you the areas of compulsory study and the areas in which you are allowed to choose from. Prior to completion, you will have an explanation of how to complete this electronic form during one of your Friday PSE slots. It is important to make choices that are broad and balanced so you are more open to options in your future education and employment. There are some very good reasons for choosing a subject: 1 You enjoy it and it interests you. 1 You have a talent for it and know you will succeed with it. 1 It is important to you and will help with your future after Year 11. 1 Your parents/carers and teachers have advised you that it is a good choice for you. There are also some very bad reasons that must not influence your decision: 1 Your friends have said they are going to choose it – it is unlikely that you will be in the same teaching groups as your friends. 1 You think it is an easy course and you will not have to try your hardest – find out how things will change for Year 10 and not base your decision on what you are doing in lessons now. 1 You like the teacher that teaches you now – it is unlikely that you will have the same teacher that teaches you for the subject in Year 9. At Woodlands we care very much that the subjects you take are right for you. We will look carefully at your decision and, if we feel the combination of subjects will restrict your future, we will ask you to choose again.
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INTRODUCTION
Post-16 Options Although it may seem early to be considering what you want to do at the end of Year 11, in fact the choices you will be making this year will directly affect your choices in two years’ time and beyond. The subjects you study for GCSE and how successful you are in completing them will play an important role in influencing your choices at 16. Consequently, it is important that you see the choices you make now not simply as choices that affect the next two years, but rather as choices that will affect you until you are 19, and even beyond that age. For many students, GCSE choices affect not only their Post-16 options, but also their decision regarding whether to continue to university or not, and what kind of career to pursue. Your GCSE choices will affect your Post-16 Options in several ways:
1 You will need to achieve a certain number of GCSEs to continue to a Sixth Form or College.
At present to continue at Woodlands Sixth Form, for example, you will need to have 5 GCSEs graded at 5 - 9, including English Language and Maths. For some A Level courses, you will need a grade 6 or 7 in the subject at GCSE to continue with study at sixth form. It is important, then, to choose to study at GCSE those subjects which you enjoy and which you are good at. By doing this, you stand the best chance of achieving the necessary grades should you wish to continue with your studies at the end of Year 11.
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Your choices of study at Post-16 will be greatly influenced by what you have studied at GCSE. Many students choose to study A’ Levels or other vocational qualifications related to subjects they enjoyed at GCSE. Again, then, it is important to choose subjects you will enjoy and you will be successful in. It is our job to guide you in choosing the subjects that should allow you the greatest success.
It is important that you recognise the decisions you make now will affect the decisions you have to make in two years’ time, at the end of Year 11. If you have a definite career in mind, or you are clear which Post-16 course you wish to pursue, make sure you choose GCSEs that allow you to pursue this career, or that allow you to study that course or those subjects. Some A-Level and Vocational courses require you to have studied certain subjects at GCSE e.g. to study French A-Level you need to have taken French GCSE. Many university courses also have GCSE pre-requisites, for example, some courses specify the achievement of certain grades in particular GCSE subjects. You can find out more about this by speaking to the Head of Sixth Form or visiting www.ucas.com Make sure you talk to your parents/carers, your teachers and your Form Tutor about the decisions you have to make now and how they will impact on the decisions you will have to make in the future. Above all, recognise that the decisions you make in the coming weeks will not just affect the next two years, but may well influence you until you are 18, and even beyond. 14
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Core Curriculum Subjects
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CORE CURRICULUM SUBJECTS
English Language & English Literature All students will initially work towards two GCSEs: English Language & English Literature. An English Entry Level qualification is also offered via AQA through the ‘Step up to English’ course for those students we feel it better meets their needs. The courses offer students opportunities to explore texts, develop independent interpretations and write fluently and creatively. Students will be encouraged to think critically and be evaluative about their own writing and the writing of others. The teaching of English Functional Skills, which, are more directly related to employment and the wider world, is embedded into the English Language Specifications In English Language students will: 1 Read and explore fiction & non-fictions texts from 19th Century to present day 1 Write creatively and persuasively 1 Deliver a presentation to the class on a specific topic In English Literature students will: 1 Study the course content as outlined below: 1 One Twentieth Century play or novel 1 One Shakespeare play 1 One 19th Century Novel 1 A collection of poetry from the AQA Poetry Anthology Assessment English Language: Final Examination – Paper One: Explorations in Creative Reading & Writing (50%), Paper Two: Writers’ Viewpoints & Perspectives (50%) English Literature: Final Examination– Paper One: Shakespeare & 19th Century Novel (40%), Paper Two: Modern Text and Poetry (60%) Exam Board: AQA www.aqa.org 18
