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ART AND DESIGN

INTRODUCTION

This booklet is a contribution to the important process of making decisions on the choice of subjects for GCSE. As it contains brief descriptions of the subjects available in the College in Form 4, all parents and pupils should read it carefully.

At this stage, pupils are required to make some choices which will influence the course of their future education. The aim of the College is to provide an education that is as widely based as possible. These courses in Forms 4 and 5 are commonly known as Key Stage 4. At the end of Form 5 they will be assessed by GCSE. The College, therefore, has looked carefully at the subjects offered, so that we can provide the traditional breadth of study that Methodist College has been able to offer all its pupils, no matter what their ability. To this end subjects are placed into two groups. There is the core group which all pupils must take. Then there is the optional group from which pupils will be able to make a choice of three or four further subjects, depending on the precise choice within the core block. The number of subjects studied at GCSE level by individual pupils will be 9 or 10. With 33 subjects to choose from the range of GCSE subjects offered by the College is considerable, and includes subjects that are classified as general or applied. As we are committed to providing access to the Entitlement Framework, should a pupil wish to consider studying a subject not delivered by the College but by a school in the South Belfast Area Learning Community or by Belfast Metropolitan College, a second interview, with Mr Gibson, the Colleges Entitlement Co-ordinator, will have to be arranged.

METHODIST COLLEGE KEY STAGE 4 CURRICULUM

I Core Areas of Study:

Mathematics, English, Modern Languages, Science and Environment and Society. Pupils must also take Religious Education, Music, PE and Games. The subjects to be taken for GCSE from within the core group may be summarised as follows:

(a) English

The majority of pupils will study two subjects, English Language and English Literature. Pupils will be selected on the basis of their aptitude to take one or both subjects. Please note that taking only one English subject does not preclude the possibility of an A level in this discipline.

(b) Mathematics

Most pupils will study the GCSE course at Higher Level; a small number will be selected for the Intermediate Level. Further Mathematics is offered as an option (please refer to paragraph II on page 2).

(c) Religious Education

(d) Science

All pupils will study Science. They may choose to follow a course in Core Science only over two years leading to one GCSE, (It should be noted that whilst this will allow 4 subjects to be chosen from the list of options, it will not be possible to continue with Science at Advanced level from this base); studying Core Science in Form 4 and Additional Science in Form 5 leading to two GCSEs, or they may opt for a course in either two or three of the separate Sciences. See Page 36 for further details.

(e) Modern Languages

One of the following languages must be chosen: French, German, Russian or Spanish (pg 27). It may be possible to commence one of these languages or pick up French again on the approval of the Head of Modern Languages. Evidence of linguistic competence will be required for these courses. Anyone requesting this option will be integrated into an existing language class but offered additional support, as appropriate. This applies also to recommencement Latin.

II Optional Subjects

From the table below, pupils must choose THREE subjects, unless they choose Core Science in which instance they should choose FOUR subjects. All pupils must choose one subject from those with an asterisk. A subject will be timetabled provided a sufficiently large number of students opts for it.

OPTIONAL SUBJECTS

Further Mathematics, Art, Biology, Business & Communication Systems, Business Studies*, Chemistry, Classical Civilisation*, Drama, Economics, French, Geography*, Geology*, German, German for beginners, History*, Home Economics*, ICT, Journalism, Latin, Learning for Life and Work*, Moving Image Arts, Music, PE, Physics, Recommencement of French, Recommencement of Latin, Russian, Russian for beginners, Spanish, Spanish for beginners, Technology.

It is not possible for timetabling reasons to offer an extra option (11th GCSE). Those subjects traditionally taken by a very small number of pupils are still available as optional subjects. In the situation where a number of pupils may wish to study an additional subject to GCSE level independently, the College will seek to facilitate the presentation of the terminal examination. It will not be possible to facilitate those subjects taught outside the College which have controlled assessments or have practical components, however. In the context of a pupil attempting an 11th GCSE, the College will determine whether it is in the best interests of an individual pupil to extend the number of subjects taken, and whether this can be facilitated. The approval of the Principal should be sought in advance of the commencement of independent study.

It should be remembered that the vast majority of pupils are entered for 10 GCSE subjects, four more than the minimum presently required to return to Sixth Form. As many universities may consider up to 9 GCSEs only, the quality of the result is, therefore, much more important than the total number of subjects entered. Pupils should consider carefully the need to develop wider interests and to engage as extensively as possible in extra-curricular activities within, and outside, the College.

Collaborative subjects

As has been stated above, the College is committed to providing access to the Entitlement Framework and is in active collaboration with partner schools in the South Belfast Area Learning Community, most particularly, but not exclusively, with Royal Belfast Academical Institution and Victoria College Belfast. Due to travelling issues, a number of Applied subjects are being offered to pupils outside the normal timetable arrangements i.e. from 4.00 pm 6.00 pm on the afternoon of the host schools choice. This option is being made to allow pupils access to a more appropriate subject for their expected career path rather than an opportunity to sit an extra GCSE. It is intended that these are studied as an alternative to one of the subjects in the OPTIONS block rather than in addition to them. A selection process will be required, if over-subscribed. The list of subjects and the host school is as follows:

GCSE

Applied Art

VCB

GCSE

Contemporary Crafts

RBAI

GCSE

Astronomy

VCB

GCSE

Manufacturing

RBAI

Further information may be obtained from the Colleges Entitlement Co-ordinator, Mr Ian Gibson.

Personal Development, Social and Health Education, Careers Education, Employability, Citizenship and Key Skills.

The College believes in the importance of these areas in the general education of all our pupils. In the Junior School they have been addressed in a variety of ways, through tutorial periods, focused topics (e.g. drugs education), careers sessions, the general input of several subjects (e.g. Biology, English, Geography, History, Mathematics, RE and others), and also through PE and extra-curricular activities. We continue to ensure that they are part of our pupils experience in Forms 4 and 5.

Personal Development

Specific sessions are held for Drugs and Relationships education. In addition, through Biology, English and RE, all pupils are required to address important topics in this area and they all have PE classes and a physical games activity. Ethical issues are encountered, and these are investigated further in the Sixth Form. The pastoral system in the College underpins this whole area at the personal level, and its work was given a warm endorsement in our most recent inspection.

Careers Education

Important work is undertaken in Form 3 to enable pupils to make informed choices about subjects for Key Stage 4 and the requirements of various careers. An important aim at this time is to try to ensure that no avenues to possible future careers are closed. During Forms 4 and 5 this pattern is continued to prepare pupils for the choices they will make for Sixth Form and Higher Education. Any who are contemplating leaving school after GCSE are given specific advice and are put in touch with officers of the Department of Employment and Learning. At all stages the Careers Service produces literature which has been praised by the Inspectorate as a model of its type.

Employability

Our aim is to ensure that our pupils are employable at whatever stage they leave full-time education, by helping them develop the skills which are necessary. That is part of the purpose of the broadly-based curriculum of all pupils, which is designed to ensure that all key areas are covered. When asked about the characteristics they look for in their employees, employers normally mention the skills referred to below. More specific information about individual areas of employment is provided by the Careers Service.

Citizenship

The College is committed to trying to ensure that our pupils will become good citizens but believes that this outcome is achieved in a variety of ways and not solely through classroom-based learning. Therefore, although many topics in various subjects have a bearing on this area, good relationships between and among pupils are the foundation of good citizenship. The mixed nature of our pupil body in gender, social background, religious affiliation and ethnicity is a most valuable factor. Opportunities for open and honest discussion are provided through both curricular and extra-curricular activities.

Key Skills

The three key skills of Communication, Application of Number and ICT are constant features of the education of our pupils, and not only in Computing, English, and Mathematics classes, but throughout the curriculum. Our aim is to ensure that our pupils have good written communication skills that they are numerate to quite a high level by Form 5 and that they have ample opportunity to acquire, and more importantly to use, computing skills across the curriculum. The other key skills of working with others, independent activity and management of time are constantly being reinforced in both the curriculum and extra-curricular activities, and, crucially, through the importance we place on homework and independent research.

