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KEY STAGE 4

CHOICES BOOKLET

2017 – 2020

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CONTENTS

Page No. Letter from the Headteacher 3

Key Stage 4 Curriculum 4 Timetable for Choice 7 Course of Study – Making your choices 8 Compulsory Examination Subjects 9 Option Examination Subjects 15 Compulsory Non-Qualification Subjects and Careers Information 39

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Dear Year 8 Student January 2017 At this stage of your school career we ask you to make some choices about the courses you study for the next three years. This booklet provides you with information about each course you will have to study, and those from which you may choose. Our key aim is to support you to be the best that you can be. This year, there are some major changes to GCSE subjects and the options process that will affect you. This booklet explains them but, please ask questions if there are things that you don’t understand. How can I decide? I suggest that you start by asking yourself the following questions:

What do I want for myself?

What are my strengths?

What are my interests?

What subjects will best help me to improve myself? Conversations with some of the following people will help you to make the best possible choices:

Your parents/carers

Your current Year 8 teachers

Your form tutor

The subject teachers at Steyning Your form tutor and your subject teachers can also help to answer your queries. Subject staff based at Shooting Field will also advise you. If you or your parents/carers wish to contact SGS Shooting Field staff, please do so personally, by telephone or by email ks4admin@sgs.uk.net. Who can I ask if I have general questions about choosing options? At Steyning - Mr Kenrick (Deputy Headteacher) will oversee this process supported by Mrs Nicol (Deputy Headteacher) and Ms Clear (Assistant Headteacher – Key Stage 3 at Church Street). At Rydon - Mr Blackmore (Deputy Headteacher) will oversee the process supported by Mr Swann and Ms Reid (Assistant Headteachers) Are my parents/carers involved? If you attend Rydon there will be an information evening on Thursday 5th January 2016 for your parents/carers, which will cover the material that you have had in your assembly. The information evening will take place in the Main Hall at Rydon from 7.00-7.30pm. If you attend Church Street there will be an information evening on Thursday 12th January 2016 for your parents/carers, which will cover the material that you have had in your assembly. The information evening will take place in the Drama Hall at Shooting Field from 7.00-7.30pm. On Tuesday 24th January there will be an open evening at Steyning Grammar School (Shooting Field site) for all Year 8 students and their parents/carers from 6.00pm – 8.00pm. At this evening there will be information stands and subject staff available to discuss GCSE and other Key Stage 4 choices with you. When do I choose? The schedule is explained on Page 7 of this booklet. All choices will be finalised by May 2016. We are sure you will enjoy this first stage of decision making and taking some responsibility for your own course of study. Be the best that you can be! We wish you well with your selection. Yours sincerely

Mr N Wergan Headteacher

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KEY INFORMATION

Being Successful: You now have the opportunity to choose some of your subjects and to study them to greater depth in preparation for Key Stage 4 examinations.

Key Stage 4 will be an opportunity for to apply the character strengths that you have developed through your learning in Key Stage 3. To be successful you will need to particularly focus on developing your:

After Key Stage 4 you will continue your learning in the 6th form, a college placement or apprenticeship. You should therefore look at Key Stage 4 as a stepping stone to the next stage. How hard you are prepared to work will be the most important factor in ensuring your success in this next phase of your learning.

What to do next:

Read this booklet carefully to find out exactly which courses are offered.

Notice that some subjects will be new to you. The teachers have given as much guidance as possible in this booklet.

Plan to speak to teachers at the information evening to ensure any questions you have are answered.

Complete an online option form.

Qualification Structure and Grades: All approved qualifications are part of the National Qualifications Framework (NQF). NQF levels start at Level 1 and go up to Level 8. The majority of qualifications in school are GCSEs (Level 1 and 2). Level 3 courses e.g. A Level, are studied in the 6th Form.

Current GCSE grades New GCSE grades BTEC grades

Level 2

A*-C

9-4

Distinction* Distinction 2

Merit 2 Pass 2

Level 1

D-G

1-3

Distinction 1 Merit 1 Pass 1

KS 4

6th Form

College

Apprenticeship KS 3

Believing that effort will improve your future and knowing that when things go bad you can use the experience to improve next time.

Staying committed to goals and finishing what you begin even if along the way you experience some

failures.

Being organised with your work, paying attention and following instructions without getting

distracted.

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GCSEs have changed: The government have made wide ranging changes to GCSE qualifications. The following are the main changes:

The content of each GCSE has been revised

The way GCSEs are assessed has changed. All exams are now at the end of the course, therefore students’ achievement in the final exam is becoming a more important part of the overall grade award in each subject.

Coursework. Some subjects have kept an element of coursework – these are assessments completed in school such as practical assessments or oral tests in some subjects.

The final grades that are awarded. All revised GCSEs will be graded 9 to 1, with 9 being the top grade. The diagram on the following page details how the new 9 to 1 grades will relate to the current A*-G grades. The current grade C has long been seen as an important grade for students to achieve, particularly in English Language and Maths. The new grade 5 will be positioned in the top third of the marks that are need to achieve a current grade C i.e. it will be more challenging for students to achieve a grade 5 than a current grade C. The 9 to 1 grading has nine grades whilst the current A*-G has eight grades. The additional grade has provided the opportunity to extend the challenge for the most able students – only 20% of the students who achieve grade 7 or above will be awarded grade 9. The traditional GCSE courses within Design and Technology are undergoing particular changes. Schools are still awaiting exact details on the specific content of this revised qualification. Consequently, the subject pages within this booklet are draft, but contain details that are as accurate as we are currently able to provide. Furthermore, the traditional food element of Design and Technology has been separated out to create a new GCSE called Food Preparation and Nutrition).

Science: Students will take Science as a core subject within the Key Stage 4 curriculum; however, the pathway and qualification will differ according to each student’s progress during Year 9. Students do not opt for a pathway during this Key Stage 4 choices process; instead all students will follow a common science skills course in Year 9. After this the students will be split into one of two main pathways:

Combined science. This pathway is sometimes referred to as Double Science. It covers two-thirds of the content of the three GCSE pathway. This route does give access to A-level Sciences if passed at GCSE grade 6 or above (Chemistry and Physics A-level also need Maths to be passed at GCSE grade 6 or above).

Separate sciences (Biology, Chemistry and Physics). This route is sometimes referred to as Triple Science. It is suitable for students who are likely to get a GCSE grade 7 or above in GCSE exams. This route also gives access to A-level Sciences if the relevant Science is passed at GCSE grade 6 or above (Chemistry and Physics A-level also need Maths to be passed at GCSE grade 6 or above).

Special Education Needs: If you currently receive additional help in the form of classroom support or withdrawal from lessons you can speak to your support teacher, Mrs Quaglieri (SENDCO at Steyning – Shooting Field), Mrs Ceri Smith (Assistant SENCO – Church Street), Mrs Maggie Martin (SENDCO Rydon) about your option choices.

Course Numbers: A course will not run if there are insufficient students to make a viable group. Some courses will also have a maximum limit.

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Timetable for Choice

We hope that you will give a lot of consideration to the choices before you. The advice you get from your teachers and your parents/carers should be thought about carefully and matched against your own aspirations, interests and abilities. The choices form will be issued to students prior to the Open Evening.

The Timetable is as follows:

Date Rydon Church Street, Steyning

January 4

Year 8 students at Rydon receive KS4

Choices booklet

Presentation to Year 8 Rydon students in an

assembly (2.35-3.00pm).

January 5

Information Evening for parents/carers

7.00-7.30pm in the Main Hall at Rydon

Electronic ‘KS4 Choices’ booklet published

on Rydon website

January 9

Year 8 students at Church Street receive KS4

Choices booklet

Presentation to Year 8 Church Street students in

an assembly (8.50-9.15am).

January 11 Year 8 Parents’ Consultation Evening at

Rydon

January 12

Information Evening for parents/carers 7.00-

7.30pm in the Drama Hall at Shooting Field

Electronic ‘KS4 Choices’ booklet published on

SGS website

January 24 Open Evening with subject stands for all Year 8 parents/carers at Shooting Field from 6.00pm –

8.00pm

February 1 Year 8 Parents’ Evening at Church Street

February 13 Choices forms for Year 8 students at Rydon

to be returned to form tutors

Choices forms for Year 8 students at Church

Street to be returned to form tutors

March/April The school will be matching your choices against the courses available. There will be

communication with parents where there are any questions or queries and if ‘second choices’ are used in order to fit the timetable structure.

May A letter will be sent home detailing the courses that you will be studying. Opportunities

remain open for students to change choices with the written approval from parents/carers. However, the school reserves the right to reject requests to change if courses are full.