Mathematics The course will encourage students to develop confidence in, and a positive attitude towards, mathematics and to recognise the importance of mathematics in their own lives and to society. The course will also provide a strong mathematical foundation for students who go on to study mathematics at a higher level post-16. In Mathematics students will be able to: 1 develop fluent knowledge, skills and understanding of mathematical methods and concepts. 1 acquire, select and apply mathematical techniques to solve problems. 1 reason mathematically, make deductions and inferences and draw conclusions. 1 comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context. 1 inter-relate mathematical concepts and skills. Students follow the GCSE mathematics course in setted teaching groups determined by their ability. Students will be entered at an appropriate level - either Higher (grades 4 - 9) or Foundation (grades 1-5) according to their individual needs and capabilities. There is also the possibility for students who are unlikely to achieve a grade on the foundation tier to be entered for the entry level certificate. The course comprises of elements of Statistics, Probability, Number, Algebra, Ratio, Proportion, Geometry and Measures as defined in the specification. Within each of these strands students will be assessed according to their ability to: 1 Use and apply standard techniques. 1 Reason, interpret and communicate mathematically. 1 Solve problems within mathematics and in other contexts. We expect all pupils to be equipped with a scientific calculator and essential basic mathematical equipment. Revision guides that accompany the course are available for purchase. Assessment Students will follow the AQA Linear Specification (8300). This is assessed at the end of Year 11 in May/ June by three exam papers: Each exam paper is 90 minutes in duration will include questions that allow students to draw on elements from within and across different topic areas, and questions that allow students to provide extended responses. Content from any part of the specification may be assessed in any of the three papers. There are no controlled assessment tasks in Maths. Exam Board: AQA www.aqa.org 19
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CORE CURRICULUM SUBJECTS
Science All students follow a balanced science course covering all of the three main areas of Science: Chemistry, Physics and Biology. It is a practical course, with emphasis on Science skills as well as knowledge and understanding of Science, and is designed for students of all abilities. The majority of students follow the AQA Combined Science GCSE course. This is a two year course examined at the end of Year 11. There is an equal weighting of all three major Science subject areas. This course will prepare suitable students for ‘A’ levels in any Science subject. Students who show a particular ability in Science will be offered the AQA Triple Science GCSE course, leading to three grades, one in each of the subject areas Biology, Chemistry and Physics. The course is particularly suited to those who are considering taking a science based subject at university or a scientific career. Course Content The AQA Combined Science course consists of two final exams for each of Biology, Chemistry and Physics. For Triple Science, there is additional content in each exam. It is possible for students following the combined science course to catch up this additional content and gain the triple science qualification. Students are taught in groups reflecting their previous achievements and ability. Each group will target a range of abilities and there will be a degree of overlap between groups. Students will be required to take compulsory practicals, the skills of which will be assessed in the final examination. External exams therefore contribute 100% of the GCSE grades, which will include both questions of a theoretical and practical nature. Exam Board: AQA www.aqa.org
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CORE CURRICULUM SUBJECTS
Physical Education In Years 10 and 11 all students will participate in one period of Physical Education each week. The programme aims to consolidate skills that have been taught at Key Stage 3 as well as giving pupils the opportunity to try new activities. Pupils also take on coaching and officiating roles. Students choose their own pathway to follow. A positive attitude to a healthy active lifestyle is encouraged. Activities available at Key Stage 4: 1 Netball
1 Badminton
1 Gymnastics
1 Hockey
1 Tennis
1 Dance
1 Rugby
1 Swimming
1 Cricket
1 Football
1 Volleyball
1 Athletics
1 Basketball
1 Fitness
1 Trampoline
1 Table Tennis
1 Aerobics
1 Rounders
Sports Leaders Award Level 2 Pupils can also choose to follow a coaching and leadership pathway and gain a recognised qualification. This involves coaching and leading small groups and organising primary school festivals in sport.
