GCSE options 2015-17 - Bangor Grammar School GCSE Art and Design the right ... scale drawings and...
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BANGOR GRAMMAR SCHOOL CAREERS DEPARTMENT YEAR 10 GCSE SUBJECT BOOKLET
Transcript of GCSE options 2015-17 - Bangor Grammar School GCSE Art and Design the right ... scale drawings and...
BANGOR GRAMMAR SCHOOL
CAREERS DEPARTMENT
YEAR 10
GCSE SUBJECT BOOKLET
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INDEX Subject Page No. Art and Design 3
Biology 7
Business Studies 10
Chemistry 14
Computing 17
Drama & Theatre Studies 21
English Language 24
English Literature 27
Geography 30
History 34
Home Economics 42
Information & Communication Technology (ICT) 45
Journalism 48
Manufacturing
Mathematics 51
Further Mathematics 53
Modern Languages 55
Moving Image Art
Music 58
Physical Education 63
Physics 67
Religious Studies 65
Technology & Design 76
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ART and DESIGN Is GCSE Art and Design the right choice for me? GCSE Art and Design is a skill based subject. Everyone has different strengths but our guidance would be that you should only consider it as an option, if you usually achieve a B grade or above in practical art. If you are not sure, talk to your Art teacher and they will be happy to advice you. What will I learn in GCSE Art and Design? GCSE Art and Design is an exciting subject that encourages students to employ a wide range of valuable skills throughout your projects. Skills you will develop in GCSE Art and Design include: Verbal and Written You are required to write about your own ideas, development and outcomes. Research and Investigation You research the historical context of your own work and draw links between your own work and that of other artists. Practical Art Skills Year 11 begins with a ‘foundation’ style approach where you will learn and develop basic skills. These skills include drawing, painting, print making, ceramics, textiles, photoshop, graphic design and moving image. You are then encouraged to make your own discoveries and develop your own style. You must also present your work in an exciting and creative way. Time Management and self‐discipline After the ‘foundation’ part of the course, students are required to take a more independent approach, encouraging them to develop their own ideas in exciting and unique ways. This requires real discipline on their part as from this point on, they need to independently research and develop their specific area of interest. They are supported by individual work plans, teaching and guidance from this point but they must ensure they keep to all deadlines.
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WHAT IS THE COURSE STRUCTURE IN GCSE ART AND DESIGN? GCSE Art and Design consists of 2 main elements for assessment; UNIT 1 CORE PORTFOLIO (COURSEWORK) 60% OF GCSE A portfolio of work leading up to at least 1 final piece. This is the main focus of work for year 11 and is completed in year 12. After a foundation period, you will be encouraged to develop your own ideas and areas of interest. UNIT 2 EXTERNALLY SET ASSIGNMENT (ESA) 40% OF GCSE An externally set project consisting of a smaller portfolio of work, leading to 1 final piece completed under controlled, exam conditions. 10 supervised hours (across 2 days) are allowed for the completion of this exam. The ESA paper is usually issued in the January of year 12. How is my work assessed and marked? GCSE Art and Design is assessed under a strict set of criteria which must be addressed. Units are marked out of 80 with up to 20 marks allocated to each criterion as follows: Development of ideas 20 marks This includes skill based assessment of drawings, research, experiments, designs and written evaluations of development Refining of ideas 20 marks This includes skill based assessment of more focused investigation, detailed drawings, planning, experiments, scale drawings and models, written evaluation, research, investigation and historical context. Recording and observing 20 marks This includes skill based assessment of drawings, paintings, photographs, printmaking, ceramics etc. Response / Final outcome 20 marks This includes skill based assessment of the final piece, how the student has developed clear links to support it and relevant connections with the work of other artists. Formal assessment is initially carried out by both members of the Art Department according to the above criteria and strict guidelines. The work is then moderated by an external representative from CCEA. Both members of the Art Department have many years of training and experience in the assessment and moderation of GCSE and A Level work.
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Careers and opportunities in Art, Design and the Creative Industries Art, Design and Craft in all its forms is enjoying a real boom and is currently one of the fastest growing industries in Northern Ireland. The opportunities in this field are varied and vast with careers to suit every type of creative mind. We have many boys currently enjoying degrees in Film, TV production, Fine Art, Architecture, Graphic Design, Visual Communication and Digital Art amongst others. Art can also help with careers such as engineering where technical drawing is important. The bar charts below give you some idea of the potential and opportunities in choosing a career in the arts and creative industries.
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Just some of the career opportunities in Art on offer are; Film / TV production Photography / photo journalism Animation Web Design Game design Desktop publishing Graphic design Fashion design Textile art and design Jewellery design / silversmith Illustration / visual communication Architect / landscape architect Theatrical design Interior design Ceramics Sculpture Glass artist / designer Teaching / lecturing Art Therapy Art historian / curator Gallery director / dealer / agent Freelance artist Even if you don’t intend to follow a career in Art after school, it is a flexible and useful GCSE subject to have. Art and Design develops the skills of independent thought, creativity, self‐discipline and time management so essential and applicable to many other subjects and careers. With hard work and the right attitude, Art can also be fun and exciting!
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BIOLOGY Why study Biology?
Studying Biology will encourage students to develop their curiosity about the living world. It will enable students to engage with biology in their everyday lives and increase their awareness of the important biological principles that underpin life. It will give them a greater understanding of how the human body works and an insight into how to live healthy lives. They will learn how different organisms interact with each other and with the natural environment.
Biology is a STEM subject. In recent years policy makers have encouraged pupil uptake in these subjects. It is widely accepted that increased participation in these subjects can play an important role in ensuring the health of the future economy. The drive to increase research and development in the private sector is likely to enhance the career opportunities in the biological sciences. Some of the numerous biology related careers are listed overleaf.
What will you study?