Mr S. Naismith,

Principal

METHODIST COLLEGE BELFAST - SELECTION OF GCSE COURSES

NAME:

TUTOR GROUP:

CAREER IDEAS:

GCSE SELECTION FOR KEY STAGE 4

(

MODERN LANGUAGES - One language must be chosen from the following:

FRENCH:

GERMAN:

RUSSIAN:

SPANISH:

CORE SCIENCE

ADDITIONAL SCIENCE

OPTIONAL SUBJECTS:

OPTIONAL SUBJECTS:

1

1

2

2

3

3*

4*

2 X SEPARATE SCIENCES

3 X SEPARATE SCIENCES

SCIENCE OPTION:

OPTIONAL SUBJECTS:

1

1

2

2*

OPTIONAL SUBJECTS:

1

2

3*

OPTIONAL SUBJECTS MUST BE CHOSEN FROM THE TABLE ON PAGE 2

OF THE BOOKLET, ONE OF WHICH MUST BE AN ASTERISKED SUBJECT.

ADDITIONAL COMMENTS:

Interviewed by:

Date:

Signature of Parent/Guardian:

Date:

ART AND DESIGN

AIMS

The study of Art and Design promotes and enriches students overall educational experience by presenting them with opportunities to develop their creative, intellectual and artistic abilities. It also provides them with stimulating and challenging opportunities to develop personal knowledge, understanding and skills and to develop their full potential. These include investigating, realising, experimenting and problem solving, which also contribute to their employability. Pupils also develop an appreciation of the work of artists and designers from a range of cultural backgrounds.

CONTENT

Candidates will be entered for the CCEA examination.

TIME ALLOCATION

4 periods per week.

ASSESSMENT

UNIT 1 Core Portfolio (Controlled Assessment) 60%

Edited portfolio made up of no more than 20 A2 sheets. Candidates will work in a range of disciplines before selecting work for assessment that best reflects their abilities and personal achievement in each assessment area.

UNIT 2 Working to a Stimulus (Externally set examination) 40%

Minimum of 15 hours spent on preparatory work, final outcome completed in a set period of 10 hours. Pupils work from a given stimulus issued by CCEA in January of Form 5. All work is internally assessed and externally moderated by CCEA.

CONTROLLED ASSESSMENT

All work produced by candidates during the 2-year course must be completed under controlled assessment conditions. In term one of Form 4, work is completed in a series of workshops and for the remainder of the Core Portfolio, pupils produce work arising from a self-selected theme. All work must either be started or completed under the supervision of the class teacher (informal supervision) and the Core Portfolio should represent a minimum of 45-hours work. The Working to a Stimulus unit requires a minimum of 15 hours preparatory work produced as a controlled assessment (informal supervision) and 10-hour timed test at the end of the externally-set examination which is completed under examination conditions.

SPECIAL POINTS

As observational drawing and painting from life form the basis of all practical work at this level, strong drawing skills are essential. In addition, all work submitted for examination in this subject must be produced at least partially in school under the direct supervision of the teacher. Pupils choosing this option should, therefore, have good organisational and time management skills.

CAREERS IN ART AND DESIGN

A degree in one of the many areas of Art and Design can offer a dynamic and wide-ranging choice of careers. As well as the traditional fields of fine art (painting, sculpture, film, print, photography), or craft design (e.g. ceramics, silversmithing and jewellery, textile arts), graduates work in a huge number of design-based industries. These include architecture, interior design, graphic design, advertising, product design, multimedia design, film and television, games design, web design, fashion design and promotion, illustration and animation. As well as teaching and lecturing, graduates can also work in conservation, museums and galleries. Pupils intending to apply for a degree in Art and Design, including architecture, should be aware that many of these courses require a portfolio at interview, and those who have not studied Art and Design to at least GCSE level would be at a distinct disadvantage.

There are two distinct routes in the area of ICT at GCSE level. These are Business and Communication Systems and Information and Communication Technology.

BUSINESS AND COMMUNICATION SYSTEMS

EXAMINATION BOARD (CCEA)

AIMS

To encourage pupils to:

develop a lifelong interest in business and enjoyment of business subjects;

be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course that could potentially lead to further related study;

actively engage in the study of business and economics to develop as effective, independent learners and reflective thinkers;

use an enquiring, critical approach to distinguish between facts and opinions in order to make informed judgements;

be familiar with relevant terms, concepts and methods and use these effectively to describe business and economic behaviour;

appreciate the range of perspectives that different stakeholders bring to business and economic activities;

consider the extent to which business and economic activity can be ethical and sustainable;

understand the changing role of ICT in business and economic activities;

recognise that their business knowledge, understanding and skills provide a basis for their future roles as active citizens; and

apply what they learn to deepen their understanding of current events and contemporary issues in a range of local, national and global contexts.

CONTENT

Pupils have the opportunity to develop their ICT skills in a business context and learn about relevant functions in various types of software applications.

Pupils gain a broad introduction to different types of business, their aims, and factors that influence the business environment.

Pupils look at how ICT has changed the business environment.

TIME ALLOCATION

Four periods per week.

ASSESSMENT

The assessment comprises three elements:

Unit 1 Use of ICT - External 2 hour computer-based examination - 40%

Unit 2 The Business Environment - External 1 hour written examination - 35%

Unit 3 - Controlled assessment - 25%

INFORMATION AND COMMUNICATION TECHNOLOGY

Business and Communication Systems (BCS) is a skills-based course allowing pupils to develop their ability to use a variety of software packages. BCS lays an appropriate foundation for further study of ICT and related subjects.

Information and Communication Technology (ICT) provides a foundation for the study of ICT at AS and A2 level and preparation for future employment and the world of work. ICT is concerned with the operation of computer systems in terms of the techniques, software and hardware involved.

The study of ICT or BCS provides an insight into the significance and relevance of computers, applications and communications in the work environment and everyday life.

Computers are used in areas as diverse as manufacturing, education and medicine.

Practical computer skills are valued in virtually all areas of business and society and are important in a variety of careers, including architecture, finance, advertising, marketing, engineering, legal and health.

As the world operates in an increasingly digitised environment, computer skills are crucial in the workplace. Therefore, studying ICT or BCS does not mean you will necessarily be working in the ICT industry only. It is a way of opening doors to a huge variety of industries and sectors.

ICT can be studied as a subject in its own right or in combination with a wide range of subjects, e.g. Art & Design, Ancient History, Archaeology, English Literature, Religious Studies, Tourism, Human Resources, Psychology, Business and Multimedia.

INFORMATION AND COMMUNICATION TECHNOLOGY

EXAMINATION BOARD (CCEA)

AIMS

To encourage pupils to:

become independent and discerning users of ICT who can make informed decisions about its use and are aware of its implications for individuals, organisations and society;

acquire and apply creative and technical skills, knowledge and understanding of ICT in a range of contexts;

develop ICT-based solutions to solve problems;

develop their understanding of current and emerging technologies and the social and commercial impact of these technologies;

develop their understanding of the legal, social, economic, ethical and environmental issues raised by ICT;

recognise potential risks when using ICT, and develop safe, secure and responsible practice;

develop the skills needed to work collaboratively; and

evaluate ICT-based solutions.

CONTENT

Pupils will:

use different software packages to solve given problems;

develop practical skills for designing websites and games;

develop practical skills to enable them to use graphics, digital video and sound effectively;

acquire knowledge and understanding of ICT systems.

TIME ALLOCATION


ASSESSMENT

The assessment comprises three elements.

Unit 1 Tools and Applications - Practical controlled assessment unit consisting of three tasks - 30%

Unit 2 Using Multimedia and Games Technology - Practical controlled assessment unit consisting of two tasks - 30%

Unit 3 Understanding ICT Systems in Everyday Life and Its Implications for Individuals, Organisations, Society and the Wider World - One external 2 hour theory examination - 40%

It is essential that pupils considering either of these courses contact the Head of

Computing (Miss Richmond) for advice and guidance.

BUSINESS STUDIES

AIMS

Business Studies helps students understand more about how and why businesses operate in the way that they do. Students are able to relate what they study to everyday activities, such as purchasing goods and the news reported in the media. As well as developing students knowledge and understanding of the world of business, this course helps students develop a range of skills such as:

decision making;

interpreting and managing information;

devising solutions to problems and issues

Its aims include encouraging students to:

use an enquiring, critical approach to distinguish facts from opinions, to form arguments and make informed judgements;

develop and apply their knowledge, understanding and skills to understand todays issues in local, national and global contexts;

appreciate the perspectives of different stakeholders in business and economic activities;

consider the extent to which a business or economic activity can be ethical;

understand the changing use of ICT in business and economic activities;

recognise that their business knowledge, understanding and skills help them to understand current events.

