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DISCLAIMER

This document is accurate at the time of being printed but you will be aware that the Government does review and change National Curriculum requirements and regulations governing examinations. Should this happen, changes may have to be made in the event of new instructions from the Department for Education. The school reserves the right to restrict student numbers taking particular courses in Key Stage 4. All courses are dependent on numbers and are subject to change pending publication of new government guidelines.

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Contents

Introduction ............................................................................................................................................ 4

Year 9 Pathways - Key Dates ............................................................................................................ 5

Parental Guidance ................................................................................................................................. 6

Overview of Pathways 2016 to 2018 ............................................................................................. 7

Mendip Studio School .......................................................................................................................... 9

EBacc Pathway ..................................................................................................................................... 10

Attainment 8 Pathway ....................................................................................................................... 11

English Language GCSE ..................................................................................................................... 12

English Literature GCSE .................................................................................................................... 13

Mathematics GCSE .............................................................................................................................. 14

Combined Science: Trilogy GCSE ................................................................................................... 15

Art & Design; Fine Art GCSE ............................................................................................................ 16

Art & Design; Graphic Communication GCSE ............................................................................ 17

Business Studies GCSE ...................................................................................................................... 18

Child Development and Care ........................................................................................................... 19

Computer Science GCSE .................................................................................................................... 20

Design Technology GCSE .................................................................................................................. 21

Drama GCSE .......................................................................................................................................... 22

Food and Cookery VCERT, NCFE ..................................................................................................... 23

French GCSE .......................................................................................................................................... 24

Geography GCSE .................................................................................................................................. 25

German GCSE ........................................................................................................................................ 26

History GCSE ......................................................................................................................................... 27

ICT GCSE ................................................................................................................................................. 28

Media Studies GCSE ............................................................................................................................ 29

Music GCSE ............................................................................................................................................ 30

Philosophy and Belief GCSE ............................................................................................................. 31

Physical Education BTEC ................................................................................................................... 32

Physical Education GCSE .................................................................................................................. 33

Separate Sciences GCSE (Triple) ................................................................................................... 34

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Introduction

Our Key Stage 4 curriculum has been updated this year in line with the latest government guidelines

and in preparation for the launch of new specifications that have a new grading system and is being

taught from September 2016. The curriculum provides a range of courses to suit all students, allowing

everyone to achieve success, satisfaction and fulfil their potential. In Key Stage 4 students study the core subjects of English, Mathematics, Science, Physical Education,

Philosophy and Belief, Citizenship and PSHE. In addition, to this students are able to opt for a number

of additional subjects that we refer to as ‘options’. These courses are detailed in this booklet. This combination of Curriculum Pathways Core and Options Subjects allows students to make decisions

to suit their needs, preferences, abilities and aspirations.

Mr M Burr Deputy Headteacher Curriculum and Achievement

Key Staff

Mr M Burr

Deputy Headteacher, Curriculum and Achievement

Mrs E Sage

Progress Leader, Year 9

Miss N Fear

Assistant Progress Leader, Year 9

Miss F Harrell

SENCo

Ms L Sloman

Careers Advisor

Contact Details

Writhlington School Knobsbury Lane

Writhlington

Radstock, BA3 3NQ

Tel: 01761 433581

Email: info@writhlington.org.uk

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Year 9 Pathways - Key Dates

Thursday 14 January 2016 Year 9 Parents’ Evening

Thursdays 21 January 2016 Year 9 Pathways Evening

Thursday 28 January 2016 Individual Pathway Consultations

Friday 29 January 2016 Students options deadline

Friday 10 June 2016 Students options confirmed

Working at Home Reading through this booklet you will see that in the majority of Key Stage 4 courses the grades

achieved by students will depend on independent work done at home, as coursework and homework,

as well as the work done in school. Throughout Years 10 and 11 students are set assignments, which may take two to three weeks or even

a term to complete. It is important, therefore, that you appreciate that some homework may not be

required to be submitted for some time. A calendar overview will be available on the school website

(www.writhlington.org.uk) of the modules that pupils are studying throughout the year so you as a

parent can encourage and support independent learning at home. Students have to realise that all their work cannot be left to the last minute if good grades are to be

achieved; planning to meet deadlines is an important element of the work in Years 10 - 11. In all

subjects, students who achieve the best grades are those who complete the assignments on time and

make use of a wide range of resources available to them in school. You can help your child by encouraging them to work in a quiet environment and by closely monitoring

their work.

Support & Guidance

On Thursday 29 January parents and students will be offered an individual appointment with a senior

member of staff to discuss Key Stage 4 subjects and to ensure that they are on the right pathway of

study to fulfil their abilities, interests and eventual career plans. Each student will receive curriculum

advice based on his or her interests and abilities. The 14 – 19 curriculum is designed to enable all students to progress successfully in their Post 16

studies. Courses are available leading to A Level, AS Level, Level 3 BTEC National qualifications and a

range of other qualifications. During Key Stage 4 on-going support is given to students by the Key Stage 4 Student Support Team,

which includes Progress Leaders, Assistant Progress Leaders, Tutors, Careers Advisors and the Senior

Leader assigned to the year group. All students receive target grades for all the subjects they are

studying. This performance is monitored closely and reported to you termly either through a Progress

Review, a Subject Parents Evening or an Information, Advice and Guidance Day (IAG).

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Parental Guidance

To assist parents and students in understanding the issues raised by this Curriculum Booklet we off two

evenings during which parents can discuss their child's progress with Subject Leaders, Progress

Leaders and Senior Leaders. On Thursday 21 January 2016 there will be a Pathways Evening devoted to explaining the new

pathways further and the Key Stage 4 options subjects, during which information will be given on the

courses offered. There will then be an opportunity to attend an appointment if you would like one on

Thursday 29 January 2016 to seek additional information or are unsure of which options to

take. This will be with a senior member of staff and you can book your appointment during the

evening at main reception.

Key Stage Four Curriculum Pathways

Core English

Maths

Science

PE

Philosophy and Belief, Citizenship and PSHE is delivered through assemblies, tutor times and

collapsed timetable days Please read the following notes carefully as you study the Curriculum Pathways form All students study the Year 10 Core Curriculum of English, Mathematics, Science and PE. Subjects taken will take the form of Guided Choices. Students and parents will be presented with the

Curriculum on the Key Stage 4 Evening on Thursday 21 January and will have the opportunity if

required to attend a short interview on Thursday 29 February to discuss appropriate curriculum

pathways.