September Key Stage 4 classes begin. Opportunities will remain open for students to change courses

with the written approval of parents/carers subject to space being available. October half term From this date, changes of Key Stage 4 options will not be possible.

For e-mail queries please contact: ks4admin@sgs.uk.net. Queries will be forwarded to the relevant colleague.

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THE COURSE OF STUDY – MAKING YOUR CHOICES You will follow a course of study, which consists of a compulsory core of full courses in: English Language GCSE English Literature GCSE Mathematics GCSE Science: Triple Science GCSE or Double Science GCSE You will also study a compulsory qualification courses in: RE GCSE You also have a choice of 4 further ‘option’ subjects: You choose one subject from this first group of subjects:

Computing GCSE

French GCSE

Geography GCSE

German GCSE

History GCSE

Spanish GCSE

You choose a further three subjects from this second group of subjects (you cannot choose again the subject you chose above). The following subject combinations are not permitted: Business Studies and Economics; Design Technology and Engineering.

Art & Design – Fine Art GCSE

Art & Design – Photography GCSE

Business Studies GCSE

Computing GCSE

Dance GCSE

Design Technology GCSE

Drama GCSE

Economics GCSE

Engineering GCSE

Food Preparation and Nutrition GCSE

French GCSE

Geography GCSE

German GCSE

Health & Social Care BTEC*

History GCSE

Digital Applications CiDA**

Music GCSE

Physical Education GCSE

Spanish GCSE

Travel & Tourism BTEC*

# Double award subjects are taught in the same amount of time as other subjects. However, students receive two GCSE grades for their achievement when they complete the course.

* BTEC courses take a practical approach to learning in addition to the important theory of the subject. They are vocational and work-related courses and have been designed to accommodate the needs of employers and to allow students to progress onto further education.

** CiDA is a Certificate in Digital Applications

BTEC, GCSE and CiDA courses all have equal status. In addition, you will also study compulsory non-qualification courses in: Core PE, PSHE

Making your choices Making your choices requires you to complete an online form. The link for the online form is https://goo.gl/LTjvDT. You can also access the link via the Rydon/SGS website where an electronic copy of this booklet can also be found. To complete your choices:

With your son/daughter use the link to access the online form and follow the instructions to submit your option choices.

The form will ask you to enter a parental email address. This is to enable us to send you confirmation of receipt and the choices that you have selected.

If you wish to change choices after you have submitted the form, please complete the form again and resubmit. This will overwrite the original choices.

After the closing date (Rydon 6th February; Church Street 13th February) the online process will be closed. If you wish to change option choices after this point you will need to email SIMS-DataSupport@sgs.uk.net with your request.

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COMPULSORY

SUBJECTS

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GCSE English Language – OCR J351 Course content:

Reading a range of fiction and non-fiction, such as 19th century non-fiction and 20th century fiction

Writing in a variety of styles and genres

Learning about language: parts of speech, grammar, non-fiction and rhetorical devices

Speaking and listening (assessed separately) Character and skill development through this course: In English, students develop their reading, writing and communication skills in a number of diverse ways. Firstly, they will enrich their reading for pleasure, enjoying how writers use language to entertain, convey ideas and even challenge societal norms. Students can then learn how to read for deeper meanings in texts, unlocking multiple, sometimes contradictory, interpretations of language. This leads on to how students will develop their own writing at KS4, learning how to use words, punctuation, syntax and paragraphs for effect in non-fiction and fiction writing. Consequently, this crafting of language and whole-text structure will make their writing have more impact on the reader. At the same time, students will strengthen their own written accuracy, as well as increasing their range of punctuation and rhetorical devices. We strive to help students think more deeply about texts, the media and the world around them. As the course develops, students will start to see connections between texts, writers and ideas. They will be encouraged to challenge accepted truths, and to see things from others' viewpoints. When discussing, discovering, exploring and presenting ideas, they will also improve their confidence and proficiency in public speaking, as well as refining their debating and role-playing skills. Furthermore, the course is ideal in enabling students to develop their curiosity about how language has the power to inspire, delight, enthral, agitate, cause offence and liberate people. Students will have frequent opportunities to demonstrate zest and take pleasure in the written or spoken word. Grit is required, since students will need great perseverance when refining and crafting their written work. Most importantly, perhaps, English is about exploring the world through other people’s eyes, before students develop their own world views. As such, understanding others is a characteristic that is developed further in English. Assessment Procedures: 100% terminal examination for both Language and Literature 2 exams in total – Paper 1 Non-fiction; Paper 2 – Fiction and Creative Writing Single tier No coursework or early entry allowed Speaking and Listening assessed separately Assessed 9 - 1, with 9 being the highest level. Progression (including career routes): Ideal preparation for all further education courses (most A-levels require extended writing and reading for understanding). Colleges and Sixth Form institutions will still ask for English Language benchmark grade. For further details, please contact:

Ms L Elmes – Head of GCSE English – lelmes@sgs.uk.net Mr Alex Uff – Head of English – auff@sgs.uk.net

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GCSE English Literature – OCR J352 Course content: Reading a range of texts – poetry, plays and novels, including:

Shakespeare

19th century fiction, such as Dr. Jekyll and Mr. Hyde

Contemporary poetry and poetry from the Literary Heritage

20th century drama, such as An Inspector Calls Character and skill development through this course: English Literature students will enrich their reading for pleasure, enjoying how writers use language to entertain, convey ideas and even challenge societal norms. Students can then learn how to read for deeper meanings in texts, unlocking multiple, sometimes contradictory, interpretations of language. Students will also be encouraged to read ‘around’ texts, learning about socio-historical context and differing critical viewpoints. As with English Language, studying literature allows students to develop their curiosity about the past, about ideas that span centuries and how historical context affects what writers choose to write about. Learning how to analyse language closely requires grit and determination. Likewise, the characteristic of understanding others is greatly enhanced through the study of literature, since students work collaboratively often and are asked to empathise with writers and characters from other cultures and centuries. Assessment Procedures: 100% terminal examination for Literature 2 exams – closed text. Single tier No coursework Assessed 9-1, with 9 being the highest level. Progression (including career routes): Ideal preparation for all further education courses (most A-levels require extended writing and reading for understanding) Especially useful for: English Literature/ Language – A-level, Film Studies, Media Studies, History and other humanities, Economics, Sociology, Useful links with Psychology, Art and Drama. Direct careers include: Journalism, writing, media production, film industry, education. Useful skills learnt for: Law, politics, psychology and a range of other careers. For further details, please contact:

Ms L Elmes – Head of GCSE English – lelmes@sgs.uk.net Mr Alex Uff – Head of English – auff@sgs.uk.net

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GCSE Mathematics – Syllabus number EDEXCEL 1MA1 Linear Course content: The Edexcel linear syllabus enables students to develop their skills in number, algebra, geometry, measures and statistics.

Number: Working with fractions, decimals, percentages, ratio and proportion, powers and irrational numbers

Algebra: Manipulating algebraic expressions and solving equations, graphical methods, sequences, functions and proof, rates of change from graphs

Geometry and Measures: Angles and properties of shapes, perimeter, area and volume, measures, construction, Pythagoras and trigonometry

Statistics: Collecting, presenting and analysing data

Probability: single and combined events, Venn diagrams. Set 1 students will also study a certificated course in Further Mathematics with AQA that extends GCSE concepts and introduces AS level topics. This is taught concurrently to GCSE and culminates in two written papers in the summer of Year 11. Character and skill development through this course:

Nurture a positive attitude to Mathematics and fuel their curiosity in the subject, such that students confidently achieve to the best of their ability and enjoy the challenge it brings

Develop the ability to think and reason mathematically

Realise the application of Mathematics in the outside world

Use logic to analyse and then solve a range of non-routine problems in a range of contexts and develop the grit needed to tackle these problems.