CONTENT

Unit 1:Weighting

Business Start Up35%

Business Start Up

Production

Marketing

Assessment

External written exam - 1 hour 20 minutes

Format: Structured questions

Unit 2:40%

Business Development

Finance

Managing People

Business Growth

Assessment

External written exam - 1 hour 40 minutes

Format: Three structured questions with an incline of difficulty

(synoptic)

Controlled assessment25%

Format: Candidates complete one task from a range of tasks released in September each year.

(synoptic)

Time Allocation


CLASSICAL CIVILISATION

AIMS

to promote an understanding and appreciation of the civilisation and achievements of the Greeks and Romans through literature and other evidence;

to engage actively in the process of enquiry into the classical world to develop as effective and independent learners and as critical and reflective thinkers;

to acquire, through studying a range of appropriate sources, knowledge and understanding of selected aspects of the classical world;

to develop an awareness of the continuing influence of the classical world on later times and of the similarities and differences between the classical world and later times;

to develop and apply analytical and evaluative skills at an appropriate level;

to make an informed, personal response to the material studied.

CONTENT

Four topics (each worth 25%) are studied:

The Athens and Sparta topic covers education (Athenian schools and the Spartan system), women (upbringing, marriage, education and roles), everyday life in Athens (houses, clothing and dinner parties), the Spartan army (weapons and uniform) and work (citizens, slaves and foreigners);

The Social Life in Rome in the First Century A.D. topic covers the family (relationships, slaves, freedmen, education and daily routine), society (patrons and clients, baths, dinner parties, the theatre, gladiators and chariot-racing) and religion (state and private religion, non-Roman cults and tolerance and intolerance);

The Pompeii and Herculaneum topic covers public buildings (streets, shops, workshops, forum, baths, temples, theatres and the amphitheatre), private buildings (houses, villas and apartment blocks), the destruction and discovery of the two towns, the evidence from Plinys letters and the lifestyles of the inhabitants;

In the Nero topic, which is used for a controlled classroom assessment, the reign of the infamous emperor Nero is studied. The emperors personality and his relationships with his family and other prominent Romans are explored. This will include looking at the murders of his step-father, step-brother, step-sister/wife and mother, the burning of Rome, the persecution of the Christians, his love of the performing arts and his death.

TIME ALLOCATION



There is one controlled classroom assessment worth 25% of the GCSE. After the Nero topic has been taught, pupils will be given ten hours to research and plan their response to a task set by the examination board and three-four hours in class in the second term of Form Five to write it up.

ASSESSMENT

There is one controlled classroom assessment and three examination papers.

Unit 1 (1 hour examination paper)Athens and Sparta25%

Unit 2 (1 hour examination paper)Social Life in Rome in the First Century A.D.25%

Unit 3 (1 hour examination paper)Pompeii and Herculaneum25%

Unit 4 (controlled assessment)Nero25%

VALUE

The study of Classical Civilisation encourages good written and oral communication skills and sympathy for other cultures, offers the chance to develop the powers of observation and understanding and improves the evaluation of sources and the capacity for analysis. It also provides access to some of the worlds finest literature in translation.

CAREERS

Although few jobs relate directly to a qualification in Classical Civilisation, many students subsequently find the skills and knowledge developed very useful. In general, it leads to precisely the same jobs as any other non-vocational subject. Some occupations where the transferable skills learned from the study of Classical Civilisation are particularly useful include the following: author; historian; civil servant; journalist; lawyer; politician; theologian.

SPECIAL POINTS

No knowledge of Latin or Greek is required;

No previous study of Classical Civilisation is required;

The examination board used is AQA (www.aqa.org.uk);

Pupils will have the opportunity (subject to demand) to further their studies on the Middle School Classics Trip to Rome, Pompeii, Herculaneum and Mount Vesuvius.

DRAMA

To enable pupils to engage emotionally, imaginatively and intellectually in the exploration of a range of cultural and human issues;

To develop the use of dramatic skills appropriate to audience, context, purpose and talk;

To enable pupils to demonstrate a critical understanding of their own work and that of others:

To develop the ability to understand dramatic context and to analyse and evaluate forms and conventions.

Unit 1

Written Paper 1 hour 30 minutes 80 marks 40%

The written paper comprises three sections:

A Practical work completed during the course;

B Study and performance of a scripted play;

C- Study of a live theatre production.

Candidates must answer Question 1 from Section A and choose one further question from either Section B or Section C.

The written paper assesses Assessment Objectives 1 and 3, with relative weightings of 20% and 20% respectively.

Externally set and marked.

Unit 2

Practical work

120 marks 60%

Candidates are required to present practical work for two controlled assessment options, each with a weighting of 30% (60 marks each).

Controlled assessment options:

1. Devised Thematic Work

2. Acting

3. Improvisation

4. Theatre in Education

Each controlled assessment option assesses Assessment Objectives 1 and 2 with the following weighting:

1. Process and understanding of skills development (A01) 7..5%

2. Final Presentation: performance (A02) 22.5%

ECONOMICS

What is the real cost of alcohol and tobacco consumption?

What causes house, food and fuel prices to rise and fall?

Why are some people better off than others?

How can young people make informed financial decisions?

What should be the most important economic priorities for government?

What are the costs and benefits of globalisation?

Economics provides students with a tool kit of concepts, ideas and skills. This allows them to investigate and to analyse problems, evaluate information and evidence and arrive at reasoned conclusions and judgements.

Economics provides numerous opportunities for students to communicate ideas orally and in writing and apply numerical skills. It also allows them to use information and communication technology to access, interpret and analyse data. Economics helps students to develop their problem-solving ability as well as their thinking and study skills.

It also provides opportunities to work with other students in teams.

Economics gives students access to a wide range of further learning opportunities and career choices. It combines well with other social sciences and the humanities, with foreign languages, with mathematics and sciences and with vocational subjects such as engineering, manufacturing and business. Students with economics qualifications are well placed for careers in business, finance, government services and professions such as teaching and the law.

Key features

There is a single tier of entry and no controlled assessment requirement;

The course helps students develop financial capability;

The specification gives students a sound foundation for the study of Economics and related subjects at AS level;

In 2011, MCB pupils were ranked first and third in CCEA GCSE Economics.

The structure of the course is a follows: Basic Economic Ideas, Producing and Consuming, Financial Capability, Managing the Economy, Trade, Aid and Development.

Students take two papers set and marked by CCEA examiners.

Paper 1: 1 hour - 40%

Students write a structured report based on a pre-released case study. The case study is available to students in centres from January in the year of the examination.

Paper 2: 2 hours - 60%

The paper has a range of different question types: short answer and data response questions (which are compulsory), and one essay from a choice of four.

ENGLISH LANGUAGE and ENGLISH LITERATURE

AIMS

to develop intellectual, imaginative, creative and technical skills in the spoken and written word;

to encourage enjoyment, perception and critical ability in the study of literature.

SPECIAL POINTS

There are two distinct syllabuses at GCSE level leading to two separate awards. Pupils will be selected by the Head of English to study either English Language and English Literature or English Language only on the basis of their performance in English in the Junior School. Those who are selected to study English Language only will be given the opportunities to read and explore a range of literary texts.

ENGLISH LANGUAGE (CCEA)

CONTENT

There are two sections to the course:

1.

Studying language (45%) pupils will study written language such as non-fiction, literary and multi modal texts (e.g. web page) and will explore and analyse changes and variations in spoken language.

2.

Using language (55%) pupils will be required to write both persuasively and creatively and to speak in a variety of situations including individual presentations, group and role play interactions.

ASSESSMENT

40% examination:

Unit 1: Personal Writing and Reading Multi-Modal Texts

Unit 2 :Functional Writing and Reading Non-Fiction

60% Controlled Assessment:

Unit 3:

Speaking and Listening 20%

Unit 4:

Task 1 - The Study of Spoken Language

10%

Task 2 The Study of Written Language

15%

Task 3 - Writing Creatively

15%

ENGLISH LITERATURE (CCEA)

CONTENT

Pupils will study 6 texts covering poetry, prose and drama. The range of texts will include literary heritage, other cultures and the work of contemporary writers.