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Overview of Pathways 2016 to 2018

Studio School

English Baccalaureate Attainment 8

Pick 2 subjects from box 1 - EBacc and 2 subjects from box 2 -

Options. At least one choice in Box 2 MUST be either Triple

Science or Technology

Pick a language and a humanities subject

from box 1 - EBacc and 2 subjects from box

2 - Options

Choose 1 option subject from box 1 -

EBacc and 3 options subjects from box 2

- Options

Box 1 – Ebacc French German Geography Computing History

Box 1 – Ebacc French German History Geography

Box 1 – Ebacc History Geography French German Computing

Box 2 Options Triple Science Art & Design: Graphic Communication Technology (the application of human creativity to solving

problems), including textiles Child Development

Business Studies Philosophy & Belief IT

Box 2 Options Business Studies Computing Drama Fine Art Food Technology French Geography History IT Media Studies Music PE Philosophy & Belief Triple Science

Box 2 Options Business Studies Child Development Computing Drama Fine Art Food Technology Geography History IT Media Studies Music PE or Sport Philosophy & Belief

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The Mendip Studio School is a small school for 300 students aged 14-19 that specialises in Electronic

Engineering, Biosciences, Computing and Mathematics and aims to inspire students with a thirst for

learning, a drive to succeed and a curiosity to innovate and experiment. Students will acquire a robust

education underpinned by the acquisition of an entrepreneurial outlook, enabling them to have the

ability to turn ideas into actions. The Mendip Studio School offers a unique opportunity for students to work with electronic engineers

and bioscience specialists engaged in research and development and gives them access to

organisations such as the James Dyson Foundation, the Eden Project, Royal Botanic Gardens, Kew and

Cambridge University Botanical Gardens amongst others. Our partners ensure that students tackle

authentic scientific and design projects, adopting standard industry processes. Our aim is to provide an

education, which will enable students to enter higher education and the job market with key specialist

engineering and bioscientific knowledge, as well as having the skills and attitudes, which will enable

them to become immediate and strong assets to prospective employers. Studio School courses are detailed in this Key Stage 4 Booklet. Enrolment for both Year 10 and Year 12 entry is currently underway and if you would like more

information please contact, Rachel Clarke-Dodgson or Emma Pascoe on 01761 438557 or

rclarkedodgson@mendipstudioschool.org.uk or epascoe@mendipstudioschool.org.uk or website

www.mendipstudioschool.org.uk

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Mendip Studio School

This pathway allows students to specialise in Science and Technology subjects, plus a range of other GCSEs. Students may decide to study French/German and fulfil the criteria for the English Baccalaureate.

Studio School

Pick 2 subjects from box 1 - EBacc and 2 subjects from box 2

- Options. At least one choice in Box 2 MUST be either Triple

Science or Technology

Box 1 – Ebacc French German Geography Computing History

Box 2 Options Triple Science Art & Design: Graphic Communication Technology (the application of human creativity to solving

problems), including textiles Child Development

Business Studies Philosophy & Belief IT

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EBacc Pathway

This pathway is made up of a broad and balanced curriculum that meets all the criteria for the English Baccalaureate. Students can follow a traditional and academic curriculum that will lead onto further study at sixth form or college and in turn higher education or employment.

English Baccalaureate

Pick a language and a humanities subject from box 1 -

EBacc and 2 subjects from box 2 - Options

Box 1 – Ebacc French German History Geography

Box 2 Options Business Studies Computing Drama Fine Art Food Technology French Geography History IT Media Studies Music PE Philosophy & Belief Triple Science

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Attainment 8 Pathway

This pathway is made up of a broad and balanced curriculum. Students can follow a traditional and academic curriculum that will lead onto further study at sixth form or college and in turn higher education or employment.

Attainment 8

Choose 1 option subject from box 1 - EBacc and 3 options

subjects from box 2 - Options

Box 1 – Ebacc History Geography French German Computing Box 2 Options Business Studies Child Development Computing Drama Fine Art Food Technology Geography History IT

Media Studies Music PE or Sport Philosophy & Belief

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English Language GCSE Course Length: 2 Years Exam Board: AQA Subject Leader: Ms L Lennon

The aim of the course is to: Help students communicate clearly, effectively and appropriately through both the written and spoken word. It also aims to provide a wide range of activities and skills that will allow students to enjoy, and become actively involved in, the subject. All students study the English Language GCSE course and nearly all will also study English Literature GCSE as well. Course Content: Students develop the skills of Reading, Writing and Speaking and Listening. Many of the tasks and activities involve all three of these. They might, for example, be asked to read a newspaper article, respond to a radio or TV programme covering the same topic and then to write a letter giving their own opinions of the programme. All work will lead towards the examinations at the end of Year 11. Examinations: 100% There are two examinations. Each paper tests reading and writing skills equally. The examinations focus on reading extracts from the 19th, 20th and 21st century. Paper 1: Explorations in creative reading and writing. Paper 2: Writers’ viewpoints and perspectives. Speaking and Listening is credited as an extra endorsement. Paper 1: Explorations in creative reading and writing. This examination is split into a reading and writing section. Section A: Reading Students have one fictional source to read and 4 questions to answer. Section B: Writing Students complete one extended writing task. This is always a creative piece focusing on narrative and/or descriptive writing. Paper Two: Writers’ viewpoints and perspectives This examination is split into a reading and writing section. Section A: Reading Students have two linked non-fiction sources from different time periods to read. They will answer 4 questions in total. Section B: Writing The task will require students to produce a written text to a specified audience, purpose and form in which they give their own perspective of the theme introduced to them in Section A. Extra Curricular Activities: Students will have the opportunity to be involved in talks and workshops from visiting writers, drama workshops

led by visiting actors and visits to local theatres. Career Paths: Employers value a good performance in English. The course is a good foundation for further study in Sixth Form in any subject. A high level is necessary to study English at 'A' Level or to continue at college or university.

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English Literature GCSE Course Length: 2 Years Exam Board: AQA Subject Leader: Ms L Lennon

The aim of the course is to: Extend our students’ experience of reading and develop critical and analytical skills at the start of KS4. Students who take English Literature also take English Language. Course Content: During the course students will study a range of texts and will be shown how to respond to them critically and in

detail. They will look at issues contained in the texts and how the authors have used language to achieve their effects. Students are encouraged to think and respond for themselves. They are taught how to communicate personal opinions and interpretations as effectively as possible. Some of the texts will be by pre 1914 writers; we also look at the social, historical and cultural influences on these authors. Examinations: 100% All examinations for English Literature are closed book. Paper 1 Shakespeare and the 19th-century novel Paper 2 Modern texts and poetry Paper 1: Shakespeare and the 19th-century novel This paper is split into two sections. Section A: Shakespeare - Students will answer one question based on a Shakespeare play studied in class

(Macbeth). They will be required to write in detail about an extract from the play and then to write about the play as a whole. Section B: The 19th-century novel - Students will answer one question based on a 19th-century novel studied in class (The Strange Case of Dr Jekyll and Mr Hyde). They will be required to write in detail about an extract from

the novel and then to write about the novel as a whole. Paper 2: Modern texts and poetry - this paper is split into three sections. Section A: Modern texts - students will answer one essay question from a choice of two on their studied modern prose or drama text (An Inspector Calls). Section B: Poetry - Students will answer one comparative question on one named poem and one other poem from their chosen anthology cluster. Section C: Unseen poetry - Students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem. Extra curricular activities: Whenever possible, theatre visits are organised. We also look at films to see how particular pieces transfer from page to screen. Career Paths: Because the study of literature broadens experience and develops analytical skills, a wide range of employers and educational institutions values it. A high level is necessary to study English at A level.