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Personal and Social Education Personal and Social Education is seen as promoting a wide range of interaction and skills. Students will learn to discover and develop their personal qualities, to work with each other, to challenge one an others’ values and to develop self-confidence in making decisions. Much group work and discussion will take place during the sessions and the emphasis will be on tolerance and building up an atmosphere of trust and mutual respect in each group. The course will consist of a variety of units or modules. Themes covered will include: 1 Study and Revision Skills 1 Self-Awareness 1 Religious Education 1 Rights and responsibilities 1 Equal Opportunities 1 Political Awareness 1 Disability and Mental Health 1 Health and Sex Education 1 Environmental Issues 1 Drugs Awareness 1 Decision-Making 1 Transition to the World of Work 1 Individual Work Experience 1 Awareness of Industrial Society 1 Opportunities Post-16 1 Mock – interviews 1 Financial Education 1 Citizenship Issues 23
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English Baccalaureate Subjects
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ENGLISH BACCALAUREATE SUBJECTS
French, German and Spanish All language subjects follow the same content and assessment pathways The GCSE syllabus in modern languages has five main aims: 1 To enjoy and benefit from language learning 1 To develop understanding of Spanish in a variety of contexts 1 To develop knowledge of Spanish and language learning skills 1 To develop the ability to communicate well in Spanish 1 To develop more awareness of countries and communities where Spanish is spoken to become more of a global citizen. After having completed the two year course, all linguists will have developed real skills for life, well regarded by all employers, such as communication, the ability to express points of view and justify them, teamwork, thinking creatively, and reflecting in order to improve further. The course will include the following topic areas of study: Theme 1 IDENTITY AND CULTURE (Me, Family, and Friends, Technology, Free Time Activities, Customs and Festivals) Theme 2 LOCAL, NATIONAL and INTERNATIONAL ISSUES (Home and Local Area, Social Issues, Global Issues, Travel) Theme 3 CURRENT AND FUTURE STUDY and EMPLOYMENT (My Studies, Life at School, Post-16 Education, Career Choices) Assessment (no coursework but end of year 11 exams) There is a Foundation Tier (F) of entry (grades 1 – 5) for all 4 skills, Listening, Speaking, Reading, and Writing, and a Higher Tier (H) of entry ( grades 4 – 9) for all 4 skills, Listening, Speaking, Reading, and Writing. Students complete all 4 skills at the same tier. Listening Exam = 35 mins (F) / 45 mins (H). 25% of the final grade. Sec A = Qs in English, answered in English. Sec B = Qs in Spanish, answered in Spanish. Listening Exam = 35 mins (F) / 45 mins (H). 25% of the final grade. Speaking Exam = 7-9mins (F) / 10-12 mins (H). 25% of the final grade. Reading Exam = 45 mins (F) / 60 mins (H). 25% of the final grade. Writing Exam = 60 mins (F) / 75 mins (H). 25% of the final grade. (F) Exam Board: AQA 27
ENGLISH BACCALAUREATE SUBJECTS
Geography Due to the broad nature of Geography, the subject occupies a unique place in the curriculum, drawing together aspects of both the arts and sciences. Geography directly addresses how humans interact with their environment and examines the resultant impact – past, present and future. Content The syllabus will provide a balanced coverage of physical, human and environmental aspects of the subject and will, through a range of examples, highlight the linkage that exists between these components. Students are encouraged to look for patterns at a variety of scales – local, regional, national and global. Opportunities are taken to observe and collect data in differing Geographical environments. There are three key components: Component 1: Investigating Geographical issues – Changing places, changing economies, changing environments, environmental challenges. Assessed via a written examination. (40% of the total mark) Component 2: Problem solving geography – Based on geographical data and skills developed throughout the course, students will investigate a geographical issue, and choose a solution to it, whilst justifying a choice though an extended response. Assessed via written examination. (30% of the total mark) Component 3: Applied Fieldwork Enquiry – a three part examination based on two different geographical fieldwork visits which are undertaken during the course. Students then apply their skills in a range of different questions. Assessed via a written examination. (30% of the total mark). Key ideas in the course cover a range of Geographical issues which are investigated using a problem solving approach, enabling our students to ‘think like a geographer’. The topics include a wide range of contemporary themes, ranging from the challenges of managing urban and rural environments in the 21st century, a global perspective on development issues, coasts and rivers and their management, weather and climate, ecosystems at risk, water resources and management and desertification. Exam Board: WJEC