GEOGRAPHY

AIMS

Turn on your TV or computer any day and you will see coverage of geographical events and issues. Flooding or earthquakes; migration or fair trade it is our aim to help you see the Big Picture and understand our changing world. By studying Geography you will:

Gain an up-to-date awareness of local and global issues;

Develop an understanding of diverse cultures and places;

Think about how you can contribute to a sustainable future;

Develop a wide range of skills through fieldwork and map work;

Develop a range of ICT skills including the use of Geographical Information Systems.

CONTENT

Geographers follow the AQA GCSE Geography A syllabus. The course has a dedicated textbook and uses a wide range of strong visual resources. Full details can be found at http://www.aqa.org.uk/. You will learn about:

1. Understanding our Natural World : Three units are studied in Form 4:

The Restless Earth: plate tectonics, earthquakes and volcanoes;

Water on the Land: river environments and managing flood risk;

Your teacher will then select ONE other from either:

Rocks or Ecosystems or Weather or Ice or Coastal Geography.

2. Understanding our Human World Three units are studied in Form 5:

Population Change: issues of population growth, migration and ageing;

Changing Cities: rapid urban growth, development and environmental impact;

Your teacher will then select ONE other from either:

Changing countryside or Rich and Poor or Globalisation or Tourism.

TIME ALLOCATION:

Four periods per week with one teacher.

COURSEWORK

This is now called Controlled Assessment. One task is undertaken. This will be a fieldwork report of no more than 2000 words and will be based on a fieldwork task set by the examination board each year. It is worth 25%. You will collect data and investigate the topic as a class, and then write up your results individually with the advice and supervision of your teacher in school. A significant amount of time will be devoted to this fieldwork and it will help you develop research, presentation and analytical skills. Previous topics have been on weather, with the use of our digital weather station to gather weather data, and mapping local settlement land-use.

ASSESSMENT

Unit 1 Physical Geography: Written paper: 3 structured questions in 1 hour 30 minutes. (37% of total).

Unit 2 Human Geography: Written paper: 3 structured questions in 1 hour 30 minutes. (37% of total).

Unit 3 Coursework: The controlled assessment of a fieldwork topic/report linked to a

core area of the syllabus. (25% of total).

GEOLOGY

The WJEC GCSE Geology specification covers the following content: Earth Materials, Earth Processes, Earth Structures, Earth Resources and Earth History.

Assessment is through a written paper and a structured coursework assignment.

Theory Paper 75% 1hr

Practical Field Work based assessment 25%

This will be based on a field work assignment in Colliery Bay on the North Coast near

Ballycastle. The pupils will compete up to 10 days field work over the 2 years and complete the assignment in June during 4th Form on a residential trip based at Whitepark Youth Hostel.

This is a well established trip and is very popular with the pupils.

This course in GCSE GEOLOGY should encourage students to:

1.

Develop interest in, and enthusiasm for, geology;

2.

Acquire and apply skills, knowledge and understanding of how geological science works and its essential role in society, including:

acquiring the background knowledge and understanding of the major concepts of geology, e.g. Plate Tectonics and the Rock Cycle

developing scientific skills and skills of geology

developing abilities and skills that:

are useful in everyday life;

encourage safe practice and be able to use and understand risk assessments;

enable the selection, organisation and presentation of information clearly and logically using ICT. Pupils will have a number of opportunities to meet with people who work as geologists.

developing an awareness that geology study and practice involves:

Understanding that applications of geology may be both beneficial and detrimental to the individual, the community and the environment. e.g. Global Warming and Mass Extinctions, why dinosaurs became extinct will be one of the topics. Earth events such as earthquakes and volcanic eruptions occur frequently and Earth Hazards are a major component of the course

developing their interest in, and care for, the environment; Looking at local and global issues e.g. Ballymoney Lignite and the use of oil and coal as non-renewable resources.

discovering how geoscientists work and what they do, looking at oil exploration, mining activities and hydrology. Pupils will also learn how to make risk assessments of the field work sites that they visit. There will be a lot of opportunities to engage in research of e.g. famous fossil finds and famous earthquakes, and IT skills are well developed within classroom and homework based tasks.

Pupils who enjoy Science and Physical Geography would be suited to this course. Geology is very useful to anyone considering a university course or career in Geoscience, Civil Engineering, Architecture, Environmental Sciences and Geography.

HISTORY

The study of History helps students to improve as effective and independent learners and as critical thinkers with curious and enquiring minds.

The study of History prepares students for a range of careers both related to the historical context and the wider employment context. It will allow students to develop skills which are transferable. Many students who have studied History enter careers in Law, Business, Human Resources and Management. Students who are pursuing a science based career have also found History to be very useful in developing their literary skills.

AIMS

to stimulate the pupils interest in and enthusiasm for the past;

to provide pupils with the widening experience of understanding the social, cultural and other values of people in a different time and place;

to develop essential study skills, including the ability to interpret historical evidence.

CONTENT

Paper 1

-

Study in Depth

a)

Germany 1918 1941

Nazi Germany

-

How was Germany controlled by the Nazi Party from 1933-39?

Nazi Policy Towards Europe

-

What were Nazi aims in Europe? What methods were used to achieve these aims?

b)

Peace, War and Neutrality: Britain, Northern Ireland and Ireland in the Second World War c1932 - c1949

Anglo-Irish relationships before World War II;

Experience of and response to war;

Post-war relationships;

Paper 2

Outline Study

The Cold War c1945 - c1991

The outline study is designed to contribute to an understanding of the contemporary world by examining some of the most significant events of the post-1945 period.


The internally assessed component is worth 25%. Candidates are required to complete one assignment of approximately 2000 words. The theme of the Controlled Assessment element is the Vietnam War.

ASSESSMENT

The papers consist of a mixture of structured questions and sourcework.

Paper 1

2 hours

(50%)

Paper 2

1 hours

(25%)

Controlled Assessment

(25%)

HOME ECONOMICS

COURSE

The central focus of Home Economics education is the health and wellbeing of people in their everyday living. This involves enabling students to address increasingly complex challenges related to human needs and the management of resources to meet these needs. Home Economics is concerned with the management of human and non-human resources and with making informed decisions about nutrition and consumer issues.

AIMS

This specification aims to help students to:

Follow a broad, coherent, satisfying and worthwhile course of study;

Develop the knowledge, understanding and skills (including practical skills) required for

Home Economics;

Develop their knowledge and understanding of human needs within a multicultural

Society;

Develop a critical and analytical approach to decision-making and problem-solving in relation to the specified content;

Examine issues that affect the quality of human life, including an appreciation of

Diversity;

Evaluate choices and decisions to develop as informed and discerning consumers;

Actively engage in the process of home economics to develop as effective independent learners.

KEY FEATURES

Candidates will be entered for the CCEA examination;

The course offers opportunities to build on the skills and capabilities developed through the delivery of the Key Stage 3 curriculum;

The specification allows students to progress from the Key Stage 3 subject content to A Level Home Economics;

The course links to careers in medicine, dietetics, sports science, food science, nursing, consumer studies, business studies and marketing.

ASSESSMENT

The course is assessed through one written paper and two controlled assessment tasks.

Unit 1: Diet and Health, and Consumer Awareness - Examination (40%);

Unit 2: Diet and Health - Controlled Assessment (40%);

Unit 3: Consumer Awareness - Controlled Assessment (20%).

CONTENT

UNIT 1 EXAMINATION (40%)

Unit 1 of this GCSE course is divided into two components Diet and Health & Consumer Awareness. Students must study the content of both.

Section A - Diet and Health

Students should have opportunities to demonstrate the knowledge, understanding and skills necessary for providing healthy diets for family members throughout life. They should recognise that family members have different dietary needs and that food choice is affected by social, economic, environmental, cultural, physiological and psychological factors. Some of the topics in this unit include:

The Eat Well Plate and how it helps consumers achieve a balanced diet;

Valuable sources of nutrients, their functions and effect a deficiency can have on health;

Food labelling;

Nutritional requirements for stages in the lifecycle;

Dietary disorders e.g. obesity;

Special diets e.g. Sports Nutrition;

Dietary guidelines;

Dietary issues e.g. fast foods;

Food safety and legislation;

Creativity and food.