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Mathematics GCSE Course Length: 2 Years Exam Board: Edexcel Subject Leader: Mr G Farr

The aim of the course is to: Encourage students to develop a positive attitude towards the subject, including confidence, enjoyment and perseverance. We also aim to help our students develop the ability to think and communicate mathematically, including willingness and ability to work both independently and co-operatively. Course Content: The course content is a continuation and extension of knowledge gained during Key Stage 3 and is matched to the National Curriculum Programme of Study. However it is also a development of the knowledge, skills and understanding needed to apply a range of mathematical concepts to situations, which may arise in their own lives. Assessment: Foundation Tier Two equally weighted papers to be assessed at the end of the course. Grades available: 1, 2, 3, 4 & 5

Higher Tier Two equally weighted papers to be assessed at the end of the course. Grades available 4, 5, 6, 7, 8 & 9 For each entry tier, students sit three equally weighted papers to be assessed at the end of the course. Each question paper assesses the attainment of candidates on number, algebra, shape, space and measures, and handling data. One paper is non-calculator. Additional information: The decision about which tier to enter a candidate for is very important as not all grades are available to all tiers. The final decision, which is taken after the mock examinations in Year 11, is based upon that exam result and also

by reference to previous test results during Years 10 & 11, as well as the level at which students have studied in Year 9 onwards.

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Combined Science: Trilogy GCSE Course Length: 2 Years Exam Board: AQA Subject Leader: Mr M Serle

This is a double GCSE course that is completed over two years. The qualification will be graded on a 17-point

scale: 1–1 to 9–9, where 9–9 is the best grade. Students follow a scheme of work delivering the full National Curriculum programme of study and this includes units from all four National Curriculum themes: How science works – Data, evidence, theories and explanations; Practical and enquiry skills; Communication skills; Applications and implications of science. Breadth of study – Organisms and health; Chemical and material behaviour; Energy and radiations; Environment, earth and universe. Students take six examined units with terminal exams taking place at the end of Year 11. Progress will be

monitored throughout the year with internal exams. Assessment for GCSE COMBINED SCIENCE: Trilogy 6 x 1 hour 15 minute Unit Examinations taken at the end of Year 11 covering each unit, marked externally. Students are also required to carry out 16 specific practical activities. These are carried out during lesson time. Extra Curricular Activities: Students will have the opportunity to apply their science learning to the school and local environments and science based industries. Students are also encouraged to take an active interest in science outside normal lessons. It is particularly important to watch the news and watch out for any news item that is linked to science. At best they should bring these news items into school for discussion in class. Career Paths: This course is designed to prepare students who wish to continue their science studies Post-16 and progress into further and higher education. A grade 5-5 or higher in GCSE Combined Science will allow progression to AS and A Level Applied Science, whereas a 6-6 grade or higher in GCSE Combined Science will allow progression to AS and A level Biology, Chemistry and/or Physics. Being one of the three core curriculum subjects the GCSEs mentioned are increasingly required for career routes in areas such as science and technology research, manufacturing, medicine, healthcare, agriculture, education, business and industrial management.

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Art & Design; Fine Art GCSE Course Length: 2 Years Exam Board: AQA Subject Leader: Miss M Doherty

The aim of the course is to: Provide students with an opportunity to explore, manipulate and use a wide range of mixed media and research

and investigate traditional, contemporary and cultural artists and craftspeople using analytical and critical approaches. This will lead to independent learning, developing and making. Course Content: Students produce a Portfolio of work, which includes three units of work on a variety of themes. Work must

include observation work, 2D/3D media research and recording of ideas and appreciation of work of artists/craftspeople. Coursework: 60% internally marked, externally (2 units) moderated Assessment: Examination Project (Controlled Assessment) 40% externally set project This project will be issued from January in Year 11. There will be approximately 3 months to research and develop your chosen theme with a 10-hour exam at the end of the 3 months. Coursework Dates: All coursework must be completed by half term in the Spring Term of Year 11 and exam work is completed by May Bank holiday. Extra Curricular Activities: Gallery visits are arranged where possible and students are given opportunities to work outside Art lessons. Career Paths: Further education, Applied A Level Award, AS & A2 Level - leading to qualifications in the Art field; Television, Graphic Design, Illustration, Fine Art, Sculpture Fashion and Textile Design, Theatre Set and Costume Design, Teaching, Art Therapy, Architecture, Product Design, Interior Design, Photography and Animation Desk Top Design.

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Art & Design; Graphic Communication GCSE Course Length: 2 Years Exam Board: AQA Subject Leader: Ms H Roughley The aim of the course is to: Provide students with an opportunity to explore, manipulate and use a wide range of mixed media; also to research and investigate traditional, contemporary and cultural artists, craftspeople, designers and photographers

using analytical and critical approaches. This will lead to independent learning, developing and making. It is about problem solving and communicating concepts and ideas through a visual medium. Students should learn how to work through a brief from initial engagement to realisation of intentions.

Course Content: There are 2 components: Portfolio and Externally set assignment. The Portfolio consists of a sustained project

and a selection of further work and must meet all four assessment objectives. The Portfolio allows students to draw together different areas of knowledge, skills and understanding. Work evolves from contextual studies, skills-based workshops, gallery/museum visits, and independent study. Presentation of the Portfolio will involve the use of sketchbooks, mounted studies, design sheets, maquettes, prototypes, storyboards, photographic or digital

presentations. *Portfolio (Coursework): 60% of GCSE *Externally set assignment (final exam) 40% of GCSE This project is set by the exam board and will be issued to students from February in Year 11. There will be approximately 2 school months to research and develop a chosen theme with a 10-hour exam at the end to respond making a personal final piece.

Coursework Dates: The Portfolio must be completed by the end of January in Yr 11.

Extra Curricular Activities: Gallery visits are arranged where possible and students are given opportunities to work outside Art lessons.

Career Paths: Further education: Applied A Level, AS & A2 Level - leading to qualifications in the Art field; Television, Graphic Design, Illustration, Fashion Design, Web Design, Social media/App Design, Product Design, Theatre Set and Costume Design, Teaching, Art Therapy, Architecture, Interior Design, Photography, Animation, Music industry,

Freelance Design and many other areas of employment.