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History This GCSE Syllabus has three basic aims: 1 To provide the type of factual content which will add considerably to your understanding of modern society. 1 To provide a sound foundation for further study. 1 To enlarge upon the study and practice of historical skills and concepts. The skills which are integral to this syllabus are essentially life-skills. The course seeks to develop the ability not only to recall, select and deploy relevant knowledge - essentially communication skills - but also the ability to handle multiple sources and evidence in a critical, observant and logical manner. As such, History is a valuable qualification to gain not only with a view to future employment but also as a basis for future study and for the development of a mature and thoughtful adult. The course will contain the following areas of study: 1 A Period Study - Germany 1890-1945 1 A Thematic Study – Medicine Through Time 1100 to today 1 A Wider World Study – The Korean and Vietnam Wars 1950-1975 1 A Depth Study – England in the time of the Normans 1066-1100 Assessment Three objectives will be assessed: 1 The ability to recall, select, organise and deploy knowledge of content. 1 The ability to describe, analyse and explain events, changes, issues, key features and characteristics of the content studied. 1 The ability to comprehend, analyse and evaluate interpretations and sources. Assessment will be by means of two AQA examination papers at the end of course which carry equal marks.Details are as follows: 1 Paper 1: Period Study on Germany and Wider World Study on the Korean and Vietnam Wars. 1 Paper 2: Thematic study on Medicine and Depth Study on Norman England Exam Board: AQA 29
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Optional Subjects
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OPTIONAL SUBJECTS
Art and Design The GCSE Art and Design course is an exciting and challenging one, exploring both traditional and experimental techniques. Throughout the two-year course, students will undertake units of coursework. Each unit will be developed from a different starting point. Students are allowed 45 hours for these and all the work they produce during this time must be supervised by their art teacher. Students will select their most successful controlled assignment with the help of their teacher. Homework will be used extensively to inform their class work. There will be opportunities to work in the following areas: 1 Picture-making in various media both from imagination, found imagery or self-created source material 1 Three-dimensional form including pottery 1 ICT / photography 1 Observational studies in a variety of media 1 Collage 1 Design / lettering 1 A combination of the above Students will be encouraged to pursue a more personal, thematic approach in Years 10 and 11, and to show a growing awareness of the work of other artists from the past and present, as well as from different cultural backgrounds. An emphasis will be placed on the ability to research, the gathering of source materials and the organisation of a work schedule through all stages of preparation to the completion of a finished piece of work in a suitable media. Consequently, students are expected to keep a record of their artistic thoughts and ideas in either sketchbook or worksheet format, which will be submitted to the examiner at the end of Year. Assessment A final examination will be taken and this Test Piece (40%) together with the Controlled Assignment (60%) will be exhibited for both marking and to display to the rest of the school and the community. It is vital, when choosing this subject, to realise that much of the work relies on students individually developing their own projects. In the past, those students who lack selfmotivation and sound organisational skills have found the tight deadlines difficult to meet. Exam Board: AQA 33
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OPTIONAL SUBJECTS
Beliefs, Ethics and Philosophy We welcome pupils of all academic ability who are open-minded with no or some religious background. Beliefs, Ethics and Philosophy has strong relevance to a variety of cross-curricular subjects and covers a range of skills from research and debate to comprehension and evaluation. Pupils are encouraged to empathise with a variety of points of view and to use the skill of critical analysis respectfully. What beliefs will I study? Christianity and Buddhism The theology of Christianity (paper one), a study of Buddhism (paper two) and Christian Religious Ethics and the Philosophy of Religion, Christianity (paper three). What is Ethics? Ethics is the study of the modern world and the judgments made by religious and ethical theories. Subjects covered include
1 Relationships and families 1 Religion, Peace & Conflict Ethical debate is at the core of the Human condition and key historical events and the motivation of the individuals who were central to the shaping of such events has been the subject of centuries of ethical debate. Indeed such key issues and ethical dilemmas still form an integral part of the life decisions we make today. What is Philosophy? Philosophy literally means ‘love of wisdom’. The course explores dynamic and fascinating philosophical ideas and opinions that encourage pupils discover key ideas and form well-balanced opinions for themselves.
1 The existence of God, Gods and the ultimate reality 1 Dialogue between religious and non-religious beliefs and practices Ethical and Philosophical debates can be found at the core of a variety of professions such as the medical profession, law, scientific exploration and business. The course aims to give pupils the opportunity to study and understand these debates, thus providing good professional/life skills necessary to make balanced and mature judgements. This course encourages a broad approach to topics studied. Although Christianity and Buddhism are our focus for religions we also include atheism, humanism and other secular views in our exploration of the key questions studied. The course is assessed by examinations end of Year 11. Therefore, there is no coursework.