Section B - Consumer Awareness

Students should have the opportunities to apply knowledge, understanding and skills as discerning and effective managers of resources. They should recognise how choices can be influenced by personal, social, cultural, economic and environmental factors.

Being an effective consumer

Consumer legislation

Factors which influence consumers when shopping

Money matters

Wise buyer

Being a wise Consumer

UNIT 2 CONTROLLED ASSESSMENT (40%)

Diet and Health One controlled assessment task.

Planning activity

Practical activity and

Evaluation activity

UNIT 3 CONTROLLED ASSESSMENT (40%)

Consumer Awareness One controlled assessment task.

identification of issues

research based activity

primary investigation; and

conclusions and evaluation

JOURNALISM IN THE MEDIA AND COMMUNICATIONS INDUSTRY

The GCSE in Journalism in the Media and Communications Industry (CCEA) comprises of 3 Units and will be taught intensively over 4 periods per week. The course would be suited only to those pupils with highly developed English skills and who have a particular interest in writing for newspapers and the wider news media.

Through studying the specification, students have the opportunity to:

Practise journalistic skills in realistic contexts;

Develop an understanding of the approaches required to be a successful journalist;

Understand the moral and ethical issues that arise when working as a journalist;

Understand how a story appears in print, online or on air from the source to the output;

Develop an understanding of political representation and power in the media industry;

Analyse how a range of media address particular stories and events;

Develop an understanding of the impact of technology on a journalists work;

Present ideas and arguments supported by research and evidence.

This is very much a practical course where students apply their developing knowledge through researching, planning, writing and evaluating media texts. They also develop critical thinking and decision-making skills through considering issues that are important, real and relevant to them.

The course consists of 3 units:

Unit 1 The Journalism Industry and Skills for Journalism. External Examination (1 hour 30 minutes.) (40%)

Unit 2 Communication and Print. Controlled Assessment. Production of an original story in two print media formats. (30%)

Unit 3 Broadcast Media and Communications. Controlled Assessment. Production of broadcast media scripts from pre-release materials. (30%)

LATIN

AIMS

to develop an appropriate level of competence in the Latin language;

to develop a sensitive and analytical approach to language generally;

to develop and apply analytical and evaluative skills at an appropriate level;

to make an informed, personal response to the material studied;

to engage actively in the process of enquiry into the classical world to develop as effective and independent learners and as critical and reflective thinkers;

to acquire, through studying a range of sources, knowledge and understanding of selected aspects of the classical world;

to develop an awareness of the continuing influence of the classical world on later times and of the similarities and differences between the classical world and later times.

CONTENT

There are two main areas of content:

Grammar and syntax, leading to the ability to translate and understand the Latin language.

Set texts, providing an opportunity to study prose and verse texts in the original Latin.

TIME ALLOCATION


COURSEWORK

There is no coursework/controlled classroom assessment.

ASSESSMENT

Four examination papers provide the only assessment:

Unit 1 (1 hour)Unseen prose passages drawn from mythology or Roman domestic

life and tested by comprehension and translation into English 25%

Unit 2 (1 hour)Unseen Latin prose passages drawn from history and tested by

comprehension and translation into English25%

Unit 3 (1 hour)Prose set text (e.g. Livy, Suetonius and Pliny), tested by short

answer and extended response questions in English25%

Unit 4 (1 hour)Verse set text (e.g. Lucan, Persius, Horace and Virgil), tested by

short answer and extended response questions in English25%

VALUE

The study of Latin provides the intellectual challenge of learning a language of great flexibility and subtlety, improves logical thought processes and the evaluation of sources, encourages good written and oral communication skills and sympathy for other cultures and offers the chance to develop the powers of observation and understanding and the capacity for rigorous analysis and problem solving. It also provides access to some of the worlds finest literature and an opportunity to extend the understanding of English as over 50% of English words are derived from Latin.

CAREERS

Although few jobs relate directly to a qualification in Latin, many students subsequently find the skills and knowledge developed very useful. For related secondary teaching and work as a university lecturer, a Latin qualification is essential but for others, such as museum work, archive work, heritage management or archaeology it can be extremely relevant. In general, it leads to precisely the same jobs as any other non-vocational subject. Some occupations where the transferable skills learned from the study of Latin are particularly useful include the following: accountant; administrator; author; business consultant; civil servant; computer operator; financial manager; journalist; lawyer; politician; solicitor; stockbroker; theologian; translator.

SPECIAL POINTS

Only a limited amount of vocabulary is learnt. A vocabulary list is given to pupils in class and the meanings of any additional words which appear in the passages set for translation and comprehension are supplied on the examination paper;

There is no translation from English to Latin on either of the examination papers;

The examination board used is OCR (www.ocr.org.uk);

Pupils will have the opportunity (subject to demand) to further their studies on the Middle School Classics Trip to Rome, Pompeii, Herculaneum and Mount Vesuvius.

For recommencement of Latin evidence of linguistic competence is required and permission from the Head of Department.

LLW- LEARNING FOR LIFE AND WORK

Learning for Life and Work (LLW) is a two year course that develops three areas of study, which students have already considered in their first three years at MCB. These are: Local and Global Citizenship, Personal Development and Employability. LLW offers a valuable foundation for future studies and careers. Possible careers with Learning for Life and Work at GCSE could include: Social Work, Health Care, Nursing, Civil Service, Teaching, Careers Advisor, Banking, Finance, Youth Worker, Media, Vocational Studies, Aid worker, Charity Worker, Entrepreneur.

GENERAL INFORMATION

Learning for Life and Work will help you to develop as an individual and to contribute fully to society. Studying Learning for Life and Work, will allow you to explore the challenges and opportunities that personal, social, cultural, political and economic issues pose in todays society. It will enable you to develop the skills you need to think and act independently.

WHY STUDY LEARNING FOR LIFE AND WORK?

In studying this course you will:

learn about local and global issues;

develop and understand attitudes, needs and points of view that exist in your own and

other communities;

expand your skills to make informed decisions that will enable you to take appropriate

action in life and work.

LLW is a very enjoyable and worthwhile choice of subject at GCSE. The following are some of the comments made by students in the current Form 5 GCSE class:

Interesting subject, very enjoyable

Relevant to current situations in life

Interesting, fun and interactive

Fits in with what is going on in the life of a teenager today

Right up to date with media and world affairs

WHAT WILL I STUDY?

Local and Global Citizenship

You will study:

diversity and inclusion in Northern Ireland;

rights and responsibilities regarding local, national and global issues;

the role of society and government in safeguarding human rights;

non Governmental Organisations (NGOs); and

democratic institutions and their roles.

Personal Development

You will study:

how to keep well in both mind and body;

how to build healthy relationships;

how to recognise and manage risk;

how to be a good parent; and

how to develop your skills as a consumer.

Employability

You will study:

the impact of the global economy on the job market;

how to apply and prepare for a job interview;

the rights and responsibilities of employers and employees;

the advantages and disadvantages of being self-employed; and

the agencies that provide support to employers.

HOW WILL I BE ASSESSED?

There are five units of assessment. Two controlled assessment units each worth 30% and three written papers worth a total of 40%.

Unit 1: Controlled Assessment

You will prepare a report on one of the three areas of study. This will be completed during Form 4. Your teacher marks your report and CCEA moderates the work.

Unit 2: Controlled Assessment

You will prepare a report on a different area of study from that selected for Unit 1. This report will be completed in Form 5

Unit 3: Examination Personal Development

You will sit one written exam paper lasting 45 minutes. This will be completed at the end of Form 4.

Unit 4: Examination - Local and Global Citizenship

You will sit one written exam paper lasting 45 minutes. This will be completed during Form 5.

Unit 5: Examination - Employability

You will sit one written exam paper lasting 45 minutes. This will be completed during Form 5.

MATHEMATICS

Mathematics is fundamental to life in the sense that its unique language and forms of notation help us to calculate, estimate and problem solve. It also informs many of the choices and decisions we make about real life issues and challenges and the actions we subsequently take.

Through engagement with issues which have current and future relevance to young people, teachers can help pupils to see the relevance of Mathematics to real life. Mathematics and Numeracy includes the contributory elements of Mathematics and Financial Capability.