Become proficient in the numeracy skills needed for life

Develop their growth mindset through the use of purposeful practice time in lessons. Assessment Procedures: The course is linear and students are assessed by three written examinations in the summer of Year 11. All three papers must be sat in the same tier – Foundation or Higher. Students’ tier of entry will be decided by March of Year 11. Paper 1 will be non-calculator but there is a stronger emphasis on non-routine problem solving and therefore the content of the two calculator papers will be interchangeable. Each paper is equally weighted. The new GCSE grades go from 9 – 1 with 9 being the highest and above the current A* GCSE grade in terms of difficulty. The Foundation papers will be graded from 5 – 1 while Higher will be graded from 9 – 4. Each paper will have a greater proportion of higher grade content than currently and consequently the Foundation paper will go up to what is currently considered to be Grade B level work. Students will sit past GCSE papers as part of an ongoing assessment from Year 9 in order to help them get used to the demands of the final papers and style of questioning by Year 11. There will be exemplar assessment material available from the Edexcel exam board to help students prepare for the new GCSE papers and become accustomed to the new style of questioning. Progression (including career routes): Mathematics and Further Mathematics are available at AS and A Level although changes to the format are also scheduled for the future. It is likely that candidates will need to attain a Grade of at least 6 or 7 in GCSE Mathematics to start the course, but this is to be confirmed. Additional information: Students are required to bring a scientific calculator and geometry set to lessons. For further details, please contact:

Mr Dan Dryer – Head of Faculty – ddryer@sgs.uk.net Miss Becky Gomeze – Learning Leader – bgomeze@sgs.uk.net

Mr Ben Ryan – KS4 Manager – bryan@sgs.uk.net

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GCSE Religious Studies – Specification A 8062 (Draft)

Course content: The course starts at the very beginning of Year 9. Students will be challenged with questions about belief, values, meaning, purpose and truth, enabling them to develop their own attitudes towards religious issues. They will also gain an appreciation of how religion, philosophy and ethics form the basis of our culture. They will develop analytical and critical thinking skills, the ability to work with abstract ideas, leadership and research skills. Students will study the beliefs, practices and teachings of both Christianity and Islam (50% of the course), and will investigate four units from the six outlined below (50% of the course):

Relationships and families: Sex, marriage and divorce. Families and gender equality

Life issues: The origins and value of the universe. The origins and value of human life

The existence of God and revelation: Philosophical arguments for and against the existence of God. The nature of the divine and revelation

Peace and conflict: Religion, violence, terrorism and war. Religion and belief in 21st century conflict

Crime and punishment: Religion, crime and the causes of crime. Religion and punishment.

Human rights and social justice: Human rights. Wealth and poverty. Character and skill development through this course: Religious Studies provides a strong foundation for learning about a range of beliefs and values. It will encourage you to see the world through the eyes of those who hold different beliefs from your own, and will challenge you to get to grips with why you believe the things you do, and why they are important to you. You will be presented with a range of challenging moral and philosophical issues, and will seek to develop a range of skills such as; written communication, clarity of thought and expression, analysis and evaluation of ideas, tolerance and understanding of others, and empathy. Religious Studies has a key role to play in the development of character; focusing in particular on social intelligence, curiosity, and having a growth mindset. Assessment Procedures: Assessment will all be by exam, there will be no coursework or controlled tests. There will be no tiering (i.e. all students will sit the same exam papers at the end of the course). The two exam papers will last 1 hour 45 minutes each, and will contain a range of shorter structured questions as well as longer questions to test extended writing skills. Progression (including career routes): Religious Studies GCSE provides a sound foundation for all A-levels but is especially applicable for A-Level courses such as – Religious Studies, Sociology, Philosophy, Law, Politics, Economics and English. Broad-based generic skills are developed which are beneficial to a wide range of career options and further study. Religious Studies GCSE is a well-respected qualification that is considered by many employers and universities as a good indicator of future academic and professional potential. For further details, please contact:

Mrs K Doo – RE Learning Leader khutchinson@sgs.uk.net

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GCSE Sciences –AQA Combined Science: Trilogy specification (8464).

AQA Separate Sciences in Biology (8461), Chemistry (8462) and Physics (8463) Course content: In Year 9 Science study Biology, Chemistry and Physics through the “Big Ideas” of Particles, Energy and Forces. In Biology students will learn how particles move through their body, how energy is transferred from chemical stores through the food chain and the forces affecting movement. Chemistry lessons are focussed on the factors affecting changes in rate at which particles react, the energy stored in food and fuels and the forces that act to hold atoms in molecules. Physics follow particles through conduction, convection and radiation, energy through a mission to mars and forces in moving objects, stability and resultant forces. Assessment tasks are completed during the course of each topic and tests are at the end of each term. There is an end of Year 9 exam in the summer term. In Year 10 students split and follow different GCSE programs based on Year 9 outcomes. The highest achieving students will take Biology, Chemistry and Physics separately. The majority will take the combined science GCSE Trilogy which is equivalent to 2 GCSEs in science. Both these courses are suitable for progression to A level science if the entry requirements are met. Character and skill development through this course: The science courses have a high degree of challenge and therefore students will be developing their ability to be gritty and have a growth mind set as their attitudes and skills develop. Students will be encouraged to show a high degree of curiosity about the world around them and to question and challenge ideas presented to them. Students regularly have to work in groups and will need to understand others well to be successful in this aspect of the course. Students develop in the way that they think about the world through their study of science. In particular, they build the skill to model everyday things and explain how they work. Students develop their practical skills and learn how to test hypothesise, handle and analyse data and evaluate practical methods. Students learn to think logically and develop their problem solving skills. Assessment Procedures: Students will be assessed by terminal exams at the end of Year 11. 2 papers 1 hr and 45 minutes for each separate GCSE students. 6 papers 1 hr and 15 minutes for double GCSE students. Progress is measured with in course assessment tasks and an exam at the end of Year 10. Students have a series of compulsory practicals they complete in class throughout the course which are assessed in the final written exam as a series of questions. Progression (including career routes): Science is valued by many professions, both scientific and otherwise for the skills it develops in literacy, numeracy and problem solving. Students can progress to A-level sciences from both Combined and Separate Science GCSE routes if they attain a grade 6 or above in the relevant science and mathematics exams. Additional information: Students will need a calculator for their science lessons. For further details, please contact:

Sarah Brewer (Acting Head of Science) sbrewer@sgs.uk.net

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OPTION CHOICES

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ASDAN – Curriculum Support Course content:

For some students, four GCSE options may not be appropriate and traditionally SGS has offered a Curriculum Support option, which gives students the opportunity to work in a small group and receive support with aspects of the curriculum that they are finding challenging. From September 2017, in place of the old Curriculum Support option, we will be completing challenges from the ASDAN Personal Development Programmes, with a view to students achieving bronze, silver or gold awards. Students will only be permitted to opt for the ASDAN course with the approval of the SENCO so please discuss this option choice with the SENCO at the SGS options open evening.

Students are required to plan and review their work at key points, explaining how they have developed their skills in six areas:

Teamwork

Learning

Coping with problems

Use of Maths

Use of English

Use of IT

Through the course, students develop a sense of ownership and control of their own learning and are provided with opportunities to be involved in:

the assessment of their own learning

the setting of clear and achievable goals

identifying and reflecting on their progress and development opportunities

summarizing achievements and compiling a portfolio of supporting evidence which recognizes personal achievements

Alongside the ASDAN programmes, students will have the opportunity to do work on study skills and receive support with homework or aspects of the curriculum they are finding difficult. Targeted literacy and numeracy interventions may also be timetabled during ASDAN slots. Character and skill development through this course:

ASDAN stands for Award Scheme Development and Accreditation Network. ASDAN Education courses are designed to develop learners’ personal and employability skills through an engaging and challenging curriculum of activities, leading to a certificate of accreditation or achievement. Assessment Procedures:

The ASDAN Personal Development Programme features 13 modules. Each learner must work from their own student book and compile a portfolio of evidence to show what they have done. Students gain 1 or 2 credits for each section completed, with each credit representing about 10 hours of activity. Six credits are needed to achieve Bronze, 12 credits for Silver and 18 credits for Gold.