Exam Board: OCR 35
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OPTIONAL SUBJECTS
Business Would you like... 1 To be your own boss running your own business? 1 To understand just what goes on in the world of work? 1 To know what businesses look for when they recruit staff? 1 To see how a business gets its money to operate? 1 To know why so many adverts are aimed at teenagers? 1 To understand why the same big businesses operate around the world? Business is the course to take if you want the answers to these and many other questions. What you will study in GCSE Business: 1 Marketing, including advertising, development of products and setting the best price. 1 Recruitment, including how businesses get the right staff and keep them working well. 1 Business structures, including the different ways to set up a business. 1 Finance, including how businesses get the money to setup, operate and make a profit. 1 Business operations, including how businesses produce the things we buy. 1 Influences on businesses, including the environment and how many businesses are operating around the world. When you leave school you may be working for a business or organisation. After studying Business you will have an insight into just how businesses operate, including how to set up a business of your own. So why shouldn’t you be the next Richard Branson? Why should you choose GCSE Business as an option? 1 You will be able to understand the business world which you will enter after finishing school/college/university. 1 You will be able to make informed decisions and put forward arguments to persuade others. 1 You will have the knowledge to help you set up a business of your own. Business can lead on to many vocational qualifications and is a good stepping stone for you in A Level subjects, especially Economics, Accountancy and of course A Level Business. How you will be assessed Two exams at the end of the course, each 90 minutes long. There is no controlled assessment. Some questions will be multiple choice, some will be extended writing to test your ability to explain why you made a particular decision.
Exam Board: OCR 37
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OPTIONAL SUBJECTS
Computer Science Why Should I Choose GCSE Computer Science? GCSE Computer Science gives you: 1 Real, in-depth understanding of how computer technology works 1 Excellent preparation for higher study and employment in Computer Science 1 Critical thinking, analysis and problem-solving skills 1 Practical and theoretical experience of programming Computer Science GCSE gives you an excellent opportunity to investigate how computers work and how they’re used, and to develop computer programming and problem-solving skills. You’ll also do some fascinating in-depth research and practical work. Assessment is quite simply based on two written exams and a programming task. Computer Science is a very demanding course and only suitable for students who are achieving high grades in both Computing and Maths. You must have a current grade of at least 4.6 to be considered for computing. What Types of Assessment Will I Complete? 40% Computer Systems (Written Exam 1 hour 30 minutes) 40% Computational Thinking (Written Exam 1 hour 30 minutes) 20% Programming Project (Non-Exam Assessment) What Topics Will I Study? 1 In the computer systems unit you will learn about hardware, software, the representation of data in computer systems, databases, computer communications and networking, programming and more. 1 In computational thinking you will learn how to use algorithms, and programming techniques to design creative solutions to challenging problems. 1 The programming project will call on you to analyse, design, code, test and evaluate solutions to set challenges. Exam Board: OCR Visit http://www.ocr.org.uk/qualifications/gcse-computer-science-j276-from-2016/ or scan the QR code here. 39
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OPTIONAL SUBJECTS
BTEC CreativeMedia
BTEC TECHNICAL AWARD (Equivalent to one GCSE) Why Should I Choose Creative Digital Media Productions? Creative Media Production gives you: 1 Opportunities to develop a range of skills and techniques, personal qualities and attitudes essential for successful performance in working life. 1 Professional skills and processes that are used in the creative media industry 1 Opportunities to gain a nationally recognised vocationally specific qualification to enter employment in the creative media sector or to progress to higher education qualifications What Topics Will I Study? You will study the theory and practice behind media production including Rule of Thirds and techniques used in professional Pre-Production, Production and Post-Production stages. These could include story-board creation, scripting, acting, filming, animating, directing and post-production editing. Use of digital editing software will be critical at all stages of What Types of Assessment Will I Complete? There are three components that are assessed during the course: Component one – exploring media products (30% of final mark. Internally assessed) Aim - to learn about the media and investigate media products such as: 1 audio/moving image (TV programmes, films, video shorts, animations, radio broadcasts); 1 publishing (newspapers, magazines, books, e-magazines, comics); 1 interactive (websites, mobile applications, mobile games, video games, online games). Component two – developing digital media production skills (30% of final mark. Internally assessed). Aim - to experiment with a variety of