AIMS

to encourage pupils to use and apply Mathematics in practical tasks and in real life problems;

to develop basic mathematical skills and numerical awareness;

to develop logical thought processes.

CONTENT

1. Using and applying mathematics

2. Number and algebra

3. Shape, space and measurement

4. Handling data

TIME ALLOCATION

Mathematics: Four periods per week for all pupils.

ASSESSMENT

Module Test consisting of one non-calculator paper and one calculator paper 45%

Module Test consisting of one non-calculator paper and one calculator paper 55%

All modules are sat at the end of Form 5.

Candidates will prepare for and be entered at the appropriate level, on the recommendation of the Department.

The decision for a small number of students to study Foundation Level GCSE will be taken at the end of Form 4.

SPECIAL POINTS

GCSE Further Mathematics may only be studied in addition to GCSE Mathematics as a choice from the options listed. Further mathematics should only be considered by pupils who have demonstrated consistent interest and ability.

FURTHER MATHEMATICS (Previously Additional Mathematics)

AIMS

to extend pupils mathematical knowledge;

to enhance their ability to read and communicate mathematics, both orally and in the written medium;

to enable pupils to apply a broader range of mathematics than is encountered at GCSE Mathematics, with particular relevance to that used in other subject areas, particularly in science and technology;

to develop further the pupils ability to reason logically and to appreciate patterns and relationships in new areas of mathematics.

CONTENT

The course develops many topics introduced at GCSE Mathematics and introduces pupils to new areas of mathematics including calculus, trigonometry, logarithms and mechanics.

TIME ALLOCATION

Taken as an option, the Further Mathematics course is covered in four periods per week.

ASSESSMENT

Pupils will sit two examinations at the end of Form 5, one in Pure Mathematics and one in Mechanics and Statistics.

SPECIAL POINTS

It is recommended that pupils intending to study Mathematics at AS and A level take GCSE Further Mathematics as it is widely recognised to be an excellent preparation for these courses. Pupils who undertake GCSE Further Mathematics must be able to cope with the demands of the course, and parents should contact the Head of Mathematics for advice about whether this course is suitable;

It is essential for those who wish to study Further Mathematics at A level to have achieved high grades in GCSE Mathematics and GCSE Further Mathematics;

It is possible for pupils who have not taken GCSE Further Mathematics to study Mathematics at AS and A level: extra provision is made for these pupils.

MODERN LANGUAGES

(FRENCH, GERMAN, RUSSIAN, SPANISH)

Studying modern languages will give you excellent and varied career opportunities and life-long skills. As well as making you a communicator, the study of a language also allows you to:

gather information, assess and interpret it;

lead and participate in discussions and groups;

organise your workload and work to deadlines;

develop opinions and propose ideas;

read pages of text and pick out the essential points.

Jobs directly related to languages include translator, interpreter and secondary school teacher. Jobs where your degree would be useful include retail buyer, chartered accountant, Diplomatic Services operational officer, logistics and distribution manager, English as a foreign language teacher or English as a second language teacher, event organiser, marketing executive, market researcher, solicitor.

Over 10% of modern languages graduates get their first job outside of the UK.

Although English is often spoken throughout the international business world, knowledge of a foreign language, whether studied formally or picked up informally, can lead to exciting career opportunities that those without an extra language have little chance of accessing. As the international community gets closer, more employers than ever before are looking for multi-lingual candidates to fill their roles, so having even basic language qualifications on your CV can give you an advantage.

The UK trades heavily with Europe and many careers rely on these close links, so some employers are now looking for people with a knowledge of French, German and Spanish. Also, places like Russia are starting to become more popular for businesses and there are not that many people around who can boast these language skills on top of their mother tongue.

A knowledge of languages can also help you get ahead and have exciting opportunities in careers where you would not necessarily expect a language to be key. Even for people who train in very different areas, knowledge of other languages can bring variety into their working lives. Mdecins Sans Frontires (MSF) is an international medical and humanitarian aid organisation, which sends doctors, nurses and midwives on overseas placements, including to war zones and scenes of natural disasters. Though their recruits will have gone through medical training, they also need language skills.

The information in this booklet gives a generic outline of the courses on offer. French is offered by CCEA, Russian is offered by Edexcel, Spanish and German are offered by AQA.

AIMS

The new GCSE aims to encourage students to:

develop an understanding of the language in a variety of contexts; understand and use more accurately a widening range of vocabulary and structures, including some unfamiliar language;

learn to use language effectively for practical and effective communication; discuss and understand issues and give opinions; give full descriptions and accounts;

derive enjoyment and benefit from language learning; cope with a greater degree of unpredictability;

form a sound language base for further study, work and leisure;

make informed decisions about further learning opportunities and career choices;

develop an interest, awareness and understanding in the culture and way of life in another country/community;

recognise that their linguistic knowledge, understanding and skills help them to take their place in a multilingual global society, and provide them with a suitable basis for further study and practical use of the language;

develop more general learning skills such as analysis, memorising and critical thinking. Deal with a widening range of potential problems.

CCEA FRENCH CONTENT

The syllabus is divided into three contexts for learning:

The Individual: Students lives, homes and interests, and those of others in other countries and communities;

Citizenship: Lifestyles, attitudes and customs in students own countries and communities and in other countries and communities;

Employability: Lifestyles, attitudes and customs in students own countries and communities and in other countries and communities.

Within these contexts students should be able to investigate, understand, describe, discuss and give opinions on a variety of topics.

Sample Topics: Relationships, Local Environment, Routine and Leisure, Health and Lifestyle, Social Issues, Travel and Tourism, Environmental Issues, Media and Communications, Celebrations, School Life, Part-time Jobs, Future plans and choices.

ASSESSMENT

The course is assessed through a combination of written papers (for reading and listening) and controlled assessments (for writing and speaking). The course offers opportunities to build on the skills and capabilities developed through the KS3 curriculum.

(i) Listening and Responding 20%

Externally assessed paper.

Recordings of items such as announcements, messages and conversations. Responses include selection, gap filling and answering questions in English.

(ii) Reading and Responding 20%


Stimulus material of various lengths on a range of topics in the target language. Responses include selection, gap filling, short answers in the Target language and some answers in English.

(iii) Speaking 30%

Controlled assessment.

Students prepare TWO tasks from a choice of three, Conversation, Presentation and discussion, Interview.

(iv) Writing 30%


Students prepare and complete tasks under supervision. Tasks will be set by teaching staff in line with specifications and then TWO tasks will be submitted for marking to the Examination Board.

GERMAN and SPANISH CONTENT

The syllabus is divided into four contexts for learning:

Understand and provide information and opinions relating to the students own

lifestyle and that of other people, including people in countries/communities where

German / Spanish is spoken;

Understand and provide information and opinions relating to the students own

leisure and that of other people, including people in countries/communities where

German / Spanish is spoken;

Understand and provide information and opinions relating to the students own home and environment and that of other people, including people in countries/communities where German / Spanish is spoken;

Understand and provide information and opinions relating to the students own work and experience and that of other people, including people in countries/communities where German / Spanish is spoken.

Within these contexts students should be able to investigate, understand, describe, discuss and give opinions on a variety of topics.

Sample Topics: Health, Relationships and Choices, Leisure, Holidays, Home and Local Area, Environment, School/College and Future Plans, Current and Future Jobs.

ALLOCATION

Four periods per week for each language.

ASSESSMENT

The course is assessed through a combination of written papers (for reading and listening) and controlled assessments (for writing and speaking). The course offers opportunities to build on the skills and capabilities developed through the KS3 curriculum.



Recordings of items such as announcements, messages and conversations. Responses include selection, gap filling and answering questions in English;

(ii) Reading and Responding 20%


Stimulus material of various lengths on a range of topics in the target language. Students comprehension will be tested by a range of question types, normally requiring non-verbal responses or responses in English;

(iii) Speaking 30%


Students will complete two controlled assessment tasks which will be in the form of a dialogue;

(iv) Writing 30%


Students prepare and complete 2 tasks under supervision. Tasks will be set and marked by teaching staff in line with specifications and samples will be submitted for moderation to the Examination Board.

RUSSIAN CONTENT

The course is assessed through a combination of written papers (for Reading, Listening and Writing) and the Speaking Examination at the end of the GCSE course. (Please note that there is NO controlled assessment in Russian). The course offers opportunities to build on the skills and capabilities developed through the KS3 curriculum.