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Business Studies GCSE Course Length: 2 Years Exam Board: Edexcel Subject Leader: Mr M Hollier

The aim of the course: Using real life case studies, GCSE Business Studies ensures that students have knowledge, understanding and experience of the real world of business organisations. Students will develop a variety of skills. These include analysing and evaluating in order to make reasoned judgments in the context of real business scenarios. Course Content: This course comprises of the following topics of study. Core Units: Unit 1 - Introduction to Small Business Introduces students to issues concerning the setting up and operation of a business, exploring the activities of the business and the reasons for success or failure. It encourages students to appreciate that businesses must operate

within society and that this involves engaging with a wider range of stakeholders who hold differing perspectives. Unit 2 - Investigating Small Business This unit is based on the previous knowledge gained in Unit 1. Students have approximately five hours to prepare for a controlled assessment under exam conditions. Unit 3 – Building a Business This builds upon the work of Unit 1, allowing students to study businesses as they grow and the issues that expansion raises, including; Marketing, Finance, People in Business, Operations Management, The Economy including Interest Rates, Inflation and Exchange Rates. Assessment: This course comprises of two examined units and one controlled assessment. Unit 2 controlled assessment will be completed in Year 10 and Units 1 and 3 are examined in Year 11.

● Paper 1 is worth 25% of total marks and is a 45-minute multiple-choice examination.

● Paper 2 is worth 25% of total marks and is controlled assessment under examination conditions. ● Paper 3 is worth 50% of total marks and is 1 hr 30 minutes written examination.

Extra Curricular Activities: Revision sessions are run weekly and a revision workshop in Bristol is also available in Year 11. A trip to London is

also arranged to see different markets in action and consumer behaviour. Career Paths: Success in GCSE Business Studies can lead to advanced study of the subject in Sixth Form. This can be combined with other A Levels leading into a variety of higher education courses.

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Child Development and Care Course Length: 2 Years Exam Board: CACHE AWARD Subject Leader: Mr N King

The aim of the course is to: offer students the opportunity to develop the skills, knowledge and understanding which will prepare them for entry into further education or employment in a childcare setting. The course content will include the knowledge of key components and functions for the childcare sector, concepts such as child development, childcare settings and equality and diversity. Course content: The course is designed to provide students with the knowledge and understanding of child development necessary for working with children in a variety of settings. The course consists of the following units: Unit 1 - An introduction to working with children aged 0-5 years This is an introductory unit designed to give an overview of the types of settings and local provision for children.

You will learn how to prepare for working in settings and the responsibilities of early years workers. The content also includes gaining understanding of individuals’ needs and how to treat children fairly. Unit 2 - Development and well-being 0-5 years This unit focuses on holistic development and factors that affect development. You will be introduced to ways of

observing children so that you can support development through appropriate activities and care routines. Unit 3 - Childcare and development 0-5 years This unit will assess your knowledge about the development of children aged 0-5 years. You will be expected to know about the different types of care settings and your responsibilities if you were learning how to work with children. Assessment: Assessment of each unit is mainly based on portfolio evidence from assignments set and assessed by the school and moderated by the examining board. Students will complete a multiple-choice exam at the end of the course that they must pass. Extra Curricular Activities: The course will involve visits to childcare settings and a variety of outside speakers. Career Paths:

● Children’s Nursing ● Social work (Child) ● Teaching ● Nursery Nursing

Any career that involves working with children.

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Computer Science GCSE Course Length: 2 Years Exam Board: OCR Subject Leader: Mr T Attfield

The aim of this course is to: Give students a real, in-depth understanding of how computer technology works. Students will no doubt be familiar with the use of computers and other related technology from their other subjects and elsewhere. However, this course will give them an insight into what goes on ‘behind the scenes’, including computer programming, which many students find absorbing. It provides an excellent preparation for higher study and employment in the field of computer science. The increasing importance of information technologies means there will be a growing demand for professionals who are qualified in this area. Students who have taken a GCSE in

Computer Science and who then progress to study the subject at A Level or university will have an advantage over their colleagues who are picking up the subject at these levels. Students develop critical thinking, analysis and problem-solving skills through the study of computer programming, giving students a fun and interesting way to develop these skills, which can be transferred to other

subjects and even applied in day-to-day life. In particular the new course:

● Has been developed with companies like Microsoft, Google and Cisco, organisations like Computing At School (CAS), plus teachers and academics.

● Focuses on cyber security – It looks at phishing, malware, firewalls and people as the ‘weak point’ in secure systems, which students will study for the first time at this level.

● Has a greater emphasis on ‘computational thinking’ – learning the theory and apply it in real life situations, in any computing language.

● Encourages mental versatility – Students use their new-found programming skills on an independent coding project by solving a real-world problem of their choice.

Course Content: Component 01 – Computer Systems The first component is an exam focused on computer systems covering the physical elements of computer science and the associated theory. Component 02 - Computational Thinking, Algorithms and Programming This component is focused on the core theory of computer science and the application of computer science principles. Component 03 - Programming project Programming Project (non-exam assessment) Assessment: The course is assessed through two written assessments and one Controlled Assessment. Component 01 and 02 are one 90 minute examination each worth 40% (3hrs of exams worth 80% of the overall marks in total); Component 03 is worth 20% and is assessed as a controlled assessment. Career Paths: Progression into employment The course provides excellent preparation for students who want to study or work in areas that rely on problem solving and/or programming skills, especially where they are applied to technical problems. These areas include engineering, financial and resource management, science, medicine and, of course, the many types of career within the computer industry. Further Education The course is designed to lead on to further study at a Level 3 qualification, usually A Level Computing.

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Design Technology GCSE

Mendip Studio School

Course Length: 2 Years Exam Board: AQA Subject Leader: Mr B Doherty

Learning in Studio Schools is authentic and actively involves local employers and community organisations. There

is significant evidence that project and enquiry-based learning can be extremely effective in engaging young people and equipping them with key employability and life skills. Crucially, this more practical approach to learning has been shown to lead to improved educational attainment for a significant number of young people.

Enquiry and project based learning lies at the heart of the Studio Schools’ curriculum model. Students will be

involved in real-life projects in Technology through working with our industry partners. They will also complete supplementary work experience placements and be involved in Enterprise Projects in school and the surrounding community. In order to root students’ learning in the real world, most projects involve external commissions. So whether it is a health report for the local hospital or a business brief for a local employer, students’ learning actively involves them in local community life. This not only makes learning more engaging, leading to improved

attainment, it also helps young people to develop the wide range of skills they need to succeed in the world of work. Possible projects in Technology may include working with engineers from Dyson to develop a robot vacuum

cleaner – or even one which obeys mind control! You will plan the concept, take apart examples of what is around today and then create new prototypes of your own.