media production skills and techniques, and apply the technical skills that you learn by making your own media products. Component three – responding to a brief (40% of final mark. Externally assessed) An externally assessed task where you respond to a brief to create a media product. Progression With a BTEC Tech Award in Creative Media Production, you are able to explore, challenge and realise your potential. During the course, you can see whether the media industry is one that you want to be in, where you could go to gain the knowledge and skills you need to succeed in your next steps. After completing the course, you can continue on to further vocational and academic study at level 3, as well as apprenticeships and traineeships. What’s more, the transferable skills you master during your studies such as self-reflection, communication, teamwork and problem solving will also support your progress in the present and future. Exam Board: Edexcel 41
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OPTIONAL SUBJECTS
Design and Technology The GCSE Design & Technology course is a theory and practical based course that is both exciting and challenging. The course encourages candidates to be able to design, model and make products with creativity and originality. Content Students will gain knowledge and understanding of materials and will focus primarily on the use of materials groups including card, plastic, wood and metal. Students will be given the opportunity to develop their practical abilities to make and modify products, selecting and using materials and equipment effectively. A range of skills will be developed through challenging design and make problems and projects; these will include communication and manufacturing skills and will be related to industrial and commercial applications. Year 10 involves a number of short projects which teach the basic skills such as researching a brief, creative designing, planning, modelling and final production. Manufacturing skills are also taught including looking at batch production techniques as well as skills based activities. The use of ICT will be an important aspect of the course. Year 11 is dominated by the Controlled Assessment project. Why should I take Design & Technology? 1 You’ll learn in a practical, exciting and challenging way 1 You’ll gain an insight into the role of designers and other professionals 1 Learn new presentation techniques and use of CAD/CAM 1 You’ll progress through projects in the same way that designers work 1 Develop practical skills which are highly valued by employers 1 Gain confidence by developing independent learning and problem solving skills. 1 Follow a course that enables progression to 6th Form courses or other design courses or even direct employment. Progression from GCSE Progression from this course includes our own AS/A2 level Design Technology course in 3D Product Design or Diplomas in Manufacturing and Product Design /Graphics or Engineering at level 3. Assessment 1 Controlled Assessment project (50%), Starts the beginning of Y11 1 Final Examination (50%), End of Year 11
Exam Board: AQA 43 41
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OPTIONAL SUBJECTS
BTEC Engineering
BTEC TECHNICAL AWARD (Equivalent to one GCSE) The qualification focuses on an applied study of the engineering sector and learners will gain a broad knowledge and understanding of working in the sector. The qualification has been designed to sit alongside the requirements of core GCSE subjects. It’s appropriate for learners who are motivated and challenged by learning through hands-on experiences and through content which is concrete and related directly to those experiences. The Level 2 qualification is appropriate for learners who are looking to develop a significant core of knowledge and understanding in engineering and apply that knowledge through a project. What will the learner study as part of this qualification? This qualification shows learners how to: 1 develop a broad understanding of the engineering sector 1 research a new idea 1 use tools and equipment 1 perform a range of techniques and processes using selected materials 1 draw, develop and take part in an engineering project. What knowledge and skills will the learner develop and how might these be of use and value in further studies? Learners will know about: 1 different engineering sectors 1 the skills and qualities needed to become an engineer
They will develop skills: 1 in using tools and equipment 1 in selecting and preparing materials 1 in communication 1 that are essential for the modern workplace, such as appreciation of appropriate behaviour and dress, personal manners and deportment, communicating with professional colleagues, independent working and a positive attitude to work. Successful completion of this qualification will enable learners to progress to Level 3 qualifications in related subjects. This qualification has been mapped to relevant engineering National Occupational Standards. Learners may, therefore, use evidence from this course towards the knowledge requirements of a relevant competence-based qualification. The knowledge and skills gained will provide an introduction to those required for careers in engineering. Which subjects will complement this course? The following subject areas will complement this course: 1 automotive engineering 1 electrical engineering 1 engineering construction 1 engineering maintenance
1 systems of measurement, scale and proportion in engineering drawing
1 maths.
1 common tools used in engineering.