ASSESSMENT



Recordings of items such as announcements, messages and conversations. Responses include selection, gap filling and answering questions in English;

(ii) Reading and Responding23%


Stimulus material of various lengths on a range of topics in the target language. Students comprehension will be tested by a range of question types, normally requiring non-verbal responses or responses in English;

(iii) Speaking 27%


During the Form 5 academic year the students will choose a topic they would like to talk about at their Speaking Examination. The students will write out and learn a 1 min. presentation on the chosen topic and should be prepared to answer the follow-up questions based on the topic for another 4- 5 minutes. The topic of the presentation is chosen by the candidate in consultation with the teacher.

(iv) Writing 27%


During the Form 5 academic year the students will choose a topic they would like to write about at their Writing Examination amongst the topics suggested by Edexcel. The topic for the Writing examination is chosen by the candidate in consultation with the teacher and in accordance with the Edexcel requirements.

SPECIAL POINTS

Pupils may study more than one modern language at GCSE. They must continue with at least one of the languages they have studied in Forms 1-3 and those who have not previously studied German, Russian and Spanish may in addition begin a two year GCSE course in German, Russian and Spanish. Evidence of linguistic competence will be required for these courses.

MOVING IMAGE ARTS

AIMS

This subject focuses on how to create moving image products, and the genres within film making. Students plan and create moving image products, and analyse and critically evaluate moving image genres. Through studying this subject, students develop an understanding of film language in theory and practice. They will develop ideas through investigating and experimenting with film-making techniques and processes. Two key moving image art forms underpin this subject: film (live action fictional narrative films) and animation (rostrum, stop motion and CGI animated narrative films).

CONTENT

Candidates will be entered for the CCEA examination.

TIME ALLOCATION

4 periods per week.

ASSESSMENT

UNIT 1 Acquisition of Skills in Moving Image Production 20%

(Controlled Assessment tasks)

Each student must complete two controlled assessment tasks for submission. Submitted tasks must be from two different film language areas. Each task results in a 4060 second exercise (accompanied by notes on the production of the experiment) and an evaluation.

UNIT 2 Planning and Making a Moving Image Product 40%

(Controlled Assessment tasks)

Students use an initial idea or stimulus from the ESA as a starting point to create their own complete narrative moving image product. They produce either a live action film or an animation by working within the parameters and conventions of one or more of the specifications defined genres or film language areas.

UNIT 3 Online Examination 40%

Students must complete one online examination for GCSE Moving Image Arts. The exam lasts 1 hour 30 minutes and is worth 40 percent of the final award. We set and mark the exam. It takes place in the summer of the second year of the course. All work is internally assessed and externally moderated by CCEA.

SPECIAL POINTS

Students do not need to have previous knowledge or experience in the subject. However, students do need to have basic keyboarding and word processing skills for the online examination.

CAREERS IN MOVING IMAGE ARTS

A degree in one of the many areas of Film or Media can offer a dynamic and wide-ranging choice of careers. Whether it is scriptwriting, set design, costume and makeup, storyboarding, art directing, animation, film or television, MIA equips you with excellent foundation skills for all of these areas.

MUSIC

Studying Music to GCSE level develops pupils as individuals by giving them the opportunity to create personal meaning through composing, performing and listening activities. Students become aware of the creation, performance and use of music to influence the human spirit. They explore issues of ethical awareness and evaluating their own response to dilemmas existing in the music industry, for example, copyright, plagiarism, internet downloads etc. They develop knowledge, understanding and skills related to the use of ICT in present day music making.

Many of our music students go on to study Music at university. It can lead to careers in the music industry, broadcasting and teaching. Equally a number of students who go on to study Music for A level become doctors, lawyers, civil servants or event managers. Employers appreciate the skills and qualifications of Music GCSE and A level as the study of Music involves self discipline, self motivation and through group activities they learn the value of teamwork and excellence.

AIM

to develop and enhance an interest in Music and to set the subject in the broader context of our cultural life;

to help pupils enjoy and appreciate Music through learning to listen, perform and compose.

CONTENT

1.

Listening:

listening critically to a range of set works as diverse as Handels Messiah, Irish Folk Music and Ron Graingers Dr Who theme.

2.

Performing:

as a soloist and as a member of a group.

Although candidates will rehearse their practical pieces in school, parents and pupils are reminded that instrumental/vocal lessons must be organised outside the normal school timetable. Parents are responsible for the cost of instrumental/vocal lessons. Pupils should aim to perform pieces of Grade 4 standard or above.

2.

Composing:

virtually all styles of free composition are acceptable provided they contain evidence of intelligent musical organisation. The final portfolio of 2 pieces should last about four minutes. Pupils should have some knowledge of music theory before embarking on the GCSE course. If in doubt, speak to one of the music staff.

TIME ALLOCATION

4 periods per week.

ASSESSMENT

Composing

30%

Performing

35%

Listening

35%

SPECIAL POINTS

It is expected that all candidates will become members of school music groups such as the Senior Orchestra, Band, Chapel Choir, Girls Choir, Jazz Group, etc. This will improve their standard of musicianship, ensemble music-making and enhance their performance in GCSE. All GCSE pupils are members of the Senior Choir.

PHYSICAL EDUCATION

Pupils who wish to study PE as a GCSE subject, particularly as 60% of final grade is based on practical work, MUST HAVE:

competed on a regular basis in two activities for the school at A Team level or

equivalent and will continue to do so for the duration of the course;

the ability to perform in two further activities to a high standard;

participated regularly and shown an interest in and aptitude for all aspects of PE and Games at Key Stage 3.

A meeting for all those pupils considering GCSE PE will take place prior to GCSE interviews.

Due to timetabling restraints only one class with a maximum of 18 pupils (boys and girls) will operate. A selection process may be required if oversubscribed. This could involve a practical assessment.

AIM to encourage pupils to

develop and apply their knowledge, skills and understanding to physical education

through selected practical activities;

develop their knowledge and understanding of the different factors that affect

participation and performance and demonstrate their relationship;

understand the role of rules and conventions in selected activities;

promote their understanding of the health benefits and risks associated with taking part in physical activity;

develop the skills necessary to analyse and improve performance;

support their personal and social development through adopting different roles in selected activities when working with others.

CONTENT

Component 1 1 hour TERMINAL EXAM (40% of total marks) covering Health, Fitness and the Factors affecting Performance; Principles of Training; Factors affecting Individual Performance and Participation, and the Social and Cultural Factors affecting Participation.

Component 2 INDIVIDUAL PERFORMANCE (60% of total marks)

The subject content above is underpinned by its application in the practical coursework.

Pupils are assessed internally in FOUR activities from at least TWO of the following groups:

Games, Gymnastics, Dance, Athletics, Swimming, Outdoor/Adventure and Health/Fitness.

CAREER OPPORTUNITIES

A GCSE in PE may lead to further study at A Level and onto Higher Education as well as to career opportunities in the following fields: Physical Education Teaching, Leisure/Tourism Industry, Physiotherapy, Community/Sports Development and Sports Management.

TIME ALLOCATION

4 periods per week: 2 practical and 2 theory periods following the AQA syllabus.

RELIGIOUS EDUCATION

AIMS

to stimulate an enquiring, critical and sympathetic approach to the study of religion;

to identify and promote exploration of, and reflection upon, questions about the meaning and purpose of life;

to consider religious and, where appropriate, other responses to moral issues.

CONTENT

1. Introduction to Philosophy of Religion

Pupils will have the opportunity to investigate and debate topics such as the existence of God, religious experience and the problem of evil. This module will be examined at the end of Form 4.

2. AN INTRODUCTION TO CHRISTIAN ETHICS

This unit aims to introduce students to ethics within the study of religion. The topics

studied are personal and family issues, matters of life and death, care for the environment, equality, war and peace.

TIME ALLOCATION

The course will be covered in two periods per week.