Pupils will follow the CEA Science: Biology specification. Through studying this specification, students:
• develop their knowledge and understanding of biology; • develop an understanding of the effects of biology on society; • learn about the nature of science and the scientific process; • develop and apply observational, practical, modelling, enquiry and problem‐solving skills and understanding in laboratory, field and other learning environments; • develop an ability to critically analyse and evaluate claims based on science; develop skills in communication, mathematics and the use of technology in scientific contexts. Unit 1: Cells Living Processes and Biodiversity Cells Photosynthesis and plants Nutrition and health Enzymes and digestion Breathing and the respiratory system Nervous system and hormones Ecological relationships and energy flow Unit 2: Body Systems, Genetics, Microorganisms and Health Osmosis and plant transport Chromosomes, genes and DNA Cell division genetics and applied genetics
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Reproduction, contraception and fertility Variation and selection Circulatory system Microorganisms, defence against disease, medicines and drugs Unit 3: Controlled Assessment The controlled assessment task has three parts: • Part A – Planning and Risk Assessment for a Scientific Investigation • Part B – Data Collection • Part C – Processing, Analysis and Evaluation
How will you be assessed? This is a unitised specification. However, in line with current school policy, this subject area will be assessed at the end of Year 12. There are two tiers of entry. It is the expectation that most students will be entered at the Higher Tier.
What career opportunities exist from studying Biology?
The 21st century offers many challenges. Today's biologists are involved in researching and understanding some of the most controversial advances in science, including the cloning of embryos, designer babies and genetically modified food. They are also researching solutions to worldwide problems such as:
global warming the extinction of species AIDS and other epidemic diseases MRSA and superbugs
Some of the varied biology career possibilities are:
Health Professional: medicine, dentistry, physiotherapy, occupational therapy, speech therapy, radiography, dietetics, psychology, pharmacy, ophthalmology, podiatry, nursing Health related: forensics science, biomedical science, pathology, microbiology, genetics, molecular biology, biotechnology, environmental health, genetic counselling, clinical physiology Animal: veterinary, farming, marine biology, zoology Plant: botany, tree surgery, environmental management, conservation, biodiversity officer, landscape gardening, ecology Other: scientific research, teaching, lecturing, pharmaceutical/medical sales, science journalism, food science.
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Additional information: As this course contains a considerable amount of factual and scientific information pupils choosing it as a GCSE option must be aware of the need to learn content thoroughly over the duration of the two years of study. If pupils are enthusiastic about pursuing a career in the biological sciences they may wish to consider choosing at least one other GCSE science subject. Students should discuss their options carefully with a member of Careers Department.
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BUSINESS STUDIES Why Business Studies?
Business Studies is exciting, fun and interesting. Whether a student intends to forge a career within a large, multi‐national corporation, or express his own sense of enterprise through self‐employment, Business Studies will provide an understanding of how corporations function as well as giving students practical experience of setting up and running their own company. What will you study? Through studying this specification, students:
develop an understanding of the commercial world and how finance is raised and used by the government to pay for the nation's goods and services
consider the practical application of business and economic concepts
explore the theories and concepts in the context of events in the business and economic world
develop entrepreneurship, working with their peers to research business ideas and turn them into commercial reality, through Young Enterprise.
Alongside the course content, Year 11 Business Studies students get to design and launch their own “App”, through the Apps For Good programme. This is an enterprise initiative which requires pupils to work in teams, researching ideas for new software. They carry out market research which helps them to refine the design of their product, before submitting their “App” for evaluation in a nationwide competition. This taps into students’ interest in Smartphones but is very much a process of product development and innovation, rather than merely a computing task. The Apps for Good programme assumes no prior knowledge of computing, as expert help is available to help students with the technical side of product development. Then in Year 12, pupils get the chance to invest in, set up and run their own company through the Young Enterprise “Quickstart” programme. The boys themselves have to come up with ideas, carry out market research, assign corporate roles for the various team members, contact and negotiate with suppliers, manage stock, deal with Human Resources issues, formulate a marketing plan, as well as selling their products and dealing with customer service issues.
Students will participate in a number of industrial visits in support of their learning and will also be addressed by a range of visiting speakers.
The use of ICT is integral to the learning and teaching of Business Studies.
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How will you be assessed? The course is divided into three units. Unit 1: Setting up a Business
This introduces students to the issues involved with starting a business. It focuses on aims, objectives, business planning, legal structures, business location, market research, finance and support for a small business, recruitment, motivation, the legal responsibilities of employers and production methods. Unit 2: Growing as a Business This section builds upon the work of Unit 1, allowing boys to study businesses as they grow and the issues that expansion raises. It considers how the methods of expansion and objectives of larger businesses might differ from smaller businesses. In the context of larger business, areas covered include marketing, finance, human resource management, and production. Unit 3: Investigating Businesses This is a controlled assessment unit. Boys will be provided with pre‐release material and will be required to undertake a business investigation. They will have up to eight hours to research the business and will have up to three hours (in class) to write up their individual findings. For further information, access www.aqa.org.uk. Follow the links for New GCSEs ‐ Business. ASSESSMENT % weight Unit 1 – Written Paper (1 hour) 60 marks 40 Unit 2 – Written Paper (1 hour) 60 marks 35 Unit 3 – Controlled Assessment 25
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What career opportunities exist from completing a Business Studies course? According to the “Prospects” website*** (the UK’s official graduate careers website), the skills gained on a business studies degree allow you to build commercial awareness and start contributing to your chosen employer quickly and effectively