Exam Board: Edexcel 45 41
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OPTIONAL SUBJECTS
Drama GCSE Drama draws together all of the skills taught and learned in KS3. During the course the candidates will gather knowledge and understanding of Drama and Theatre and understand the social, historical and cultural influences that inform the way Drama is devised and structured. The course is assessed through practical performances, written logs and exam questions. The course will develop the students’ performance skills as well as their ability to analyse theatre. Students need to be enthusiastic about performing and keen to attend live theatre performances. Assessments Component 1: Understanding drama What’s assessed 1 Knowledge and understanding of drama and theatre 1 The study of one set play. Analysis and evaluation of the work of live theatre makers How it’s assessed Written exam: 1 hour and 45 minutes Open book 80 marks 40% of GCSE Component 2: Devising drama (practical) What’s assessed 1 Process of creating devised drama 1 Performance of devised drama 1 Analysis and evaluation of own work How it’s assessed Devising log (60 marks) Devised performance (20 marks) 80 marks 40% of GCSE Component 3: Texts in practice (practical) What’s assessed Performance of two extracts from one play How it’s assessed Performance of Extract 1 and Extract 2 - 50 marks in total 20% of GCSE Why should I choose Drama? 1 You’ll learn in a practical, exciting and challenging way 1 Gain valuable life skills for example confidence to work in a group, perform and present work in front of an audience, develop creative ideas and organise productions. 1 You will gain knowledge about Drama and the Theatre 1 Follow a course that enables progression to 6th Form courses or other Drama, Theatre Studies and Performing Arts courses or even direct employment. Exam Board: AQA 47
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OPTIONAL SUBJECTS
Food & Nutrition GCSE Food and Nutrition is brand new course designed to equip you with the knowledge, understanding and skills required to cook and also apply the principles of food science, nutrition and healthy eating. The course will allow you to understand the huge challenges that we face globally to supply the world with nutrition and safe food. You will build on your KS3 Food Technology work, to develop your practical capabilities through a range of design and make activities. Such activities will include starters, main courses, patisserie/deserts and dishes for special diets etc. It is expected that you will cook every week in order to develop your practical skills and produce the range of high quality products. You will look at the following areas in detail: 1 Food commodities 1 Principles of nutrition 1 Diet and good health 1 The science of food 1 Where food comes from 1 Cooking and food preparation Progression from GCSE Progression from this course includes catering and hospitality apprenticeships, further courses in hospitality, catering or event management, or direct employment with training. Assessment 1 Two internally marked assessments (50%): Food Investigation, resulting in a written piece of 1500 words. Practical Assessment, resulting in a designed/cooked meal and accompanying report. 1 Final Examination (50%), End of Year 11 examining understanding of the principles of Food Preparation and Nutrition. Exam Board: WJEC
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OPTIONAL SUBJECTS
BTEC Health and Social Care
BTEC TECHNICAL AWARD (Equivalent to one GCSE) Course Aims If you are considering a career in health or social care, midwifery or social work, then this course is ideal for you. How it might benefit you: 1 You will learn about health & social care 1 You will develop skills, knowledge and understanding that will enable you to progress. You will have the opportunity to apply your learning through practical skills and activities that reflect those used or found in the workplace. For example, demonstrating health and social care values and effective communication skills, including employers from the health and social care sector in the delivery of the programme, to make sure a course is relevant to your specific needs. This way the mode of delivery can help promote you eventual progression to employment. Your progression, if you wish to stay in health & social care will depend on you. You may wish to start work straight after school as a trainee health care assistant or you may wish to start work and then look at further training such as an NVQ in Care or Early Years Care and Education, or you may wish to continue your education at college. Assessment All units are centre-assessed and externally moderated. The full award and units from this qualification are graded as Pass, Merit or Distinction. There will also be an Exam in the second year of the course. 1 Human Lifespan Development NEA Internal 2 Health and Social Care Services and Values NEA Internal 3 Health and Wellbeing External Synoptic Exam It is essential that students on the course access an appropriate health care setting during the work experience week towards the end of Year10. Access to care setting and the chance to meet with professionals will provide an invaluable opportunity to students and allow them to make informed decisions about their future. Exam Board: Edexcel 51
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OPTIONAL SUBJECTS
Music Music is a well-balanced course with many options. The course is designed to promote all aspects of music including: 1 Composing 1 Listening 1 Performing 1 Appraising Contents Performing: Students are required to perform for a total of four minutes. At least one minute of this must be in an ensemble with the remainder being solo work. (30%) Composing: Students compose two pieces of Music of at least three minutes combined duration. One is completely free choice and the other is set to a given brief from the exam board. (30%) Listening and Appraising: Section A – Areas of study, dictation, and unfamiliar pieces. Section B – Extended response comparison between a set work and one unfamiliar piece. (40%) In Years 10 and 11, all GCSE music students study the following Set works: 1 3rd Mvt Brandenburg Concerto 1 1st Mvt ‘Pathetique’ piano Concerto 1 Killer Queen 1 Defying Gravity 1 Starwars Episode IV 1 Afro Celt Sound System The above Areas of Study are taught through; 1 Instrumental Music 1700–1820 1 Vocal Music 1 Music for Stage and Screen 1 Fusions. Assessment Composing: One piece of work recorded and sent to the examination board. Performing: Four minutes worth of performance. Listening: 1 Hour 45 minutes exam at the end of Year 11 Exam Board: Edexcel 53
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OPTIONAL SUBJECTS
Physical Education There are two possible routes to follow in Physical Education at GCSE level. These two courses are outlined below and on the next page:
Route 1 This OCR syllabus covers the GCSE full course (J587) in Physical Education (levels 9-1). The course builds on the knowledge, skills and understanding established by the National Curriculum of Physical Education. There is a one tier examination covering the full range of grades. The course is a linear course and it will be examined at the end of year 11. The course aims to make pupils: 1 Develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance. 1 Understand how the physiological and psychological state affects performance in physical activity and sport. 1 Perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and or compositional ideas. 1 Develop their ability to analyse and evaluate to improve performance in physical activity and sport.