You might get involved in recycling material that is just wasted right now. But we want you to actually design and make new things from what you recycle. And you will really do it – no pretending here! For example, you might use old plastic products and use real industry standard kit to transform them into things like the materials for your

own 3D printers.

Worried about the amount of energy we waste? Do a project to harness natural renewable sources and really produce low carbon energy yourself. We’ll provide the best kit around and the best brains we can find to help you become experts. Make better wind turbines or solar powered products – the future is up to you. We have a whole

bank of problems, challenges and projects which are puzzling real companies right now and which you can tackle in Design Technology at Mendip Studio School.

Assessment (40%): DT1 Examination Non Examination Assessment (60%): DT2 Controlled Assessment - This consists of a Design and Make project where students are given 12 briefs by the

examination board to choose from. It is a piece of work at will take up much of their final year.

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Drama GCSE Course Length: 2 Years Exam Board: AQA Subject Leader: Mr J Moore

The aim of the course: The course offers students the opportunity to explore drama as a practical art form in which ideas and meaning

are communicated to an audience through choices of form, style and convention. Students will be introduced to key practitioners, theoretical influences and influential playwrights whilst developing and building their core practical performance skills.

Course Content: The subject content for GCSE Drama is divided into three components:

1. Understanding drama (written exam) 2. Devising drama (practical and coursework portfolio) 3. Texts in practice (practical)

In the practical components students may specialise in performing, lighting, sound, set, costume and/or puppets. Whilst there is a fundamental emphasis on the practical element in this course, the building up of a lively portfolio full of inspiration ideas, collaboration and experimentation and finally evaluation, is also a central part of the

course. GCSE Drama allows all students to pursue the course in a way consistent with their preferred creative style.This is an exciting course for students who have a love of performing arts. We aim to develop creativity, confidence and an analytical skill-set that will benefit students across their learning. Students will be expected to attend a live theatre visit (arranged by the department).

Assessment: ● AO1: Create and develop ideas to communicate meaning for theatrical performance. ● AO2: Apply theatrical skills to realise artistic intentions in live performance.

● AO3: Demonstrate knowledge and understanding of how drama and theatre is developed and performed. ● AO4: Analyse and evaluate their own work and the work of others.

Component 1: Written Exam (40%)

Component 1 consists of the written paper – an open book exam of 1¾ hours

Section A: multiple choice questions on knowledge and understanding of drama and theatre (4 marks) Section B: four questions on a given extract from the set play (chosen from a choice of six) (46 marks) Section C: one two part question (from a choice) on the work of theatre makers in a single live theatre production (30 marks) Components 2 & 3: Practical Work (60%) Component 2 (40%) consists of creating and performing devised drama (students may choose to contribute as

performer or designer). Students will analyse and evaluate their own work with the creation and development of a coursework portfolio (devising log).

Component 3 (20%) consists of a performance of two extracts from one play (this text must be a contrast to the play examined in the written exam). Students may choose both the text and also may contribute as performer or

designer. Extra Curricular Activities: Theatre visits are arranged where possible and students are given opportunities to work with professional theatre practitioners (actors, designers, directors). Career Paths: Drama offers students the opportunity to explore a range of creative as well as critical thinking skills while engaging and encouraging them to become imaginative and confident performers and designers. It implements and instils key skills applicable to a variety of careers as you learn to present yourself in public with confidence.

You will also learn to collaborate, communicate and negotiate with others, think analytically and evaluate effectively. You will gain the confidence to pursue your own ideas, reflect and refine your efforts. Whatever the future holds, you will emerge with a toolkit of transferable skills, applicable both in further studies and in the workplace. Drama students go on to pursue careers in Performing Arts, Entertainment Industry, Media, Politics, Teaching,

Events Management etc. Due to the strong emphasis on performance in this subject, students are advised that it is not a purely theory based course and that at times, performance will be required.

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Food and Cookery VCERT, NCFE Course Length: 2 Years Exam Board: AQA Subject Leader: Ms A Bradley

The aim of the course: This qualification is designed for learners who have an interest in food and cookery. It will provide learners with experience of using different cooking techniques and methods. Course Content: Unit 1 – Preparing to Cook This unit aims to introduce learners to the safe and hygienic preparation of the cooking environment and ingredients. Learners will understand the importance of how to prepare and store equipment and utensils. Learners will understand and follow recipes to demonstrate their cooking skills to produce a variety of dishes. Unit 2 – Understanding Food This unit aims to provide learners with an understanding of food sources and the factors that can affect food choices. Learners will be able to apply these factors when selecting and cooking dishes. Unit 3 – Exploring Balanced Diets Learners will understand the individual requirements of a balanced diet. They will learn about reference index (RI)/guideline daily amounts (GDAs) and how food labels can inform healthy eating. Learners will understand how to change recipes to make them healthier. Unit 4 – Plan and Produce Dishes in Response to a Brief This unit will give learners the opportunity to bring together their learning and skills developed throughout the course to produce a menu in response to a brief. Learners will plan, make and review their completed dishes. Assessment: There are four units covered in this course, three of which are internally assessed and externally moderated. Unit

2 is externally assessed. Extra Curricular Activities: There will be the opportunity to visit establishments and businesses related to the food industry. Career Opportunities: This course gives students the skills to progress onto further education within the subject or apprenticeships. It will give them an understanding of the skills required for a career in food.

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French GCSE Course Length: 2 Years Exam Board: AQA Subject Leader: Mr S Nunley

The aim of the course is to:

● develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy

● express and develop thoughts and ideas spontaneously and fluently ● listen to and understand clearly articulated, standard speech at near normal speed ● deepen their knowledge about how language works and enrich their vocabulary to increase their

independent use and understanding of extended language in a range of contexts

● acquire new knowledge, skills and ways of thinking through the ability to understand and respond to authentic spoken and written material, adapted and abridged, as appropriate, including literary texts

● develop awareness and understanding of the culture and identity of the countries and communities where French is spoken

● make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge

● develop language learning skills both for immediate use and prepare them for further language study in

school, higher education or employment ● develop language strategies, including repair strategies

Course Content: A complete linear course of study based on a syllabus leading to a GCSE Certificate in French. Grades are awarded

at the end of the course after four final exams. There is NO coursework or controlled assessment. Progress is assessed regularly throughout Y10 and Y11, which includes use of past papers and mock exams. Paper 1 - Listening

● 25% of marks

● Students sit either a Foundation or Higher paper ● Foundation - 35 minutes ● Higher - 45 minutes ● Both exams include questions to be answered in English and in French