Jobs directly related to your degree include:
Chartered accountant Chartered certified accountant Chartered management accountant Corporate investment banker Insurance underwriter Management consultant Retail banker Risk manager
Jobs where your degree would be useful include:
Human resources officer Logistics and distribution manager Marketing executive Retail manager Systems analyst
Additional Information With the current state of the world economy, Prime Minister David Cameron stated in 2011 that “enterprise is our only hope for growth.”** The employment opportunities for young people are likely to remain extremely competitive in the short to medium‐term, so a clear understanding of commercial principles is more important now than for decades. Increasingly, employers expect young people to have a knowledge of the business world. GCSE Business Studies complements all subject combinations, while also providing a sound foundation for further study of Business and related subjects at a more advanced level. Business subjects remain the most popular courses at UK universities*, arguably because of the wide career horizon that they offer. By studying this subject at GCSE your son will be equipping himself with the knowledge and skills which he will need in this challenging economic climate. ***Source: http://www.prospects.ac.uk/options_business_studies.htm **Source: http://www.bbc.co.uk/news/uk‐politics‐12657524 *Source: http://www.guardian.co.uk/news/datablog/2011/sep/26/university‐statistics‐applications‐subjects‐staff Young Enterprise: http://www.young‐enterprise.org.uk/ Apps For Good: http://www.appsforgood.org/
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CHEMISTRY Why study Chemistry? Man makes use of many substances. Chemistry is concerned with recognising these substances and making new substances from them. Thus Chemistry exerts a great influence on our everyday lives from the food we eat and the clothes we wear, to the houses we live in. What will you study? GCSE Chemistry is divided into three units: Unit 1: Structures, Trends, Chemical Reactions and Analysis In this unit students examine atomic structure, as well as bonding and larger structures. The main features of the Periodic Table are highlighted. Students use formulae, balanced symbol equations, ionic equations and observations to examine the chemistry of metals and metal compounds with acids. They are introduced to simple quantitative mass calculations. Students also experience tests for positive and negative ions and investigate solubility, experimentally and quantitatively. This unit is assessed in the summer of Year 12 and is worth 35% of the total GCSE. Unit 2: Further Chemical Reactions, Organic Chemistry and Materials This unit contains sections on the reactivity series of metals and water. It also examines chemical change in terms of types of reactions and introduces the chemistry of some non‐metals. Organic chemistry focuses simply on four different homologous series and titrations are included. The materials section examines sources of materials and methods of extracting metals from their ores. This unit is assessed in the summer of Year 12 and is worth 40% of the total GCSE Unit 3: Practical Skills This assesses the practical and planning skills acquired and developed in units 1 and 2. One controlled assessment task is set during the course. This unit is assessed near the end of Year 11 or early in Year 12 and is worth 25% of the total GCSE.
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How will you be assessed? GCSE Chemistry is a unitised specification. However, in line with current school policy, units 1 and 2 will be assessed at the end of Year 12. Unit 3 is assessed near the end of Year 11 or early in Year 12. There are two tiers of entry. It is the expectation that most students will be entered at the Higher Tier.
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What career opportunities exist from studying Chemistry?
Chemistry is an important subject for those with an interest in any Scientific Career. It is an essential requirement for medically related Professions such as Dentistry, Medicine, Pharmacy and Veterinary Medicine. Other Careers that use the skills developed through the study of Chemistry include: Chemical Engineer, Environmental Scientist, Forensic Scientist, Food Scientist, Geologist, Laboratory Scientist, Mechanical Engineer, Optician, and Scientific Researcher amongst many others. Additional information The skills, knowledge and understanding developed in studying GCSE Chemistry are of great benefit in the study of other Science, Technology, Engineering and Mathematical (STEM) subjects both at GCSE, AS/A2 Level and beyond. Careful consideration should be given to likely future AS/A2 subject choices when considering GCSE Chemistry because of its synergistic relationships with Biology, Physics, Mathematics and Technology. So finally, why should my son choose to study GCSE Chemistry? Chemistry is sometimes referred to as the Central Science because it links Mathematics and Physics on one hand, with Medicine, Biology and the Earth Sciences on the other. As a result, the range of Careers open to those with a qualification in Chemistry is very extensive.
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COMPUTING
Why Study Computing? Computing has an immense impact on modern life. The job prospects are excellent and the field is rigorous, intellectually vibrant, and multi‐faceted. The course gives students an in‐depth understanding of how computer technology works. OCR GCSE Computing provides an excellent preparation for A level computing (available from 2013), BTEC vocational courses and employment. The course will develop critical thinking, analytical and problem‐solving skills through the study of computer programming. Information technology continues to have a growing importance in industry and beyond. This means there will be a bigger demand for professionals who are qualified in this area. Learners who have studied GCSE Computing and who then progress to study the subject at A Level or university will have a sound underpinning knowledge of this subject area. What will you study? GCSE Computing enables students to: • develop their understanding of current and emerging technologies, including how they work, and apply this knowledge and understanding in a range of contexts; • acquire and apply knowledge, some technical skills and an understanding of the use of algorithms in computer programs to solve problems using programming; • use their knowledge and understanding of computer technology to become independent and discerning users of IT, able to make informed decisions about the use its use with an awareness of the implications of different technologies; • acquire and apply creative and technical skills, knowledge and understanding of IT in a range of contexts; • develop computer programs to solve problems • develop the skills to work collaboratively; and • evaluate the effectiveness of computer programs/solutions and the impact of, and issues related to, the use of computer technology in society; The ICT/Computing Science department offer a wide variety of programming experiences for the GCSE students.