ASSESSMENT

2 written papers 100%

SCIENCE

AIMS

GCSE specifications in science enable learners to:

Develop their knowledge and understanding of the material, physical and living worlds;

Develop their understanding of the nature of science and its applications and the interrelationships between science and society;

Develop an understanding of the importance of scale in science;

Develop and apply their knowledge and understanding of the scientific process through hypotheses, evidence, theories and concepts;

Develop their awareness of risk and the ability to assess potential risk in the context of potential benefits;

Develop and apply their observational, practical, enquiry and problem-solving skills and understanding in the laboratory, field and other learning environments;

Develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions;

Develop their skills in communication, mathematics and the use of technology in scientific contexts.

COURSES

The curriculum in science is divided into separate modules of Biology (B1, B2 and B3), Chemistry (C1, C2 and C3) and Physics (P1, P2 and P3). Pupils will be required to select a Core Science route, an Additional Science route or a separate Science route. The Additional Science and separate Science routes will provide access to one or more science subjects at A Level but the Core Science route is for pupils who are sure that they will not be studying an A Level Science course.

Pupils opting for the Core Science course will be awarded a single GCSE grade at the end of the two year course where they will study Science A Modules (B1, C1 and P1). Progression to A Level studies is not possible with this route.

Pupils opting for the Additional Science course will be awarded two independent GCSE grades, one for their performance in the Science A modules (B1, C1 and P1), and one for their performance in the Additional Science modules (B2, C2 and P2). Progression to A level studies in any of the science subjects will require pupils to achieve a minimum grade profile of BB, together with an A grade performance in those modules that are directly related to their chosen A level subjects.

Pupils opting for the separate Sciences will be required to choose two subjects from Biology, Chemistry and Physics as part of their GCSE curriculum. Pupils will also be given the opportunity to select a third science as one of their optional subjects. Progression to A Level studies in any of the science subjects will require pupils to achieve a minimum B grade in the relevant subject at GCSE.

CONTROLLED ASSESSMENT - INVESTIGATIVE SKILLS ASSIGNMENTS

Pupils practical skills will be assessed through an externally set, but internally marked, series of written tests based on experiments provided by our examination board. Each pupil will be given several opportunities to complete ISAs (Investigative Skills Assignments), only the best mark achieved in each of the separate Science subjects counting towards their final award. An ISA consists of 2 written assessments plus one or two lessons for practical work and data processing.

ASSESSMENT

Each of the three modules that contribute towards a GCSE award in science is worth 25% of the pupils final mark, their ISA marks contributing a further 25%. Each module is examined by means of a written paper of 45 minutes duration and consists entirely of structured and closed questions. At least one question will assess the quality of written communication in a science context.

SPECIAL POINTS

The new specifications in science provide opportunities for pupils to consider the nature of science, how science works and how it relates to society. This is in addition to investigations of scientific knowledge, theories and models that attempt to explain the world in which we live.

The science courses chosen by pupils may have important career determining consequences and should be given careful consideration. Once pupils are committed, either to the Core Science route, Additional Science route or to a particular separate Science route, they will not be able to alter their decision once teaching has commenced. Our ability to satisfy demands for specific science subjects will depend on the choices made by pupils and any constraints imposed by the timetable and available resources.

The STEM Review in September 2009 concluded: As a society, we will rely increasingly on a good education in Science, Technology, Engineering and Mathematics (STEM) to help us understand many global issues and to manage the rapid rate of technological change which we see around us. As an economy, we are trading on a world state against countries which have been pursuing the growth of STEM over an extended period of time. Our challenge is to produce a workforce with STEM qualifications if we are to sustain growth in our economy.

Studying science subjects at GCSE can lead to careers in Medicine and Dentistry, Nursing, Veterinary Science, Architecture, Building and Planning, Agriculture and related subjects, Biological Sciences, Mathematical Sciences, Computer Science and Physical Science.

TECHNOLOGY AND DESIGN

Technology & Design is a subject aimed toward pupils with a view to pursuing a career in Engineering, Architecture, Product Design, Business & Marketing, and many more similar industries. It is also a good skills based subject for anyone who wishes to keep their options open!

AIMS

The GCSE Technology & Design course aims to encourage students to:

develop skills of creativity and critical analysis through making links between existing solutions, technological knowledge and the principles of good design.

explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making;

analyze existing products and develop practical solutions to needs, wants and opportunities, recognizing their impact on quality of life;

develop decision-making skills through individual and collaborative working;

understand that designing and making reflect and influence cultures and societies, and that products have an impact on lifestyle.

CONTENT ASSESSMENT

UNIT 1

Technology and Design Core; Written paper (20%) taken in Form 4

UNIT 2

Systems and Control; Written paper (20%) taken in Form 5

UNIT 4

Design Assignment; Controlled assessment 1 (20%) Form 4

UNIT 5

Design Project; Controlled Assessment 2 (40%) Form 5

COURSEWORK

Coursework for this subject consists of 2 controlled assessments, one done in Form 4 and the second in Form 5.

Controlled assessment 1 is a research and design project based on 13 hours work, 5 of which are done in school under controlled conditions.

Controlled assessment 2 is completed in Form 5 and is a 30 hour design and make project, utilising the theory studied in unit 2 (electronics).

TIME ALLOCATION

4 periods per week.

******Pupils should also be aware that Technology and Design is a recognised entry

requirement by universities for students wishing to study Engineering*****

METHODIST COLLEGE BELFAST

Controlled Assessment A summary for parents

Controlled Assessment has replaced coursework for most GCSEs. You can view the policy for Controlled Assessment on the College website.

What is Controlled Assessment?

It is a formal internal assessment which will count as part of the final GCSE result. It has been described as a less controlled examination. Levels of control are set for each assessment stage (task setting, task taking and task marking) and have been defined by QCA (Qualifications and Curriculum Authority) for all examination boards. Controlled assessment tasks have a time guidance which should be adhered to.

Student attendance

All examination boards have issued time guidance for the completion of controlled assessments. These will be scheduled into class time and therefore attendance is very important. Key dates and deadlines will be sent home for parents / guardians information. If your child is absent it is important that school is notified as soon as possible.

How will controlled assessment be delivered?

Each subject area has planned the delivery window or dates when controlled assessment in their subject will take place. To reduce pressure on your son / daughter these have been staggered across the Spring and Summer terms of Form Four and the Autumn and Spring terms of Form Five. A letter outlining the controlled assessment dates will be sent home with your son / daughter. They will also be available to view on the school website.

Where will controlled assessments take place?

Controlled assessment is designed to take place within the normal teaching timetable, for example in the classroom.

What is the Controlled Assessment process?

There are three stages to Controlled Assessment:

1. task setting

2. task taking

3. task marking.

Each stage has a level of control (high, medium or low) to ensure reliability and authenticity and to make assessments more manageable for teachers and students. Individual subject specifications give specific details about which tasks are high, medium and low control. Your son / daughter will be informed by teachers which tasks are to be completed in high, medium or low control conditions. Controlled Assessment tasks must be completed in black ink and therefore it would be advisable to ensure that your son/daughter is equipped with a black pen.

What does formal supervision (high level of control) mean?

Students must be in direct sight of the supervisor at all times. Use of mobile phones and other electronic devices is strictly prohibited and, as with terminal examinations, these should be locked securely in school lockers. All breaches will be noted and reported to the Examinations Office and the Principal. The use of resources is tightly prescribed; normally only research folders/diaries are allowed. Students must complete all work independently but those students who work with learning support can be assisted; this is noted and declared to the examination boards. Students are not permitted to communicate with each other. The assessment will be carried out under examination conditions. No assistance can be given to students during the period of formal supervision.

What does informal supervision (medium level of control) mean?

Students do not have to be directly supervised at all times but there must be adequate supervision to ensure that work can be authenticated. Use of mobile phones and other electronic devices is strictly prohibited and all breaches must be noted and reported to the Examinations office and the Principal.

What does limited supervision (low level of control) mean?

Some work can be completed without supervision, outside the classroom. Students will be given guidance on how to complete low control tasks. They are usually research tasks that students can collect at home and bring to class. Students have access to resources such as books and files during low control tasks. Students can collaborate in the collection of information; however, their Controlled Assessment must be produced independently. Students can receive guidance from teachers during low control tasks.

Use of ICT and security of students work

The use of ICT is at the discretion of each Head of Department. If ICT use is permitted during controlled assessment, students are not permitted to access their work between controlled assessment sessions. Students are not allowed to save work on USB devices to bring home. Breaches of these measures can be interpreted as cheating and the students will be informed of the possible consequences.

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