Paper 2 - Speaking ● 25% of marks ● Students sit either a Foundation or Higher paper ● Foundation - 7-9 minutes (plus preparation time) ● Higher - 10-12 minutes (plus preparation time) ● Both exams include a role play, discussion based on a photo card and general conversation

Paper 3 - Reading ● 25% of marks ● Students sit either a Foundation or Higher paper

● Foundation - 45 minutes ● Higher - 1 hour ● Both exams include questions to be answered in English and in French, as well a short translation from

English into French

Paper 4 - Writing ● 25% of marks ● Students sit either a Foundation or Higher paper ● Foundation - 1 hour ● Higher - 1 hour 15 minutes ● Foundation - writing a short message (4 sentences), writing a short passage (40 words), translation from

English into French (35 words) and writing a structured task (90 words) ● Higher - writing a structured task (90 words), writing an open-ended task (150 words) and translation

from French into English (50 words) Career Paths: Language skills are a useful asset in many careers, for example in industry and commerce, secretarial work, journalism, tourism, as well as professional language work following a course of study at degree level. Additional information: The four skills of listening, speaking, reading and writing are all examined and given equal status. Much

importance is placed on grammar and linguistic structures. The study of a foreign language is a very demanding, yet very rewarding academic pursuit and a GCSE qualification at Grade C or above in a modern foreign language is a requirement for students hoping to study at many UK universities.

Extra Curricular activities: Possible visits to France.

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Geography GCSE Course Length: 2 Years Exam Board: AQA Subject Leader: Miss R Youde

The aim of the course is to: Understand a range of issues affecting the world today. Use understanding of the causes and impacts of these issues to consider strategies for overcoming them. Develop an appreciation for the environment. Examine inequality in the world and understand how development and poverty affect different people. Develop geographical skills such as map interpretation, use of geographical information and simple statistical techniques. Broaden your awareness of countries and places around the world, through detailed case studies. Experience geography in the field through a number of field trips. Course Content: 3 Units - Living with the physical environment: 35%, Challenges in the human environment 35% and Geographical applications 30%. Unit 1 3.1.1 The challenge of natural hazards 3.1.2 Physical landscapes in the UK 3.1.3 The living world 3.4 Geographical skills Assessment: 1 hour and 30 minutes external Unit 2 3.2.1 Urban issues and challenges 3.2.2 The changing economic world 3.2.3 The challenge of resource management 3.4 Geographical skills Assessment - 1 hour and 30 minutes external Unit 3 3.3.1 Issue evaluation 3.3.2 Fieldwork 3.4 Geographical skills This unit will assess students’ ability to make decisions about geographical issues and justify them. Students will also be assessed on their fieldwork skills. Assessment: 1 hour external Extra Curricular Activities: Opportunities to develop geographical understanding in real life situations through field work. Career Paths: A huge variety of careers can be followed, as you will have the necessary skills to analyse and understand a variety of information through data, maps, graphs and text and develop opinions and solutions. Careers in geography include: Development consultant, catastrophe management, flood risk specialist, head of Polar territories, armed forces, UN ambassador, disaster response coordinator, national park management, sustainability

management in business, conservation, eco tourism, field studies centre management, travel blogger, town planner, meteorologist- weather producer, EU climate panellist, seismologist, air pollution specialist and many

more….

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German GCSE Course Length: 2 Years Exam Board: AQA Subject Leader: Mr S Nunley

The aim of the course is to:

● develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy

● express and develop thoughts and ideas spontaneously and fluently ● listen to and understand clearly articulated, standard speech at near normal speed ● deepen their knowledge about how language works and enrich their vocabulary to increase their

independent use and understanding of extended language in a range of contexts

● acquire new knowledge, skills and ways of thinking through the ability to understand and respond to authentic spoken and written material, adapted and abridged, as appropriate, including literary texts

● develop awareness and understanding of the culture and identity of the countries and communities where German is spoken

● make appropriate links to other areas of the curriculum to enable bilingual and deeper learning, where the language may become a medium for constructing and applying knowledge

● develop language learning skills both for immediate use and prepare them for further language study in

school, higher education or employment ● develop language strategies, including repair strategies

Course Content: A complete linear course of study based on a syllabus leading to a GCSE Certificate in German. Grades are

awarded at the end of the course after four final exams. There is NO coursework or controlled assessment. Progress is assessed regularly throughout Y10 and Y11, which includes use of past papers and mock exams. Paper 1 - Listening

● 25% of marks

● Students sit either a Foundation or Higher paper ● Foundation - 35 minutes ● Higher - 45 minutes ● Both exams include questions to be answered in English and in German

Paper 2 - Speaking ● 25% of marks ● Students sit either a Foundation or Higher paper ● Foundation - 7-9 minutes (plus preparation time) ● Higher - 10-12 minutes (plus preparation time)

● Both exams include a role play, discussion based on a photo card and general conversation

Paper 3 - Reading ● 25% of marks ● Students sit either a Foundation or Higher paper ● Foundation - 45 minutes ● Higher - 1 hour ● Both exams include questions to be answered in English and in German, as well a short translation from

German into English

Paper 4 - Writing ● 25% of marks ● Students sit either a Foundation or Higher paper

● Foundation - 1 hour ● Higher - 1 hour 15 minutes ● Foundation - writing a short message (4 sentences), writing a short passage (40 words), translation from

English into German (35 words) and writing a structured task (90 words) ● Higher - writing a structured task (90 words), writing an open-ended task (150 words) and translation

from German into English (50 words)

Career Paths: Language skills are a useful asset in many careers, for example in industry and commerce, secretarial work, journalism, tourism, as well as professional language work following a course of study at degree level. Additional information: The four skills of listening, speaking, reading and writing are all examined and given equal status. Much

importance is placed on grammar and linguistic structures. The study of a foreign language is a very demanding, yet very rewarding academic pursuit and a GCSE qualification at Grade C or above in a modern foreign language is a requirement for students hoping to study at many UK universities. Extra Curricular activities: Possible visits to Germany.

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History GCSE Course Length: 2 Years Exam Board: AQA Subject Leader: Mr P Allen

Course Aims: Pupils should:

● develop and extend their knowledge and understanding of key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience

● engage in historical enquiry to develop as independent learners and as critical and reflective thinkers ● develop the ability to ask relevant questions about the past, to investigate issues critically and to make

valid historical claims by using a range of sources in their historical context

● develop an awareness of why people, events and developments have been accorded historical significance and how and why different interpretations have been constructed about them

● organise and communicate their historical knowledge and understanding in different ways and reach substantiated conclusion

Subject Content: Paper 1: Understanding the Modern World - Covered in Year 11

Section A: Germany, 1890–1945: Democracy and dictatorship This period study focuses on the development of Germany during a turbulent half century of change. It was a period of democracy and dictatorship – the development and collapse of democracy and the rise and fall of Nazism.