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Unit 1 introduces computer systems and provides a foundation for the remaining topics in this unit. 2.1.2 Com 2.1 Unit A451: Computer systems and programming ‐ Year 11 & 12 1 Fundamentals of computer system
2 Computing hardware 3 Software 4 Representation of data in computer systems in 5 Databases 6 Computer communications and networking 7 Programming
2.2 Unit A452: Practical investigation ‐ Year 12 This unit is designed to provide students with an opportunity to carry out a practical investigation into a computing issue and engage them with computing in the real world. Students will study one from a range of topics which will be supplied by OCR. Students will be expected to carry out practical investigations of the topic and any supplementary research necessary to complete these investigations. They will produce a report in which the topic is analysed, justified and evaluated showing evidence of the practical work undertaken. Group work is actively encouraged in this unit. 2.3 Unit A453: Programming project ‐ Year 11 Students will complete 3 programming tasks. OCR issues a range of assessment tasks each consisting of three sub‐tasks. Candidates will need to create suitable algorithms which will provide a solution to the stated problem then code their solutions in a suitable programming language. The solutions must be tested at each stage to ensure they solve the stated problem using a suitable test plan with appropriate test data. Candidates will need to provide an evaluation of their solution based on the test evidence. Students must do the following over the 3 sub tasks: (a) Identify and use variables, operators, inputs, outputs and assignments. (b) understand and use the three basic programming constructs used to control the flow of a program: Sequence; Conditionals; Iteration. (c) understand and use suitable loops including count and condition controlled loops. (d) use different types of data including Boolean, string, integer and real appropriately in solutions to problems. 2.3.1 Programming techniques
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Programming languages used in the computing department are: Java – an object orientated language which is commonly used in industry and computing department in universities. BBC Basic – a procedural language used to teach algorithms and provides an option of students who find Java difficult at this stage. Scratch – used for game making and a fun way of introducing programming constructs. Assembly language – Little Man Computer, free online software. How will it be assessed? There is some overlap between the content of this specification and that of specifications in GCSE ICT, therefore students can not undertake both GCSE subjects. This is a linear specification therefore GCSE computing will be assessed by examination at the end of Year 12 only. Coursework is developed under controlled assessment conditions, as set out in the OCR specification for coursework. It is undertaken in Year 11 and 12. GCSE computing has a single tier entry level. For more information go to the OCR website: http://www.ocr.org.uk/ Entry criteria Students entering this course should have achieved KS3 ICT level 6 and be ranked in the top 40 at KS3 mathematics. The Head of Computing/ICT may make an exception for a student who can demonstrate a talent for programming but who does not meet the above criteria. Introduction to GCSE Computing Unit A451 Computer systems and programming
Written paper: Candidates answer all questions. 1.5 hours 80 marks ‐ 40% of the qualification
Candidates answer all questions.QP that includes a mixture of short and long answer questions, some of which will require candidates to write program code.
Unit A452 Practical investigation
Controlled assessmentAn investigative task Approx 20 hours 45 marks ‐ 30% of the qualification
Candidates carry out a practical investigation of a topic chosen from a set of options supplied by OCR.
Unit A453 Programming project
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What career opportunities exist from studying Computing?
Computing science graduates are in demand by service, industry and user organisations alike, in a range of sectors.
As well as the specific subject knowledge gained from studying Computing, you will develop many transferable and work‐related skills that are highly valued by employers and which will increase your employability.
Career opportunities are wide and varied, from computer programming, game development, website development, data processing management, networking. A qualification in computing will enhance your career opportunities in any field you choose.
For Computing and ICT students the employability skills you will develop will include the ability to:
draw together, analyse and critically evaluate information;
cope with rapid changes in technology;
interpret, use and evaluate data;
be effective communicators, capable of team working;
understand the principles, concepts and techniques associated with
computer technology and digital communication systems;
identify and handle ethical, social and legal issues in relation to software
development and use;
design, develop software and multimedia;
test and evaluate software solutions;
manage time, learn independently and take on responsibility.
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DRAMA and THEATRE STUDIES What will I gain by studying Drama?
Students will:
Learn to work with others;
Learn to experiment, consider a range of solutions to set tasks and select the
most appropriate option;
Learn to justify choices made;
Learn how to plan and designate roles within complex and extended tasks;
Take on a variety of leadership roles within groups e.g. director, designer etc.;
Develop an understanding of key 20th century practitioners and apply their
theories to practical work carried out;
Develop an understanding of theatre as a means of communicating ideas and
changing society;
Learn to use a range of performance techniques to support the intention of a
piece of theatre;
Develop an understanding of published texts and how roles, relationships
and plot impact on performance;
Use technical aspects of theatre such as costume, music, sound, light etc can
support intent and performance;
Develop their ability to fully and constructively evaluate their own work and
that of others;
Learn to employ voice, movement, facial expression and gesture to fully
communicate roles and relationships;
Experience public performance and develop the levels of confidence required
to support this;
Learn to produce structured extended written work which records and
evaluates practical work carried out and makes connections with texts
studied.
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GCSE COURSE
The course is delivered within three units. Unit 1: DEVISING
This unit is worth 30% of the marks for this course.
The pupils work in groups to develop a piece of original theatre from a stimulus provided by the school. Pupils are assessed on rehearsal, experimentation, understanding of 20th century theatre practitioners, team work, performance, technical choices and evaluation.
This unit is completed in Year 11
Unit 2: SCRIPTED PERFORMANCE
This unit is worth 30% of the marks for this course.
The pupils work in groups to rehearse a 25minute extract from a published play.
Pupils are assessed on rehearsal, experimentation, performance, technical choices and evaluation.
This unit is completed in Year 12.
Unit 3: THEORY
This unit is worth 40% of the marks for this course.
The paper comprises three questions
‐ 1. Costume design for a character from Blood Brothers
‐2. Rehearsal evaluation for Blood Brothers
‐3. Performance evaluation of work completed in Unit 2
This unit is completed at the end of Year 12.
How will career opportunities be improved through studying Drama?
Drama is a highly skill‐based subject, developing skills that are sought after in the world of employment. Drama develops confidence, communication, leadership, self‐evaluation, negotiation etc. Many careers employ role play and presentation within their training process e.g. medicine, law, the police, social work etc
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Additional information Students selecting Drama for GCSE will be successful if they are willing to perform in public and happy to work with others in groups over a significant period of time. The Year 10 curriculum gives the pupils a clear understanding of the skills and attitude required to succeed in the three units at GCSE. University Options The Russell Group’s report entitled ”Informed Choices” identified Theatre Studies as a subject that can be taken in application for a range of courses. Russell Group universities such as Cambridge, Edinburgh, Glasgow, Queen’s and Newcastle have accepted Theatre Studies as part of an examination profile for entry into a range of Arts and Social Science courses such as Law, English Literature, Political Science, Psychology, Social Work, Creative Writing, amongst others. Theatre Studies students may also choose to proceed into third level courses in Drama or in Performing Arts at University. Students wishing to gain a place at Drama School and move into Acting as a profession are also fully prepared for the rigourous audition process as part of the course undertaken at ‘A’ level.