For further details, please contact:

Mrs S Quaglieri SENCO – squaglieri@sgs.uk.net

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Art and Design GCSE – AQA

Course content: Over the 3 year GCSE Art and Design course students will cover a wide range of themes covering coursework projects as well as a final exam unit. The course themes will include Landscape, Portraiture, 3-Dimensional work and Investigations into Cultural artworks. The exam theme is provided to students through an exam paper in Year 11 where students choose their own subject matter, medium and techniques independently. Character and skill development through this course: Students will be encouraged to experiment with a rich variety of 2 and 3 dimensional Fine Art media in order to develop personal creativity and technical confidence. The course has been designed to develop students Learning Characteristics focusing on Grit, Curiosity, Growth Mindset, Self-Control with Learning and Zest. Portfolios will show investigative research and problem solving skills will emerge through the development of personal ideas. Students will also learn how to critique, review and adapt their ideas through reflection and evaluation. Aesthetic understanding will be underpinned by a structured approach to learning the visual elements of art through painting, printmaking, sculpture, mixed media, and drawing. Students will be encouraged to gather personal resources based upon their own life experiences through drawing and taking their own photographs. They will be encouraged to use other digital media and computer software if they wish to. Students will develop their knowledge and understanding of how ideas, feelings and meanings are conveyed in artworks. A variety of styles and traditions across different times and cultures will be researched and students will make relevant connections between these artworks and their own outcomes. Assessment Procedures: During the course student’s progress will be assessed in different ways. Home learning tasks will be set weekly to allow students to expand on classwork and deepen their knowledge and thinking. In class students will be tracked towards challenging and aspirational targets and supported towards meeting their creative potential through every project. They will have opportunities for self and peer assessment and each coursework project will be formerly marked giving students the opportunity to reflect on and improve their marks. Final exam percentage: 40% Coursework percentage: 60% Coursework requirements: Personal Portfolio containing 3 sketchbook projects Number of final exams: 1 Grades available: 9 - 1 (There are no tiered exam papers in Art and Design) Progression (including career routes): Art is a creative subject that develops the thinking and people skills which all industries ask for and which fuel current and future economic needs. The Creative and Media Industry itself is one of the largest growth areas in the country. Art develops creativity, the imagination, the ability to project manage, analytical thinking and problem solving skills. This subject can open doors to a broad range of careers including; fashion and textiles, illustration, graphics, interior design, website design, game design, product design, architecture, film, media and photography, museums and galleries, publishing, teaching and many more. Following GCSE, students can progress to AS and A2 level Art or Photography at SGS. Across East and West Sussex and nationally there are numerous colleges with enviable reputations both home and abroad that offer excellent level 2, 3 and 4 courses covering a huge range of vocational opportunities in the creative and media industry. Additional information: Art students will need to be keen on drawing, excited by making extraordinary images and artefacts from ordinary starting points. They will be interested in the active working conditions of the art room and want to develop their technical skills. Good organisational skills, an enquiring mind, plenty of initiative, and high levels of motivation will be key and with these characteristics in place we hope that students will enjoy their studies, develop high levels of independence and engagement and meet with success. For further details, please contact:

Mrs H Albrow – Art Learning Leader - halbrow@sgs.uk.net or Miss Claire Vilday – Faculty Leader Creative and Performing Arts – cvilday@sgs.uk.net

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GCSE Photography (Lens and Light Based Media) –Edexcel

Course content:

The study of Photography will enable you to observe the world around you and explore your own personal creativity in a range of lens and light based media. Over the course of the three years you will learn about and experiment with:

Digital Photography - Camera use, Photoshop editing, studio lighting, use of model, props & location. Stop-Frame Animation - Video editing, storyboarding, painting, drawing & collage. Design - Typography, colour theory, composition & layout.

Character and skill development through this course:

You will learn how to operate Photography and Animation equipment and software as well as develop your ideas and personal interests.

You will gain knowledge of historical and contemporary photographers, film makers, animators, artists and designers to help you understand more about the creative world in which we live.

You will develop skills in creative problem solving with a range of different media and materials. You will learn how to express yourself and your ideas in visually literate and conceptually exciting ways.

Essentially Photography is a creative subject.

Whatever you choose to do with your life - to be the best you need to be able to work, think and solve problems creatively. If you want to be the best mechanic, doctor, engineer, architect, scientist, lawyer, artist or Photographer in the world you have to be creative. One of the main aims of the Photography GCSE is to teach you how to be creative.

Assessment Procedures:

During the course your progress will be assessed in different ways. Home learning tasks will be set regularly to allow you to expand on classwork and develop your knowledge, skills and understanding. In class you will be tracked against your target grade through every project. You will have opportunities for self and peer assessment and each coursework project will be formerly marked giving you the opportunity to reflect on and improve your mark. Final Exam: 40% Coursework (all projects): 60% Coursework requirements: Personal Portfolio containing three coursework projects. Number of final exams: One (at the end of year 11).

Grades available: 9 - 1 (There are no tiered exam papers in Art and Design) Progression (including career routes): The creative industries represent one of the largest growth areas of employment in the UK. In Photography you will develop aesthetic judgement, analytical thinking and problem solving skills. There is a broad range of careers including; photography, fine art, fashion and textiles, illustration, graphics, interior design, website design, product design, architecture, film, media, museums and galleries, publishing, photojournalism, forensic photography, teaching and many more. Following GCSE, students can progress to AS and A2 level Art, AS and A2 level Photography. Across East and West Sussex, and nationally, there are numerous colleges that offer excellent level 2, 3 and 4 courses covering a huge range of possible creative directions.

Additional information: You will need to be keen on photography, animation and the visual world. You must have good organisational skills, an enquiring mind and plenty of initiative. High levels of motivation are essential, with these characteristics in place we hope that you will enjoy your studies, become independent, enthused and engaged and meet with great success.

For further details, please contact:

Mr J Huffman – Learning Leader for Photography - jhuffman@sgs.uk.net

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GCSE Business Studies – Syllabus number AQA 8132

Course content: 1. Business in the real world – this unit of work focuses on the purpose of business activity the role of business enterprise and entrepreneurship, and the dynamic nature of business. 2. Influences on business – this unit focuses on the importance of external influences on business and how businesses change in response to these influences. 3. Business operations – this unit focuses on how businesses produce their goods and services, and how this influences business activity. 4. Human resources – this unit focuses on the people that work for and organisation and how they are recruited, trained, motivated and retained, and how this influences business activity. 5. Marketing – this unit focuses on how businesses make people aware of their product, how they get them to purchase it and continue to purchase it and how this influences business activity. 6. Finance – this unit focuses on how businesses can monitor their activity in a mathematical way, finances role within business and how it influences business activity. Character and skill development through this course: GCSE Business Subjects will encourage students to:

Develop Curiosity – investigations into the real business environment, looking at how different businesses operate locally and internationally.

Develop Self Control with school work – working independently on project based work will encourage students to be organised and plan to meet deadlines.

Develop Understanding of Others – team work will provide opportunities for students to understand the importance of listening to other’s opinions, to find solutions to team conflict and to adapt to different roles.

Develop Grit – through seeing projects through to their completion and preparing for examinations.

Develop a Growth Mindset –sustained practice with continuous feedback on strategies for improvement will enable the students to understand how effort leads to results.

Develop Zest – Business is fun, engaging and real life!

GCSE Business Studies will encourage students to:

Engage in the study of Business to develop as effective and independent learners

Develop and apply knowledge, understanding and skills to contemporary issues in local, national and global contexts

Consider the extent to which business activity can be ethical and sustainable

Recall, select and communicate their knowledge and understanding of business concepts, issues and terminology

Apply skills, knowledge and understanding in a variety of contexts and in planning and carrying out investigations and tasks

Analyse and evaluate evidence, make reasoned judgments and present appropriate conclusions.

Assessment Procedures: Paper 1: Influences of operations and HRM on business activity - Externally assessed examination containing a range of multiple choice questions, case study and data response questions. (Total 90 marks) – 1 hour 45-minute examination – 50% of GCSE Paper 2: Influences of marketing and finance on business activity - Externally assessed examination containing a range of multiple choice questions, case study and data response questions. (Total 90 marks) – 1 hour 45-minute examination – 50% of GCSE No. of final exams - 2 Final exam – 100% Grades Available – 9 -1

Progression (including career routes): Linked post-16 courses: AS/A Level Business and AS/A level Economics, Level 3 BTEC Business (Vocational route). Possible careers: Business Studies students can choose from a wide range of career options, including working in finance, retail, marketing, advertising, human resources and operations management. Additional information:

Weekly homework tasks will include data response questions, research into various aspects of existing businesses and opportunities to review and reinforce understanding of topics covered in class

Students will be given step-by-step guidance on answering examination questions For further details, please contact:

Mrs Heather Armstrong – Learning Leader for Business and Economics – harmstrong@sgs.uk.net

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GCSE Computer Science – Syllabus number AQA 8520 Course content: Paper 1 – Computational Thinking & Problem Solving Computational thinking, problem solving, code tracing and applied computing as well as theoretical knowledge of computer science. Paper 2 – Written Assessment Theoretical knowledge paper covering data representation, computer systems, fundamentals of computer networks, fundamentals of cyber security, Ethical, Legal and environmental impacts of digital technology, aspects of software development. Non-Exam Assessment A range of tasks which will provide opportunities for the candidate to demonstrate practical ability to use the skills outlined in the specification for this unit. Character and skill development through this course:

The Computer Science GCSE develops students’ understanding of current and emerging technologies, how they work and applying this knowledge in a range of contexts. They will learn one or more programming languages and understand how they are applied to different business scenarios. Students will also develop a practical understanding of how computer components work. Assessment Procedures: The first two units are assessed through written examinations of 1 hour and 30 minutes each, which students will sit at the end of the course. The practical task will be assessed internally, under controlled conditions, and will be completed during Year 11 of the course. Students will be expected to practice their programming skills outside of the classroom and specific home-learning tasks will be set to support their class work. No. of final exams: 2 Final exam: 80% Controlled Assessment: 20% Grades Available 9 - 1 Progression (including career routes): Students achieving a GCSE grade 6 or above could progress on to ‘A’ level in Computer Science at Steyning. Students could also go onto an apprenticeship or work with training as the GCSE Computer Science course aims to equip students with all of the necessary skills to use ICT tools and techniques in any technology-led industry. Additional information: Good personal organisation and a Growth Mindset are required to ensure success on this course. An interest in computer programming and confidence with Mathematical concepts will also help students taking GCSE Computing. For further details, please contact:

Mr C Bush, Head of Business Studies & ICT – cbush@sgs.uk.net

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GCSE Dance - AQA

Course content: A solo performance of set phrases, a performance in a duo/trio, a composition for solo or group of dancers and dance appreciation, a study of professional dance works and own studio practice. Character and skill development through this course: Learning Characteristics: Students will develop their Grit by working on longer practical tasks, Growth Mindset, by continuously responding to feedback and Curiosity and Zest through appreciation of professional works and opportunities for enrichment. Students will study performance and technique, learning demanding material that is designed to physically prepare students for the challenge of performing. Choreography will become more autonomous as students become more confident with this aspect of the course, and students will be given the opportunity to express themselves creatively. Students will also develop their skills of analysis and interpretation in theory work. Assessment Procedures: Students are continually assessed in a number of practical tasks throughout the course. The first assessment in Year 9 is a Performance grade issued for the students’ presentation of their work in the Dance Show. Various composition tasks are set throughout the course, which requires students to work and rehearse in their own time. All practical assessments are carried out in exam like conditions in order to prepare the students for the moderation process in Year 11 In Year 10 students will undertake theory lessons where they will learn how to appreciate dance through the study of professional repertoire. Students are formally assessed in various written assignments at the end of every topic. No. of final exams - 3 Written exam – 40% Performance – 30% Choreography – 30% Grades available e.g. 9-1 Progression (including career routes): Post-16 courses: AS/A2 level Dance, Performing Arts, BTEC Level 3 Possible careers: Degree level study prepares students for a variety of careers in the Dance Industry, including: performing, teaching, choreographing, costume design, technical/stage management, administration, journalism. Additional information: Students will work predominantly with Contemporary Dance styles and previous experience in dance is advisable. Students must be organised, motivated and prepared to work hard. This is a challenging GCSE course that will require students own time outside of lessons and a dedication to being the best Dancer they can be. BTEC performing arts in Dance is also offered as an alternative route way for some candidates. A decision will be made at the end of Year 9 to determine which examination students will be best suited to. For further details, please contact:

Mrs A Morris – Subject leader for Dance – amorris@sgs.uk.net

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GCSE Design and Technology: 'Graphic Products' Paper and board The new GCSE Design and Technology specification reflects the changing times we live in and the importance of the subject in today’s society. Design and Technology is a subject that will develop thinking, leading towards invention and design innovation - to design and make prototypes that solve real and relevant problems. The specification encourages creative and innovative thinking and prepares learners to become critical and creative designers, engineers and consumers of the future. During the course students will build upon the skills and knowledge they have gained at Key Stage 3. They will study a range of materials and gain an understanding of systems, programmable components and mechanisms to support any potential design solution. They will also learn about the wider design principles that affect designers and users. Students will then develop a deeper understanding of specific materials, related techniques and processes to construct their designs.

Course content: For students who enjoy designing and making products based on Graphic Products, the material choice will likely be centred around paper and board but can also include wood, metal and polymers. Students can expect to work on several short projects and tasks that start with a design problem and end in a three dimensional product being produced. These projects provide opportunity to learn new techniques, develop design skills and use new equipment to produce imaginative and creative work. Students will benefit from the departments well-resourced facilities. They will be taught how to use tools and equipment as well as software such as Techsoft 2D Design, Photoshop and Desktop publishing. Students will design and make a variety of prototype models, products and packaging using sublimation printing and laser cutters. Assessment Procedures: The GCSE is marked using the 0 to 9 grading system. There are two assessed elements: 50% of the marks will be awarded to the ‘Design and Make’ task which is marked internally. The remaining 50% of the marks will be awarded to the formal summer exam. The paper will include general Technology based questions and also questions that students can choose to answer based on their specialist material choice. During the course, students’ work will be regularly marked and they will benefit from feedback to help them raise their confidence and understanding of the subject requirements. In Year 11 all students will complete a Design and Make task based on their material/specialism choice. Exam Board: AQA Design and Make task - worth 50% of their final GCSE grade Final Exam – 1 written paper worth 50% of their final GCSE grade CREST Silver Award: Built in to the choice above, we are also investigating the option of students following a CREST Silver Award scheme in Year 9 and 10. Progression: Students taking GCSE Design and Technology will be able to develop their skills further in the Sixth Form if they wish. They will have the option of studying GCE A Level Product Design (3D Design). Additional information: Design and Technology students will need to be keen in designing and making and excited by creating 3D products. They will be interested in wanting to develop their skills and knowledge. Good organisational skills are important. An enquiring mind, initiative, and high levels of motivation are key characteristics for success. Equipment needed: A basic set of drawing equipment – pencil, eraser, pencil sharpener, black fine liner pen, black broad pen (Papermate), set of pencil crayons, 30cm ruler. A basic Maths geometry set is also useful. Careers: Graphic Design, Packaging Design, Illustration, Advertising, Product Design, Industrial Design, Automotive Design, Interior Design, Publishing, Architecture, Design Engineering. For further details, please contact:

Mr J Kearns – Leading Learner for Design and Technology - jkearns@sgs.uk.net

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GCSE Design and Technology: 'Resistant Materials' Wood, metal and polymers

The new GCSE Design and Technology specification reflects the changing times we live in and the importance of the subject in today’s society. Design and Technology is a subject that will develop thinking, leading towards invention and design innovation - to design and make prototypes that solve real and relevant problems. The specification encourages creative and innovative thinking and prepares learners to become critical and creative designers, engineers and consumers of the future. During the course students will build upon the skills and knowledge they have gained at Key Stage 3. They will study a range of materials and also gain an understanding of systems, programmable components and mechanisms to support any potential design solution. They will also learn about the wider design principles that affect designers and users. Students will then develop a deeper understanding of specific materials, related techniques and processes to construct their designs.

Course content: For students who enjoy designing and making products based on Resistant Materials, the material choice will likely be centred around wood, metal and polymers but can also include paper and board. They will be set real life design problems to solve and they will need to develop their analytical, design, making and evaluating skills to produce innovative solutions. Students can expect to work on several short projects and tasks that start with a design problem and end in a three dimensional product being produced. These projects provide opportunity to learn new techniques, develop design skills and use new equipment to produce imaginative and creative work. Students will benefit from the departments well-resourced facilities. They will be taught how to use tools and equipment as well as software such as Techsoft 2D Design, Solidworks and Desktop publishing. Students will design and make a variety of prototype models, products and packaging using CNC machines including and 3D printers, microrouters and laser cutters. Assessment Procedures: The GCSE is marked using the 0 to 9 grading system. There are two assessed elements: 50% of the marks will be awarded to the ‘Design and Make’ task which is marked internally. The remaining 50% of the marks will be awarded to the formal summer exam. The paper will include general Technology based questions and also questions that students can choose to answer based on their specialist material choice. During the course, students’ work will be regularly marked and they will benefit from feedback to help them raise their confidence and understanding of the subject requirements. In Year 11 all students will complete a Design and Make task based on their material/specialism choice. Exam Board: AQA Design and Make task - worth 50% of their final GCSE grade Final Exam – 1 written paper worth 50% of their final GCSE grade CREST Silver Award: Built in to the choice above, we are also investigating the option of students following a CREST Silver Award scheme in Year 9 and 10. Progression: Students taking GCSE Design and Technology will be able to develop their skills further in the Sixth Form if they wish. They will have the option of studying GCE A Level Product Design (3D Design).

Additional information: Design and Technology students will need to be keen in designing and making and excited by creating 3D products. They will be interested in wanting to develop their skills and knowledge. Good organisational skills are important. An enquiring mind, initiative, and high levels of motivation are key characteristics for success. Equipment needed: A basic set of drawing equipment – pencil, eraser, pencil sharpener, black fine liner pen, black broad pen (Papermate), set of pencil crayons, 30cm ruler. A basic Maths geometry set is also useful.