Section B: Conflict and tension between East and West, 1945-72 This wider world depth study enables students to understand the complex and diverse interests of different states and individuals and the ideologies they represented. It focuses on the causes and events of the Cold War and seeks to show how and why conflict occurred and why it proved difficult to resolve the tensions which arose during the Cold War.

Paper 2: Shaping the Nation - Covered in Year 10

Section A: Thematic Study - Health and the people: c1000 to the present day This thematic study will enable students to gain an understanding of how medicine and public health developed in Britain over a long period of time. It considers the causes, scale, nature and consequences of short and long term developments, their impact on British society and how they were related to the key features and characteristics of the periods during which they took place.

Section B: British depth study - Norman England, c1066–c1100 This option allows students to study in depth the arrival of the Normans and the establishment of their rule. The depth study will focus on major aspects of Norman rule, considered from economic, religious, political, social and cultural standpoints of this period and arising contemporary and historical controversies.

Assessment: Two exams will be taken at the end of the course in 2018.

● Paper 1: Understanding the Modern World - 50% ● Paper 2: Shaping the Nation - 50%

Extra Curricular Activities: ● Optional trip to Berlin in February half term of Year 11 will develop knowledge specifically related to Paper

1. ● Revision activities and resources are provided by the department in class and by email throughout Year 10

& 11. ● Revision sessions based around exam technique are offered at history booster sessions for Year 11.

Career Paths: History GCSE is an excellent qualification and employers respect and desire the skills that history students acquire. History is a useful qualification for students considering careers in education, law, business, journalism, politics, heritage management, research, teaching, social care and many more.

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ICT GCSE Course Length: 2 Years Exam Board: Edexcel Subject Leader: Mr T Attfield

The aim of the course is to: Provide students with a firm understanding of the relevance of ICT and how it is used in the 21st century by

business and leisure industries, giving students the skills to transfer their learning into a wide range of career and education paths when they leave school. The course strikes a balance between academic written exams and practical opportunities for students to demonstrate their ICT skills. Course Content: Unit 1 - Living in a Digital World In this unit, students explore how digital technology impacts on the lives of individuals, organisations and society. Students learn about current and emerging digital technologies and the issues raised by their use in a range of contexts (learning and earning, leisure, shopping and money management, health and well-being, on the move). They develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice. Unit 2 - Using Digital Tools This is a practical unit. Students broaden and enhance their ICT skills and capability. They work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. Students learn to reflect critically on their own and others’ use of ICT and to adopt safe, secure and responsible practice. They put into practice what they learned about digital technology in Unit 1. Assessment: The course is assessed through both external examination and internal controlled coursework. Unit 1 is worth

40% and is assessed through a 1 hour and 30 minutes exam; Unit 2 is worth 60% and is assessed through an extended project set in controlled conditions in class. Career Paths: Further Education The course is designed to lead on to further study of a level 3 qualification such as BTEC IT or A level ICT. Progression into employment The practical skills and knowledge gained in the course are designed to allow students to seamlessly adopt into a

business environment and be able to use ICT in a range of workplaces.

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Media Studies GCSE Course Length: 2 Years Exam Board: AQA Subject Leader: Mr C Donovan

The aim of the course is to: Introduce students to the principles of media production, to encourage the development of skills and to provide a pathway for the study of Media at Post 16 and beyond. Course Content: Students will study all aspects of the media including what makes films, designs and photographs appeal to

audiences. They will get many opportunities to produce work and gain useful media production skills. They will learn about how magazines, films, TV programmes, radio shows and newspapers are made and try out their ideas in a sophisticated Apple Mac based production environment. The tasks are all designed to allow students to work in ways that are appropriate to the modern workplace and aim to allow students a glimpse into the workings of a media production company. How the course is organised: Year 10 will be concerned with the production tasks. Students will learn the principles of photography and Mac based design to produce a range of creative work. Creativity is encouraged and students will be expected to produce original work aimed at a clear target audience. There are many opportunities for students to develop work in their own field of interest. Students are encouraged to work in teams reflecting as well as individually. There is

a mix of theory and practical work. Assessment: There is a final controlled test based on previously seen materials, which includes a range of practical and written tasks. This Controlled assessment carries 40% of the overall marks for the course. The rest is awarded for

production-based coursework. Extra Curricular activities: Where possible, students will be encouraged to take work placements within an area of the media industry within which they choose to specialise. They will also be encouraged to participate in enterprise activities, which reflect

their skills and interests. Trips and visiting speakers will complement course provision

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Music GCSE Course Length: 2 Years Exam Board: AQA Subject Leader: Mrs J Briggs

The aim of the course is to:

● develop understanding and appreciation of a range of different kinds of music and make judgements about musical quality.

● acquire the knowledge, skills and understanding needed to: make music, both individually and in groups, develop a life-long interest in music, progress to further study (e.g. A or AS Level and other equivalent qualifications and/or to follow a music related career where appropriate).

● develop broader life-skills including critical and creative thinking, aesthetic sensitivity and organisation and teamwork skills.

Course content: Performing - This part of the course is worth 30% of the GCSE. Students will produce 4 minutes of

performances; comprising of at least one solo and one ensemble performance on their chosen instrument or with

their voice Composing - This part of the course is worth 30% of the GCSE. Students compose two compositions, 3 minutes in total. Composition 1 is composing to a brief from the exam board. Composition 2 is a free choice. Understanding Music– This part of the course is worth 40% of the GCSE. Students will listen to different examples of music and answer questions based on the music they are listening to. The exam will last for 1 hour 30 minutes. Coursework dates: By the end of Year 10 all pupils will have completed Composition 2 and both performances. Composition 1 will be completed by February half term in Year 11, leaving the remainder of the year to concentrate on the Listening Exam. Extra Curricular Activities: Students are encouraged to perform on a regular basis both in and out of school, individually and in groups. We would expect pupils to support at least one of the Music Department clubs. Career Paths: Music and Technology, Performing (classical, pop, opera) Composing, Technical (acoustics, sound engineer), Retail (shops), Administrative (Library, and concert work), Music therapy, Teaching (peripatetic and class), maintenance and repair, Research (BBC Radio, D.J.) Recording, Orchestra, Education Additional information: It is highly recommended that students continue (or begin) peripatetic lessons on their chosen instrument or voice throughout the course. Please contact Mrs Briggs to discuss funding options for lessons, in confidence, if money is an issue at home. Students will benefit from having a keyboard at home for composing and we may be able to loan a keyboard if needed.