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ENGLISH LANGUAGE
Why study English Language? English is invaluable for your future no matter what you are aiming for. A good command of the spoken and written word will help you every day – and benefit all your other GCSEs too. Whatever you end up doing, English Language is a must have subject for college, university, work and life. English Language is compulsory for all boys in Bangor Grammar School. It is a core subject, with all post‐primary schools in Northern Ireland obliged to publish GCSE results A*‐C including English and Mathematics annually. What will you study? The specification aims to encourage students to: • demonstrate skills in speaking, listening, reading and writing necessary to communicate with others confidently, effectively, precisely and appropriately; • express themselves creatively and imaginatively; • become critical readers of a range of texts, including multi‐modal texts; • use reading to develop their own skills as writers; • understand the patterns, structures and conventions of written and spoken English; • understand the impact of variations in spoken and written language and how they relate to identity and cultural diversity; and • select and adapt speech and writing to different situations and audiences. How will you be assessed? Externally Assessed Components: Unit 1: 1 hour 30 min examination [20%] Section A: Writing ‐ Personal writing Section B: Reading ‐ Multi‐modal texts (comparison/cross reference) Unit 2: 1 hour 30 min examination [20%] Section A: Writing ‐ Discursive (one side of an issue) Section B: Reading ‐ Non‐fiction (1 stimulus)
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Controlled Assessment: Unit 3: Speaking and Listening [20%] 3 tasks: Individual presentation Group interaction Role play Unit 4: Studying Spoken and Written Language and Writing Creatively [40%] 3 tasks: 4.1 The Study of Spoken Language 4.2 The Study of Written Language 4.3 Writing Creatively This is a unitised specification. However, in line with current school policy, this subject area will be assessed at the end of Year 12. There are two tiers of entry. It is the expectation that most students will be entered at the Higher Tier. What career opportunities exist from studying English Literature? From Architecture to Zoology, GCSE English Language will help you to: • work independently • be creative • think critically • communicate your ideas with confidence • think logically. While GCSE English Language teaches skills useful in all careers, it is a qualification which is most important for anyone hoping to become a journalist, lawyer, film director, public relations executive, author, newsreader, politician, actor or teacher. Maybe surprisingly, applicants to study Medicine in the Russell group of universities are usually required to have a very good GCSE in English Language. In line with the NI Curriculum, the skills taught at in Key Stage Three prepare our boys for the study of GCSE English Language. Want a head start? Read newspaper/magazine articles from a range of sources on a weekly basis; Watch political/news based discussion programmes on television; Practice using Learning NI at home; Join the school debating society and/or creative writing club; Use the internet for resources (www.bbc.co.uk/schools/gcsebitesize, www.englishbiz.co.uk).
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ENGLISH LITERATURE Why study English Literature? At present English Language and English Literature are separate subjects which can be studied at GCSE. English Literature is one of a large number of subjects which can be taken as an option in years 10 and 11. It adds to and enriches the reading requirements for English at Key Stage 4 of the National Curriculum. The aims of English Literature courses are to encourage candidates to develop:
the ability to read, understand and respond to a wide range of types of literary texts,
to appreciate the ways in which authors achieve their effects, and to acquire the skills necessary for literary study;
an awareness of social, historical and cultural contexts and influences in the study of Literature;
the ability to construct and convey meaning in speech and writing, matching style to audience and purpose.
Traditionally, all boys in our school have studied GCSE English Literature in tandem with GCSE English/English Language. From 2013, a limited number of boys may be given the option of studying GCSE Journalism in place of GCSE English Literature (see entry for GCSE Journalism). What will you study? There are three broad objectives for assessing candidates' achievements in English Literature. Candidates must demonstrate their ability to:
respond to texts critically, sensitively and in detail, using textual evidence as appropriate;
explore how language, structure and forms contribute to the meaning of texts, considering different approaches to these texts and different interpretations of them;
explore relationships and comparisons within and between texts, selecting and evaluating relevant material.
Our pupils will have the opportunity to study a range of texts including JB Priestley’s An Inspector Calls, the poetry of Seamus Heaney and Thomas Hardy, unseen poetry, a play by Shakespeare and modern prose including one of To Kill a Mockingbird, Of Mice and Men and Animal Farm.
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How will you be assessed? GCSE English Literature is a unitised specification with three assessed units. Externally Assessed Components Unit 1: The Study of Prose 1 hour examination (closed book) Unit 2: The Study of Drama and Poetry 2 hour examination Section A: The Study of Drama (open book) Section B: The Study of Poetry – response to CCEA anthology (open book) Section C: Response to an Unseen Poetry Examinations are available in Higher and Foundation Tier Controlled Assessment Unit 3: The Study of Linked Texts 2 part task in response to a Shakespeare play and a heritage prose text What career opportunities exist from studying English Literature? The study of English Literature provides graduates with a wide range of transferable skills, which are important in many career fields. Understanding and analysis of writing is of key importance to students of English Literature and can be applied in many other fields of work. Other skill areas developed in studying English Literature include:
an ability for clear expression both oral and written;
putting forward ideas and arguments in a concise manner;
gathering, investigating and assessing material;
condensing facts, ideas and arguments;
basing conclusions on research;
synthesising ideas;
organising material in a logical and coherent way. Occupations associated with English Literature include teaching, journalism and working in the media, public relations and marketing, social work, youth work, nursing, law, banking, insurance, armed forces, information management and civil service.
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Additional information A level English Literature is described by the Russell Group of leading universities as a facilitating subject. Some university courses may require you to have studied a specific subject prior to entry, others may not. However, there are some subjects that are required more often than others. These subjects are sometimes referred to as facilitating subjects. A good A level in English Literature is deemed essential or desirable for entry to study the following subjects at university: American Studies, Classical Studies, Drama, Education, English and English Literature, European Studies, French, German, History, History of Art, Italian, Law, Media Studies, Religious Studies/Theology, Spanish, Speech Therapy.
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GEOGRAPHY Why study Geography? Geography embraces the study of human societies and their physical environment. It is one of the few subjects in which human and the physical aspects of the environment are integrated. To that end, students can gain an understanding of the major global, regional and local processes that shape our world and the challenges we will face in the future. What will you study?