Careers: Product Design, Industrial Design, Automotive Design, Interior Design, Architecture, Design Engineering, Jewellery

Design, Furniture Design, Plumbing, Joinery. For further details, please contact:

Mr J Kearns – Leading Learner for Design and Technology - jkearns@sgs.uk.net

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DRAMA – Specification AQA 8261

Course content: Students study a variety of projects incorporating a range of genres and styles, which leads to the exploration of a diverse array of themes and the development of practical skills. Practical work includes improvisation, devising, physical theatre and scripted work. All students devise original work as well as exploring texts practically. Practical work is supported by significant written elements as well as a Written Examination. The written examination incorporates Set Texts and Live Theatre Productions. All students will complete a Devising Log which will include research, diaries and evaluations to support their Devised performance. Students will study at least one Set Text which will incorporate a wide range of practical exploration, resulting in the preparation of notes from which they will revise for a section in the written examination. There is an element on design aspects of the theatre in this written examination, such as costume. Students will be expected to visit the theatre at least three times during the course to see a live drama performance e.g. Chichester Festival Theatre, National Theatre, Theatre Royal - Brighton, and will use these productions as a basis for notes for a further section in the written examination. Character and skill development through this course: Students develop Learning Characteristics such as Grit and Self-Control with Learning through sustained endeavours in creating, reviewing and refining their work. Collaborative work in groups develops Self-Control with Others and Gratitude. Curiosity and Zest are encouraged through exposure to a wide range of themes, texts and productions which challenge students to develop their Growth-Mindset by setting high targets to which they will endeavour to aspire in both written and practical forms. Students will develop their confidence and verbal communication skills through the collaborative nature of the group work involved. They will refine their practical performance skills, developing their characterisation and physicality in a range of genres and styles. They will learn to articulate their responses to performance and design through both verbal and written reflection, analysis and evaluation. Students will interpret and analyse live theatre performance and will become competent at describing, explaining, analysing and evaluating various aspects of performance in extended writing formats. Assessment Procedures: Component 1 – Understanding Drama (Written Paper – 1 hour & 45 minutes) 40% of the GCSE Section A – Theatre Roles & Terminology Section B – Study of a Set Text (“Hansel & Gretel” by Kneehigh) Section C – Live Theatre Production Component 2 – Devising Drama 40% of the GCSE Produce an individual Devising Log documenting & evaluating the devising process Contribute to a final Devised performance Component 3 – Texts in Practice Study and present two key extracts from a play 20% of the GCSE Grades Available 9-1 There are no tiers for this examination. All students sit the same examination. Progression (including career routes): The specification ensures continuity through to A Level Drama and Theatre, and covers a range of knowledge and skills needed for various courses such as A Level English Literature. Students may progress to Drama School, College of FE or University, or work experience in the industry. The transferable skills developed in Drama can be the foundation for a range of related careers, such as performing, directing, Arts’ administration, Arts’ development, TV or theatre roles such as producer, stage manager, designer or technician, writer, poet, teacher, Drama therapist, theatre publisher, reviewer. Most other careers value the confidence and communication skills developed through drama, such as law, training, medicine and sales. Additional information: Students who are genuinely enthusiastic about drama in all aspects will find the subject invigorating and rewarding. It is not an ‘easy option’. It requires a wide range of skills and a willingness to work hard, often at lunchtimes and beyond the end of a normal school day. Students need to be able to work with others in a creative and constructive way, yet also work independently on research, design and written elements. They need to be keen to analyse plays in depth and write about them. It is imperative that students are willing to perform their work to audiences, and to participate in organised theatre visits in the evenings. For further details, please contact:

Miss C Ludlow – Drama Learning Leader - cludlow@sgs.uk.net

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GCSE Economics – Syllabus number AQA 8136

Course content: Units 1-6: How markets work – This unit focuses on the basic economic foundations, how resources are allocated and prices are determined and why market failure exists. Units 7-11: How the economy works: – This unit focuses on the activities that take place in an economy, including international trade, the role of money and how the government manages the economy. Character and skill development through this course: GCSE Business Subjects will encourage students to:

Develop Curiosity – investigations into the economy, using real-life examples of what is happening in the world and the theory behind it.

Develop Self Control with school work – working independently on research tasks will encourage students to be organised and plan to meet deadlines.

Develop Understanding of Others – class discussions and debates will provide opportunities for students to understand the importance of listening to other’s opinions.

Develop Grit – through overcoming the obstacles of completing research projects and preparing for examinations.

Develop a Growth Mindset –sustained practice with continuous feedback on strategies for improvement will enable the students to understand how effort leads to results.

Develop Zest – Economics allows students to understand what is going on in the world around them and the effect they can have on the future.

Skills and Competencies

Engage in the study of Economics to develop as effective and independent learners

use a critical approach to distinguish between fact and opinion, build arguments and make informed judgments

Develop and apply knowledge, understanding and skills to contemporary issues in local, national and global contexts

Consider the extent to which economic activity can be ethical and sustainable

Recall, select and communicate their knowledge and understanding of concepts, issues and terminology

Apply skills, knowledge and understanding in a variety of contexts and in planning and carrying out investigations and tasks

Analyse and evaluate evidence, make reasoned judgments and present appropriate conclusions. Assessment Procedures: Paper 1 – How markets work - Externally assessed examination containing multiple choice questions, calculation and short answer questions and extended responses. (Total 80 marks) – 1 hour 45 minutes – 50% of GCSE Paper 2 – How the economy works - Externally assessed examination containing multiple choice questions, calculation and short answer questions and extended responses. (Total 80 marks) – 1 hour 45 minutes – 50% of GCSE No. of final exams - 2 Final exam – 100% Grades available – 9 -1 Progression (including career routes): Linked post-16 courses: AS/A Level Economics and AS/A Level Business. Possible careers: Students can choose from a wide range of career options, including working in local or national government, financial institutions, marketing, human resources or operations management. Additional information:

Strong literacy and numeracy skills are essential.

Weekly homework tasks will include data response questions, research into various aspects of existing businesses and opportunities to review and reinforce understanding of topics covered in class.

Students will be given step-by-step guidance on answering examination questions. For further details, please contact:

Mrs Heather Armstrong – Learning Leader for Business and Economics – harmstrong@sgs.uk.net

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GCSE Engineering Engineering is changing! A New Specification is being developed for GCSE Engineering. It is most likely that we will move exam boards from EDEXCEL to AQA. EDEXCEL are stopping the Double Award (last exam in 2018) and at present AQA will be the only UK exam board offering GCSE Engineering. The way in which the GCSE will be assessed is also changing. The new 0 to 9 grading system will be used. The course will involve learning a subject content, assessed through a 2-hour exam and worth 60% of the GCSE. A practical engineering task will make up the remaining 40% of the GCSE assessed through the submission of engineering drawings and a product. Course content: Students work on projects designed to introduce them to Engineering principles. Early projects involve making a bottle opener from mild-steel and acrylic to a specific tolerance from a given set of plans. The second project in Y9, the Ogborne Sensor is new and introduces students to mathematical, scientific and engineering principles. The project also involves students producing a USB powered temperature sensor which incorporates students learning how to programme a microprocessor. As the course progresses into Y10 students will continue to extend their knowledge and skills in producing complex engineered projects with multiple parts. As well as working with variety of materials projects will also see the students involved with circuit building and mastering CAD/CAM manufacturing equipment. In Y11 students will respond to a task set by AQA. The tasks are released on the 1st June in the year prior to the assessment being submitted. With reference to the context, students will be expected to develop a solution that meets the needs of a user.

Character and skill development through this course: Engineering @ SGS is an exciting course specifically designed to interest and engage students, as well as teach Engineering principles / practice. Projects are designed to make students aware of Engineering principles and drawings as well as developing the ability to manufacture items very accurately. It should be noted that the new GCSE Engineering course has a high level of Maths. A grasp of a range of mathematical concepts and skills is key to success in engineering. This new course includes a number of equations and mathematical skills that students will be expected to recall and use within the exam. Not all of these equations and skills will be tested in every exam series but students may be asked to use any combination of equations and skills. This course is therefore suitable for students who enjoy problem solving utilising Mathematical and Scientific principles. It is essential that Maths and Science are strong subjects for students choosing Engineering as this new element of GCSE is in-depth and demanding. Assessment Procedures: GCSE Engineering is a course aimed at students who would like to develop their sense of accuracy as well as understanding how things are manufactured. Multiple workshop opportunities are a frequent aspect of the course. Work is assessed through on-going coursework, theory assessments and the Y11 AQA task. No. of final exams – 1 Final exam- Subject Content – 60% Coursework- Practical Engineering (AQA set task) – 40% The following GCSE grades are possible. 0-9 Progression (including career routes): Students taking Engineering are able to develop their skills further in the Sixth Form if they wish. They will have the option of studying Design and Technology (3D Design) at AS and A2 level. Careers: Many opportunities are available to the Engineer, a few examples are in areas such as Automotive (including supercar and F1 design), Aviation, Building Construction, Nuclear Energy & Renewable Energy, Telecommunication, to mention but a few. For further details, please contact:

Mr C Gibbs – Learning Leader- Engineering. cgibbs@sgs.uk.net

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GCSE Food Preparation and Nutrition: This GCSE equips students with an array of culinary techniques, as well as knowledge of nutrition, food traditions and kitchen safety.