1 Understand the contribution which physical activity and sport make to health, fitness and well being 1 Understand key socio-cultural influences which can affect people’s involvement in physical activity and sport Content Overview: Applied anatomy and physiology Socio-cultural influences, sports psychology, health, fitness and well being Practical activity assessment - evaluating and analysing performance (EAP) Performance of 3 activities taken from the approved list only 1 ONE individual 1 ONE team 1 ONE either Assessment 01 Physical factors affecting performance (1 hour written paper - 60 marks 30%) 02 Socio-cultural issues and sports psychology (1 hour written paper - 60 marks 30%) 03 Performance in physical education - synoptic assessment (non exam assessment - 80 marks 40%) You must complete all components 01, 02 and 03 to be awarded a grade. 55 41
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OPTIONAL SUBJECTS Route 2 BTEC Level 2 Technical Certificate in Sport and Activity Leaders This qualification is for learners who want to start a career in sport and physical activity. It is designed for post-16 learners and can be taken as part of a wider study programme. It is an ideal qualification for learners intending to progress directly to employment in sport and activity leadership, or to an apprenticeship. Qualification structure Learners are required to complete and achieve all mandatory units and one optional unit in the qualification. Pearson BTEC Level 2 Technical Diploma for Sport and Activity Leaders Unit Unit title
GLH Type
How assessed
1
Leading Sport Safely and Effectively
60 Mandatory External
2
Working in Sport and Activity Leadership
60 Mandatory External
3
Leading Sport and Physical Activity
60 Mandatory Internal
4
Coaching Sport
30 Mandatory Internal
5
Developing Skills for Sport and Activity Leadership
60 Mandatory Internal
6
Getting Others Active Outdoors
30 Optional Internal
7
Leading Different Groups
30 Optional Internal
8
Delivering a Sports Activity Event
60
Mandatory
Internal Synoptic
This qualification has 92% mandatory content and 33% external assessment Units 1 & 2 are externally assessed. Unit 1 is assessed using an onscreen test it has 60 marks. The test duration is 75 minutes Unit 2 is assessed via a task (worth 40 marks) completed in a two hour supervised assessment period. Units 3-8 are assessed via assignments
By offering two different courses at GCSE level, we are giving our students a chance to follow a suitable course to match both their practical and academic skill sets. If a student wishes to opt for sport at GCSE level, they will do so by opting for ‘Physical Education’ when they are choosing their options. It will then be up to the expertise of the Physical Education Faculty to decide which pathway we think will best suit our students and the one that will give them the best chance of success.
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Summary of Key Information Dates to Remember: Wednesday 31st January: Year 9 GCSE Curriculum evening Tuesday 13th February: Year 9 Parents’/Carers’ Evening Friday 16th February: GCSE Curriculum Form to be returned to your Form Tutor People to Contact: Heads of House: Miss L Colley Miss H Smith MrS E Pitter Mrs H Curr Form Teachers: 9C1 – Mr C Rance 9C2 – Mrs L Palmer-Blount 9M1 – Mr S Caley 9M2 – Mrs M Swain 9O1 – Mrs A Milligan 9O2 – Mr M Ross 9R1 – Mrs R Boardman 9R2 – Miss K Evans SENCO: Mrs L Mills Contact details: School telephone: 01332 551921 School Email: the.office@woodlands.derby.sch.uk Connexions Office: The Space@Connexions 8 Curzon Street Derby DE1 1DL 01332 643900 ask.for.advice@derby.gov.uk
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Personal Notes Use this space to write down important pieces of information or things to remember.
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A L L E ST R E E WOO D L A N D S S C HOO L Blenheim Drive, Allestree, Derby DE22 2LW. Telephone: 01332 551921 Fax: 01332 553869 Email: the.office@woodlands.derby.sch.uk or headteacher@woodlands.derby.sch.uk www.woodlands.derby.sch.uk