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Philosophy and Belief GCSE Course Length: 2 Years Exam Board: Edexcel Subject Leader: Miss L McNamara

The aim of this course is to:

● promote knowledge and understanding of key religious and social issues in the 21st century ● develop debating and essay writing skills ● develop skills in information analysis and use of sources ● develop an understanding of Christian, Islamic and secular (non-religious including Humanist) viewpoints

and compare them ● It is not about being religious, it is about enabling you to think for yourself about religions and moral

issues

Additional Aims: · To develop literacy and communication skills. · To develop critical thinking about topical issues and how they can affect us. Course Content: Students will study the following topics through 3 different religions (Catholicism, Islam and one other TBC) Paper 1 - Religion and ethics

● Belief in God ● Marriage and the Family ● Living the Religious Life ● Matters of Life and Death

Paper 2 - Religion, Peace and Conflict

● Belief in God ● Crime and Punishment ● Living the Religious Life ● Peace and Conflict

Paper 3 - Religion, Philosophy and Social Justice

● Belief in God ● Religious Experience ● Living the Religious Life

● Equality Assessment: Students sit 3 exams - Paper 1, 2 and 3 at the end of Year 11. There is no coursework assignment. Career Paths: This course prepares you to work in a variety of settings and is good preparation for A level study. It is excellent preparation for careers in journalism, law, medicine, uniformed services (police, ambulance etc), social work and business environments.

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Physical Education BTEC

Level 2 First Award in Sport Course Length: 2 Years Exam Board: Edexcel Subject Leader: Miss A Weeks

The aim of the course is to: ● encourage personal development through practical participation and performance in a range of sports and exercise activities ● encourage learners to develop their people, communication, planning and team-working skills Students will study the following 4 units as part of the course: 1. Fitness for Sports & Exercise (externally marked through exam) Students will be assessed on the following through an onscreen test: - The components of fitness and the principles of training - Fitness training methods - Fitness testing to determine fitness levels. 2. Practical Sports Performance (coursework) Students will be assessed on the following: - The rules, regulations and scoring systems for selected sports - Practically demonstrating skills, techniques and tactics in selected sports - Reviewing sports performance 3. Training for Personal Fitness (coursework) Students will be assessed on the following: - Designing a personal fitness training programme - Exercise adherence factors and strategies for continued training success - Implementing a self-designed personal fitness training programme to achieve own goals and objectives - Reviewing a personal fitness training programme 4. Leading Sports Activities (coursework) Students will be assessed on the following: - The attributes associated with successful sports leadership B - Planning and leading of sports activities - Reviewing the planning and leading of sports activities Career Paths: Sports Related University/College courses. Sports Science, Recreational Employment, P.E. Teaching, Armed Forces, Physiotherapy, and Sports Centre employment. Additional Information: Homework will be set regularly, and students will be expected to complete coursework in their own time. Students

must achieve in all of the units to achieve at least a Level 2 PASS.

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Physical Education GCSE Course Length: 2 Years Exam Board: AQA Subject Leader: Miss A Weeks

The aim of the course is to help students to:

● Perform effectively in different physical activities by developing skills and techniques ● Develop their ability to analyse and evaluate to improve performance in physical activity and sport ● Develop theoretical knowledge and understanding of the factors that underpin physical activity and sport

and use this knowledge to improve performance ● Understand how the physiological and psychological state affects performance in physical activity and

sport

● Understand the contribution which physical activity and sport make to health, fitness and wellbeing ● Understand key socio-cultural influences which can affect people’s involvement in physical activity and

sport.

Course Content: Students will follow a two-year GCSE course that will integrate the theoretical and practical elements of the study

of physical activity/sport. Theory Content Paper 1: The human body and movement in physical activity and sport (1hr 15 mins, 78 marks, 30% of

final grade) Students will be assessed on the following:

- Applied anatomy & physiology - Movement analysis - Physical training - Use of data

Paper 2: Socio-cultural Influences and well-being in physical activity and sport (1hr 15 mins, 78 marks, 30% of final grade) Students will be assessed on the following:

- Sports psychology

- Socio-cultural influences - Health, fitness and well being

- Use of data

Practical Content Practical Performance in Physical Activity and Sport In this unit students are assessed in three different physical activities in the role of player/performer (one in a

team activity, one in an individual activity, and the third in either). For each of the three activities, students will be assessed in progressive drills (10 marks per activity) and in the full context (15 marks per activity). Students will also be assessed on their analysis (15 marks) and evaluation (10 marks) of performance to bring about improvement in one activity. The practical is assessed by teachers and moderated by AQA. It’s worth 100 marks and 40% of the final grade. Career Paths: Sports Related University/College courses. Sports Science, Recreational Employment, P.E. Teaching, Armed Forces, Physiotherapy, and Sports Centre employment. Additional Information: Homework will be set regularly. This is an exceedingly enjoyable and varied course, but at the same time demanding of time and effort and requiring commitment. Students should be regular participants in a variety of sports and will probably contribute to school teams and be a member of a local club.

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Separate Sciences GCSE (Triple)

(Physics, Chemistry and Biology) Course Length: 2 Years Exam Board: AQA Subject Leader: Mr M Serle

Students will take a separate GCSE in each of the three sciences and as such, they will be awarded three GCSEs.

The course is completed over two years and each qualification will be graded on a 9-point scale where 9 is the best grade. Students follow a scheme of work delivering the full National Curriculum programme of study and this includes units from all four National Curriculum themes: How science works – Data, evidence, theories and explanations; Practical and enquiry skills; Communication skills; Applications and implications of science. Breadth of study – Organisms and health (Biology); Chemical and material behaviour (Chemistry); Energy and radiations; Environment, earth and universe (Physics). Students take six examined units (2 units in each science) with terminal exams taking place at the end of Year 11.

Progress will be monitored throughout the year with internal exams. Assessment for GCSE COMBINED SCIENCE: Trilogy 6 x 1 hour 45 minute Unit Examinations taken at the end of Year 11 covering each unit, marked externally. Students are also required to carry out 24 specific practical activities (8 activities in each science). These are carried out during lesson time. Extra Curricular Activities: Students will have the opportunity to apply their science learning to the school and local environments and science based industries. Students are also encouraged to take an active interest in science outside normal lessons. It is particularly important to watch the news and watch out for any news item that is linked to science. At best they

should bring these news items into school for discussion in class. Career Paths: This course is designed to prepare students who wish to continue their science studies Post-16 and progress into further and higher education. A grade 5-5 or higher in GCSE Separate Sciences will allow progression to AS and A

Level Applied Science, whereas a 6-6 grade or higher in GCSE Separate Sciences will allow progression to AS and A level Biology, Chemistry and/or Physics. Being one of the three core curriculum subjects the GCSEs mentioned are increasingly required for career routes in areas such as science and technology research, manufacturing, medicine, healthcare, agriculture, education, business and industrial management.

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