Skills and competencies developed on this course:

Students will use a variety of practical cooking techniques to prepare and cook food healthily, whilst gaining a proper understanding of the scientific principles behind food and nutrition. The course allows students to release their creative flair by modification of recipes to improve their nutritional profile and sensory properties. The course allows students to develop vital life skills that enable them to feed themselves and others affordably and nutritiously, now and later in life. It promotes independent thinking, forward planning and organisational skills.

Course content: A great deal of the course will be taught through practical sessions (approximately 2 out of 5 hours) to ensure a greater understanding of the working characteristics of food materials. The student will develop knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of food and drink. Using current media information and various media techniques, they will investigate and debate the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health. They will enjoy exploring food through its sensory qualities whilst at the same time using food safety and hygiene considerations to manage their environment. The course embraces and emphasises understanding of and enjoyment of British and international cuisines. They will be given the opportunity to apply this knowledge both in their cooking and in debating sessions. They will investigate the economic, environmental, ethical, and socio-cultural influences on food availability, production processes, and diet and health choices. Assessment Procedures: The assessment breakdown is as follows: No. of final exams - 1 Final exam – 50% Coursework – 50% (35%: 3-hour cooking session 15%: written report showing understanding of working characteristics of food) The following GCSE grades are possible - Grade 9-1 Additional information: Food students will be expected to bring their own ingredients and products for practical based lessons, usually weekly and therefore must be well organised. Progression (including career routes): Students taking Food Preparation and Nutrition are able to develop their skills further in the 6th form environment. The course provides an ideal foundation for students wishing to study Home Economics at degree level. It also prepares students for study towards degrees with a focus on Food and Nutrition Science, Food Manufacturing, Food Biotechnology (a big growth area) and links in well with Sports Science degrees. Of course this GCSE also prepares student who are looking for apprenticeships in the catering industry and qualifies students for a range of catering courses very well, due to its practical nature. Possible careers: The Food Industry and the area of Health and Nutrition are at the forefront of our society today. Opportunities in this field are continually growing as are the issues surrounding obesity and other diet related medical issues. Career opportunities can include Dietician, Midwife, General Practice Nurse, Nutritionist, and Paediatrician. In addition, should creativity be your strength, your career path may include Food Journalism and Photography, Food demonstration, Retail Sales and Marketing or a rewarding career as a Food Product Development (Technologist). Other possibilities include Social work, Teaching or Environmental Health Officer. You could also combine food with science, media or psychology for some interesting career paths. For further details, please contact:

Mrs L Lamb – Food Courses Learning Leader - llamb@sgs.uk.net

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GCSE French– Syllabus number AQA 4655 Course content: Language contexts will cover a number of broad themes, addressing relevant matters relating to:

identity and culture

local, national, international and global areas of interest

current and future study and employment

literary texts, which can include extracts and excerpts, adapted and abridged as appropriate, from poems, letters, short stories, essays, novels or plays from contemporary and historical sources Character and skill development through this course:

During the course pupils will develop the four crucial skills of Listening, Speaking, Reading and Writing and will be

expected to use language for a variety of purposes and with a variety of different audiences, including for personal,

academic and employment related use. The course will also help to develop the learning characteristics of Grit,

Growth Mindset, Self-Control With Others and Learning, Zest, Gratitude, Understanding Others and Curiosity.

Assessment Procedures: Student’s progress will be assessed during the course in several ways.

Grammatical knowledge

On-going assignments

Home learning

Presentations

End of unit assessments

Classroom work

Annual school exams No. of final exams – 1 Reading Comprehension tiered paper 1 Listening Comprehension tiered paper Oral exam conducted by the class teacher but marked by the exam board 1 Written paper. Unknown if this will be tiered. Final exam – 100%

The weighting for the four skills (listening, speaking, reading and writing) will be 25% each, Grades Available – 9-1 Progression (including career routes): This course is good preparation for AS and A2. Languages are a huge advantage in the job market and are useful in an enormous number of career paths. Any language course, whether it is at university level or lower, will enhance a job application. Language graduates, in particular have excellent employment prospects. Additional information: A foreign language exchange has been running with a partner school in France for the last 23 years. Pupils from Years 9 to 12 have the opportunity to take part. For further details, please contact:

Mrs Kate Brownings French Learning Leader - kbrownings@sgs.uk.net

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GCSE Geography – AQA 8035

Course content: Geography helps you to make sense of the world around you. It is hands on, it is relevant and it is fun. The course will give you the chance to get to grips with some of the big questions which affect our world and understand the social, economic and physical forces and processes which shape and change our world: A. Living with the physical environment Discover more about the challenge of natural hazards and the living world, physical landscapes of the United Kingdom and human interaction with them. This unit develops an understanding of the tectonic, geomorphological, biological and meteorological processes and features in different environments. It provides you with the knowledge about the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere.

B. Challenges in the human environment This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. You will develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments. The GCSE will not start until January 2016 and the autumn term of Year 9 will explore and develop your geographical skills so you feel confident to tackle the GCSE. Fieldwork is a really important part of geography and you will have 2 days working out of the classroom. This is a brilliant opportunity to experience some of the things you have learnt about in class, see things differently and of course have fun. Character and skill development through this course: Geography is a fantastic way to learn more about the world around you and prepare you for adulthood. It also encourages a range of skills such as: researching, presenting, team work, independence, decision-making, role play, debating, graph/data analysis, maps, exam skills, thinking skills, fieldwork skills and more. You will also improve your literacy through your written work and make practical use of your numeracy skills when you interpret data and construct graphs. Finally, the course will also help develop your crucial learning skills such as having a growth-mindset and developing a curiosity for the world you live in. Assessment Procedures: There will be no coursework or controlled tests and you’ll have three written exams. Students will be assessed through both short answer and some extended answer responses, testing knowledge and your ability to interpret resources such as photos, maps, diagrams, graphs and text. Papers 1 and 2 are 1 hour 30 minutes long and together; they contribute to 70 % of your final mark. Paper 3 is 1 hour 15 minutes and contributes to the final 30 % of your GCSE grade. Progression (including career routes): Geography is a ‘facilitating subject’, one that will provide you with wide ranging knowledge and a broad set of skills that compliment many other subjects. This allows you to keep all your options open for A Levels and university. Furthermore, Geography is a highly respected qualification and viewed very positively by employers and top universities alike. The variety of topics and skills covered gives Geographers wide career opportunities and an excellent understanding of the world around. Examples include: tourism, aid work, business and finance, management and consultancy, town planning, environmental work, social work and landscape architecture. Additional information: Geography GCSE has no tiered entry (higher/foundation). For further details, please contact:

Mr Newman, Learning Leader for Geography, dnewman@sgs.uk.net

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GCSE German – Syllabus number AQA 4665

Course content: Language contexts will cover a number of broad themes, addressing relevant matters relating to:

identity and culture

local, national, international and global areas of interest

current and future study and employment

literary texts, which can include extracts and excerpts, adapted and abridged as appropriate, from poems, letters, short stories, essays, novels or plays from contemporary and historical sources Character and skill development through this course:

During the course pupils will develop the four crucial skills of Listening, Speaking, Reading and Writing and will be

expected to use language for a variety of purposes and with a variety of different audiences, including for personal,

academic and employment related use. The course will also help to develop the learning characteristics of Grit,

Growth Mindset, Self-Control With Others and Learning, Zest, Gratitude, Understanding Others and Curiosity.

Assessment Procedures: Student’s progress will be assessed during the course in several ways.