Through studying this specification, students:
develop knowledge and understanding of geographical concepts and how
they affect our changing world;
begin to appreciate the importance of the location of places and
environments, from local to global;
develop geographical skills and learn how to use appropriate technologies;
begin to appreciate the differences and similarities between people’s views
of the world, its environments, societies and cultures;
consider how they can contribute to a sustainable and inclusive environment;
understand the significance of values and attitudes to the development and
resolution of issues;
develop and apply their learning to the real world through fieldwork and
other learning outside the classroom; and
have opportunities to develop as effective and independent learners and as
critical thinkers with enquiring minds.
Unit 1: Understanding Our Natural World
Theme A: The Dynamic Landscape The Drainage Basin: A Component of the Water Cycle. River Processes and Features Coastal Processes and Features Sustainable Management of Rivers Sustainable Management of Coasts Theme B: Our Changing Weather and Climate Measuring the Elements of the Weather Weather System Affecting the British Isles The Causes and Consequences of Climate Change
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Theme C: The Restless Earth Basic Rock Types Plate Tectonics Theory Tectonic Activity in the British Isles Earthquakes: Can They be Managed? Unit 2: Living in Our World Theme A: People and Where They Live Population Growth, Change and Structure Settlement Site, Function and Hierarchy Urbanisation in LEDCs and MEDCs. Theme B: Contrasts in World Development The Development Gap Factors Contributing to Unequal Development Sustainable Solutions to Deal with the Problems of Unequal Development Theme C: Managing Our Resources The Impact of Our Increasing Use of Resources on the Environment Increasing Demand for Resources LEDCs and MEDCs Managing Waste to Protect Our Environment Sustainable Tourism to Preserve the Environment How will you be assessed? This is a unitised specification. However, in line with current school policy, this subject area will be assessed at the end of Year 12. There are two tiers of entry. It is the expectation that most students will be entered at the Higher Tier. What career opportunities exist from studying Geography? Geography as a subject has one of the highest rates of graduate employability in the UK and the island of Ireland. Graduates are often targeted by employers as they possess highly developed skills in areas such as information technology, communication, personal and teamwork, numeracy, literacy and practical fieldwork techniques. With a Geography degree these transferrable skills can lead into a wide range of employment opportunities such as export marketing, management, finance, surveying and market research.
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Additional information
For a student to study GCSE Geography, a high level of commitment needs to be demonstrated throughout Year 10 and a recognition of the importance of Controlled Assessment, in order to achieve examination success in this subject area. A recent survey of business leaders has demonstrated that many of the skills businesses need are taught within Geography courses; and if businesses are to compete internationally, they need recruits who can think globally. The skills business leaders look for in future employees are:
critical thinking (78%),
advanced analytical skills (76%),
understanding and interpreting complex data (71%)
understanding socio‐economic environments (54%)
All of these skills are developed by Geography degree courses. Following the Russell Group’s report entitled ‘Informed Choices’ (The Russell Group represents 24 leading UK universities), Geography was identified as a preferred “facilitating subject” recognising its importance in helping young people access university. Finally, the subject fosters effective learning with over 50% of students who undertake Geography as an undergraduate course carrying ABB at A‐level. This places Geography among the highest percentage of subjects studied by students entering university with more than 320 and 360 points; only fifth behind Veterinary Sciences, Medicine and Dentistry, Mathematical Sciences and Law.
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HISTORY GCSE History allows students to study the most exciting and the most tragic moments in the 20th Century. From the birth of Nazism in Germany to the lowering of the ‘Hammer and Sickle’ over the Kremlin on Christmas Day, 1991, the course covers some of the bloodiest and most violent events in the 20th century. Understanding the causes of this violence and analyzing its consequences is of enormous interest, particularly for those who have enjoyed History in Junior School. While the subject involves a great deal of work and is, without doubt, intellectually demanding, it will be an enormously rewarding experience. Why study History? You will:
develop your interest in and enthusiasm for History,
improve as an effective and independent learner and as a critical and reflective thinker;
learn how to organise and communicate your historical knowledge and understanding in different ways, argue a case and reach substantiated judgements;
recognise that your historical knowledge and skills help you understand the present, providing you with a foundation for your role as a responsible citizen, as well as for the possible further study of History.
What will you study? 1. STUDIES IN DEPTH Germany, c.1918 ‐ c.1941. This module focuses on Nazi Germany. You will study:
i. The rise of Hitler – why was he appointed Chancellor of Germany in 1933 and what were the key principles of National Socialism?
ii. Hitler’s impact on Germany – how did Hitler rebuild Germany’s military might and how was he able to conduct a successful foreign policy 1933‐9? Why did Hitler go to war in 1939 and why did Britain and France not stand up to him sooner? Why, finally, and with what consequences, did Germany invade the Soviet Union in 1941?
Changing Relationships: Britain, Northern Ireland and Ireland 1965‐1972.
i. How did Terence O’Neill try to change Northern Ireland in the early 1960s. ii. The birth of the Civil Rights movement in Northern Ireland.
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iii. The growth of paramilitary violence. iv. The escalation of violence after 1970 and the collapse of the Stormont
government.
2. OUTLINE STUDY Superpower Relations, c.1945 ‐ c.1991. This module focuses on the Cold War. Students will study:
i. the origins of the Cold War ii. the Cold War in Europe: the Berlin Airlift (1948‐9), the Hugarian Rising (1956)
and the ‘Prague Spring’ (1968) iii. the Cold War outside Europe: the Korean War, the Cuban Missile Crisis and
the Vietnam War. iv. The end of the Cold War: the Soviet invasion of Afghanistan, the end of Soviet
control of Eastern Europe and the collapse of the USSR in 1991.
How will you be assessed?
You will complete two written paper and one controlled assessment tasks. Unit 1 (50%): 2 hour examination with one section on German History and one on British and Irish History. Students are required to answer a number of questions and write short essays. CCEA sets and marks the examination. Unit 2 (25%): 75 minute examination on the Cold War. Students write one long essay and analyze a number of sources. CCEA sets and marks the examination. Unit 3 (25%): Controlled Assessment. The focus is on the Vietnam War. The work is completed in school in September and October of Y12 and is marked by teachers in Bangor Grammar School. What career opportunities exist from studying History? Britain’s best universities (The Russell Group) recommend History as a ‘facilitating subject’. By this, they mean that it is recognised as a tough, challenging subject, which makes it an ideal preparation for demanding university courses. For this reason, there is no limit to what a GCSE in History might lead to. Of course, it is particularly useful if you intend to:
i) study A Level History, English Literature, RE or Politics. ii) pursue career in Law, Journalism or Teaching.
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HOME ECONOMICS
As a subject Home Economics has developed dramatically over the past ten years – unfortunately people’s perceptions have not changed at the same rate! Unlike the dated name implies, Home Economics is no longer confined to developing skills to use solely in the home. GCSE Home Economics encourages students to adopt a critical and analytical approach to decision‐making and problem solving in relation to areas of Diet and Health, and Consumer Awareness within Home Economics. The course also provides a foundation for further study of Home Economics. Why study Home Economics? You will develop knowledge and understanding of:
diet and Health; practical Home Economic skills; issues that affect the quality of human life; how to be a discerning consumer; human needs within a multicultural society; and technological and scientific developments.
What will you study? Unit 1 – Diet and Health, and Consumer Awareness You will study: the Eatwell plate; macro and micro nutrients; food labelling; nutrients required at each stage of the life cycle for optimal health; dietary disorders; food poisoning bacteria; food safety and legislation; being an effective consumer; and financial management.
Unit 2: Diet and Health (Controlled Assessment) You will study: a planning activity; a practical activity; and an evaluation activity.
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Unit 3: Consumer Awareness (Controlled Assessment) You will: Identify issues; Carry out a research‐based activity; Carry out a primary investigation; and Develop conclusions and an evaluation.
How will you be assessed? You will complete one written paper and two controlled assessment tasks. Unit 1 (40%): 1 hour 30 minute examination with one section on Diet and Health and one section on Consumer Awareness. CCEA sets and marks the examination. Unit 2 (40%): You must complete one controlled assessment task, set by CCEA. You will be assessed on your ability to:
plan a range of dishes; prepare and make a range of chosen dishes; and evaluate all aspects of the task.
The work will be marked by your teacher and CCEA will moderate. Unit 3 (20%): You must complete one controlled assessment task, set by CCEA. You will be assessed on your ability to: analyse issues and problems; identify, gather and record relevant information and evidence; analyse and evaluate evidence; and make reasoned justifications and present conclusions.
The work will be marked by your teacher and CCEA will moderate. What career opportunities exist from studying Home Economics? Home Economics is now structured to take students well beyond the kitchen. However a career within the flourishing and wide ranging hospitality industry should not be lightly dismissed. There are many ways to grab yourself a lucrative job in the Food and Drink manufacturing sector. We are lucky to have a range of centres of excellence which offer courses which can lead you into the sector.
Food Manufacturing is now the UK’s largest manufacturing sector with a turnover of more than £80billion a year and exports of over £12billion.
It’s the sector that’s home to some of UK’s most famous brands and, as we all need to eat, it’s been relatively unaffected by the downturn so offers good job security as well as competitive pay levels and great career opportunities.
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CAFRE (College of Agriculture, Food and Rural Enterprise) state, “ Over 93% of our students get jobs or go on to further education within 6 months of completing a CAFRE course.”
Other opportunities include the following: Dietician Environmental Health Officer/Trading Standards Product development Quality assurance managers Nursing Teaching
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INFORMATION & COMMUNICATION TECHNOLOGY Why Study ICT?
Studying ICT allows students to become more independent and discerning users of ICT who can make informed decisions about its appropriate and practical use. They have opportunities to acquire and apply creative and technical skills, knowledge and understanding of ICT in a range of contexts. These are highly transferable skills for everyday life and the work place.
ICT studies develop all students’ understanding of new technologies and their impact on society. GCSE ICT takes a practical approach, developing and evaluating ICT‐based solutions of their own to solve problems.
GCSE ICT is a practical, skills‐based qualification that builds on the Key Stage 3 Curriculum and provides a foundation for students intending to study A‐Level ICT.
What will you study? This specification focuses on multimedia technologies (web, VLE, connectivity, game making, video conferencing). If you are creative, like developing your own ideas and enjoy doing coursework you will enjoy GCSE ICT. It does require organisation, as well as the ability to work to deadlines and develop your own ideas. This specification aims to encourage students to:
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; and
Develop the skills to work collaboratively.
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This specification has three units:
Tools and Applications; Using Multimedia and Games Technology; and Understanding ICT Systems in Everyday Life and Its Implications for
Individuals, Organisations, Society and the Wider World.
For more information go to CCEA website: http://www.ccea.org.uk/ict/ How will it be assessed? This is a unitised specification. However, in line with current school policy, ICT will be assessed by a single examination paper at the end of Year 12. Coursework is developed under controlled assessment conditions, as set out in the CCEA specification for coursework. All students will be entered for the Full Course option. Entry criteria If ICT is oversubscribed, entry criteria may be applied. The criterion is based on a student’s Mathematics rank order at the end of KS3. What career opportunities exist from studying ICT?
ICT and Computing graduates are in demand by service and data handling organisations alike, in a range of sectors.
Skills you can develop
As well as the specific subject knowledge gained from studying ICT/Computing, you will develop many transferable and work‐related skills that are highly valued by employers and will increase your employability.
Career opportunities are wide and varied, including computer programming, game development, website development, data processing management and networking. A qualification in ICT/Computing will enhance your career opportunities in any field you choose. For Computing and ICT students, the employability skills you will develop will include the ability to:
draw together, analyse and critically evaluate information;
cope with rapid changes in technology;
interpret, use and evaluate data;
be effective communicators, capable of team working;
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understand the principles, concepts and techniques associated with the
technology;
of computers and digital communication systems;
identify and handle ethical, social and legal issues in relation to software;
development and use;
design and develop software and multimedia;
test and evaluate software solutions; and
manage time, learn independently and take on responsibility.
The table below summarises the structure of the new GCSE course
Content Assessment Weighting Availability
Tools and Applications (wordprocessor/ DTP, VLE, video conferencing, graphics, databases, spreadsheets)
Controlled Assessment
30%
Summer
Visual Communications Technology (websites, digital Video, podcasting, game development, movie making)
Controlled Assessment
30%
Summer
Theory Understanding ICT systems in everyday life and its implications for individuals, organisations, society and the wider world. (ICT Components, Data and Information, Digital Communication Methods, Applications of ICT)
External Exam (2 hrs) Terminal is Synoptic
40%
Each Summer
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JOURNALISM
Why study Journalism? GCSE Journalism could be your first step towards an exciting, demanding and glamorous career. Your study will enable you to explore the challenging and changing world of journalism, resulting in self‐development and improved confidence. Learning about Journalism is like working as a journalist. Both offer an experience that is exciting, varied, fast and challenging. Candidates on this vocationally orientated course have the chance to learn about and practise the core journalism skills of interviewing, writing and reporting. What will you study? Through this practical and work related course, you will develop your knowledge through researching, planning, writing and evaluating. You will also develop key transferable skills that will be of importance to you throughout the remainder of your academic career and your working life, whether this is within the exciting, glamorous world of the Media, or in another field, such as Law, Politics, or Sciences. Throughout this course you will explore the challenging, exciting and changing world of journalism, resulting in self‐improvement and improved confidence. You will develop an understanding of the legal, moral and ethical issues that arise when working as a journalist, and understand the power of the media in our society. You will have the chance to learn about and practice the core journalism skills of interviewing, writing and reporting, and learn how to present ideas and arguments supported by research and evidence. You will learn how to research a story, ask the right questions when interviewing someone, how to structure an article for print media, and how to script the news for television and radio. You will learn how to make good use of social media as a professional journalist, for example using tools such as Twitter and blog sites, and how to make best use of the internet for research ‐ becoming dynamic and critical thinkers your. Alongside this, we will have visits from and to local news organisations and former students working within the industry. How will you be assessed? Unit 1 is a written exam and will be 1 hour and 30 minutes long. This examination is worth 40% of the overall GCSE qualification. Unit 2 is controlled assessment. You will produce an original story in two print media formats. This controlled assessment is worth 30% of the overall GCSE qualification.
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Unit 3 is controlled assessment. You will produce two broadcast media scripts from pre‐released materials. This controlled assessment is worth 30% of the overall GCSE qualification. What career opportunities exist from studying Journalism? GCSE Journalism could be the first step towards a career in journalism ‐ either broadcast or print ‐ or in Public Relations. Other skill areas developed in studying journalism include:
an ability for clear expression both oral and written;
putting forward ideas and arguments in a concise manner;
gathering, investigating and assessing material;
condensing facts, ideas and arguments;
basing conclusions on research;
synthesising ideas;
organising material in a logical and coherent way. Additional information Traditionally, all boys in our school have studied GCSE English Literature in tandem with GCSE English/English Language. However, a limited number of boys may be given the option of studying GCSE Journalism in place of GCSE English Literature. This option would best suit boys who would benefit from a practical approach to language, rather than the demands of the academic study of literature. It may also benefit pupils who hope to follow a career path in Journalism/the Media. All pupils may apply to study GCSE Journalism instead of GCSE English Literature. In the case over over‐subscription, preference will be given to pupils who have demonstrated a prior interest in the skills of Journalism or who, in the professional judgement of their teachers, would best benefit from a more “hands‐on” approach. Further information on the course can be found on the CCEA website: http://www.rewardinglearning.org.uk/microsites/journalism/
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MANUFACTURING Why study Manufacturing? The aim of tis course is to how the manufacturing industry brings a product to the marketplace. There will the opportunity to manufacture a product, learn about the constraints of manufacturing with materials and the impact of new technologies on the manufacturing industry. There will be opportunities to design and make: • to create a batch of products; • to work with tools and machines; and • to use graphics and other methods (e.g. CAD) to communicate your design ideas. There will be the opportunity to work as part of a team: • you get credit for working as part of a team; • you get to experience real life working situations; and • you get an insight into the world of manufacturing and the many opportunities it has to offer. What will you study? The GCSE course can be divided into three main areas:
Unit 1 – Manufacturing Design (Controlled Assessment Portfolio)
Unit 2 – Manufacturing Production (Controlled Assessment Practical)
Unit 3 – Manufacturing Technology Theory Unit 1: Manufacturing Design In this unit, by working from a client’s design brief students gain an understanding of how the manufacturing industry brings a product to the marketplace. Through studying this unit, students learn about: • design briefs; • product design specifications; • material details and constraints; • production details and constraints; • quality standards; • developing design ideas; • presenting a design solution; and • modifying design solutions.
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Unit 2: Manufacturing Production In this unit, students work as part of a team to manufacture a quantity of products involving two different materials. They learn about: • using a production plan; • using a schedule for manufacture; • using tools, machinery and equipment, including computer‐aided manufacture (CAM), safely; • combining, assembling and finishing materials and components; • using and applying quality control techniques; • recording and responding to quality data; • health, hygiene and safety; and • what makes an effective team. Unit 3: Manufacturing Technology In this unit, students learn about manufacturing materials and their constraints. They also learn about the impact of new technologies on the manufacturing industries. Through studying this unit, students learn about: • manufacturing and engineering sectors; • production details and constraints; • materials and components and their constraints; • new technology used in and by the manufacturing industries; • the impact of modern technologies; • manufactured products; and • manufacturing industries. How will you be assessed? There are two controlled assessment tasks each worth 30% and two external examination papers worth 40%. (See the summary tables below for more details.) What career opportunities exist from studying Manufacturing? The study of Manufacturing develops many of the essential skills required in most areas of the manufacturing industry such as Engineering (all areas), Product Design, modern apprenticeships etc. These skills such as the use of ICT for producing a design portfolio, CAD, knowledge of materials and manufacturing process can also be invaluable in many non‐technical careers.
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For further information including a downloadable student guide to GCSE Manufacturing see http://www.rewardinglearning.org.uk/microsites/manufacturing/gcse/index.asp