Grammatical knowledge

On-going assignments

Home learning

Presentations

End of unit assessments

Classroom work

Annual school exams No. of final exams – 1 Reading Comprehension tiered paper 1 Listening Comprehension tiered paper Oral exam conducted by the class teacher but marked by the exam board 1 Written paper. Unknown if this will be tiered. Final exam – 100%

The weighting for the four skills (listening, speaking, reading and writing) will be 25% each, Grades Available – 9-1 Progression (including career routes): This course is good preparation for AS and A2. Languages are a huge advantage in the job market and are useful in an enormous number of career paths. Any language course, whether it is at university level or lower, will enhance a job application. Language graduates, in particular have excellent employment prospects. For further details, please contact:

Mrs Kate Brownings - German Learning Leader – kbrownings@sgs.uk.net

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BTEC First Award in Health & Social Care

Course content: Unit 1 – Human Lifespan Development: looking at factors affecting human growth and development; effects of relationships on personal growth and development and the effect of life events on personal development Unit 2 – Health and Social Care Values: exploring the care values that underpin current practice in health and social care and investigating ways of empowering individuals who use health and social care services Unit 3 – Promoting Health and Wellbeing: exploring the purpose, types and benefits of health promotion and investigating how health risks can be addressed through health promotion Unit 4 – The impact of nutrition on health and wellbeing: exploring the effects of balanced and unbalanced diets on the health and wellbeing of individuals and understanding the specific nutritional needs and preferences of individuals.

Unit 5 – Effective Communication: exploring the communication skills needed to interact

with individuals who use health and social care services Unit 6 – Healthy Living: exploring how a range of factors contribute to good health and

wellbeing, and other factors that can lead to poor health and wellbeing Unit 7 – Human Body Systems and the Care of Disorders: you will explore the major organs and systems of the human body,

you will also investigate common disorders related to the body systems and you will apply your understanding of this to exploring the subsequent care that individuals receive when something goes wrong. You will also develop the practical skills to be able to carry out routine testing associated with measuring some common disorders Character and skill development through this course: Develop self-control with learning, grit and growth mindset through internally assessed assignments Develop curiosity and zest with exploring and presenting Develop awareness of others by presenting and becoming more confident in group work Develop independent and organised students able to complete assessment work to a high standard Develop understanding of aspects of personal development, and the health and social care sector, through investigation and evaluation of a range of services and organisations Develop a critical and analytical approach to problem solving within the health, social care and early years sectors Development of practical skills including communication through presentations and report writing Be able to examine issues which affect the nature and quality of human life, including an appreciation of diversity and cultural issues. Develop a focused understanding of health promotion including the importance of motivation and support when improving health Development of specialised knowledge and understanding of nutrition and health including an awareness of the influences on an individual’s health and wellbeing First aid skills Assessment Procedures: Unit 1 – a 1 hour written examination paper at the end of year 11 – 12.5% of total marks Unit 2 – Internally assessed assignments – undertaken during year 9 – 12.5% of total marks Unit 3 – Internally assessed assignment - undertaken during year 10 – 12.5% of total marks Unit 4 – Internally assessed assignment – undertaken during year 9 – 12.5% of total marks Unit 5 – Internally assessed assignment – undertaking during year 10 – 12.5% of total marks Unit 6 – a 1 hour written examination paper at the end of year 11 – 12.5% of total marks Unit 7 – Internally assessed assignments – undertaken during year 11 – 25% of total marks In addition, there will be home learning to underpin the controlled assessment, assessed tasks for internal assessment, presentations and group work during class time. Number of final exams: 1 exam in year 11 – 25% of total assessment Internally Assessed Assignments: three units 25% each of total assessment No tiering of examination or assignments grading ranges from Level 1 Pass to Level 2 Distinction Progression (including career routes): Linked post-16 courses: AS/A2 health and social care, BTEC level 3 in Health and Social Care Possible careers: teaching, nursing, police, paramedic, fitness instructor, many associated medical careers including occupational therapy, social work and working with children in a variety of settings Additional information: Internally assessed assignments are a large element of assessment so attendance should be good Students should enjoy finding things out for themselves and project work All students will have the chance to take a first aid qualification in Year 9 All students will have a chance to experience the virtual baby although this is not part of any assessment For further details, please contact:

Mrs D J McKail – Science Learning Leader (Health & Social Care) - dmckail@sgs.uk.net

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GCSE History – AQA (8145)

Course content: The GCSE course provides a fresh and exciting opportunity to study a broader range of historical topics, spanning a 1000-year period. The options are outlined below: Paper 1: Understanding the modern world (50% of final GCSE grade) Section A: 50-year period study (25%) ‘America, 1920–1973: Opportunity and inequality’ Section B: Wider world depth studies (25%) ‘Conflict and tension, 1945 - 1972’ Paper 2: Shaping the nation (50% of final GCSE grade) Section A: Thematic studies (25%) ‘Britain: Migration, empires and the people: c.790 to the present day’ Section B: British depth studies including the historic environment (25%) ‘Elizabethan England, c.1568 - 1603’ Character and skill development through this course: Studying GCSE History will enable students to focus on all the learning characteristics, as well as developing the skills and competencies required to be successful academically and personally. There are two key skills in History. The first is the ability to evaluate a wide range of written, visual and audio-visual evidence. The second is the ability to reach complex judgements about past issues. History also helps students to think about their place in the world and to reflect on their responsibilities as young adults. Assessment procedures: Students will be solely assessed by two written examinations at the end of Year 11. Students will be required to produce both knowledge and source based short and extended answers in these exams. Progression (including career routes): History GCSE provides a sound foundation for all A-level subjects but is especially relevant to History, Sociology, Philosophy, RE, Geography, Law, Politics, Economics and English. History GCSE is a well-respected qualification which is considered by many employers and top universities as a good indicator of future academic and professional potential. This is especially true in professions where skills such as analysis of evidence, communication, reasoning and report writing are viewed as important. Traditionally this includes law, journalism, business and a wide range of public services from the military to social work. For further details, please contact:

Ms K Walker- History Learning Leader - kwalker@sgs.uk.net

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Certificate in Digital Applications – Edexcel

Course content: Unit 1: Developing Web Products (mandatory) This unit aims to give you the knowledge and skills you need to produce attention grabbing web products using web authoring software, multimedia assets and navigation features. Students must also complete one of three optional units: Unit 2: Creative Multimedia This unit aims to give you the skills to use the tools and techniques provided by multimedia authoring software to design and create effective multimedia products for specified purposes and audiences. Unit 3: Artwork and Imaging This unit aims to give you the skills to use the tools and techniques provided by artwork and imaging software to design and create effective graphic products for specified purposes and audiences. You will investigate a range of graphic products to find out how images are used to convey a particular message. Unit 4: Game Making In this unit you will learn about different types of computer games, investigate what makes a game successful and learn how to plan, design and create great games for others to play. Character and skill development through this course: The UK is a world leader in the creative digital industries, such as in the creation of visual effects for films and computer games. However, there is growing recognition that we need to build on and improve the UK’s capability and capacity for technical innovation and creativity in this area. The Certificate in Digital Applications has been designed to engage and enthuse young people with an interest in creative computing, for example digital graphics and animations, interactive multimedia products and computer games. Assessment Procedures: In the first you will demonstrate your ability to design, build and test a web product in a 2.5-hours practical computer-based examination. The controlled assessment/project will be assessed internally, under controlled conditions, and will be completed in the first 2 years of the course. No. of final exams: 1 Final exam: 25% Coursework: 75% Grades available: Level 1 D-G; Level 2 A*-C Progression (including career routes): This qualification provides a broad and solid foundation for further study of various aspects of creative computing, such as graphic design, web design, computer games design and interactive media. It supports progress to further study, including:

A Level in Media: Communication and Production

Level 3 BTECs in Creative Media Production or Information and Creative Technology It also enhances young people’s overall digital literacy and gives them a solid foundation for further study and employment. Additional information: As there is a high proportion of controlled assessment, good attendance and personal organisation are required to ensure success on this course. It is a creative course and suits those who enjoy different aspects of using ICT programs to create digital products. For further details, please contact:

Mr C Bush, Head of Business Studies & ICT – cbush@sgs.uk.net

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GCSE Music – Syllabus number OCR GCSE (9-1) J536 / Rockschool Music Practitioner Level 2 Certificate Course content: We run two courses: Music Practitioner, which is a vocational qualification that can be built around student’s best skills and interests; and GCSE Music which is based around the study of broad areas of music, alongside performing and composing. Depending on students interests we encourage them to do either one of these, or for some, both. We make these decisions at the end of Year 9 Modules are diverse and are most often practical in nature. In GCSE we explore and study music from five broad areas of study: ‘My Music’, ‘The concerto through time’, ‘Rhythms of the World’, ‘Film Music’ and ‘Conventions of Pop’. We develop performance skills and encourage students to be involved in the wide range of enrichment activities and concerts that happen outside of the classroom. We build students creative skills through composing in a variety of styles both individually and in groups, and learn how to use software packages to support this work. Character and skill development through this course: Personal development in this course will include developing creative skills in making music, confidence in performance, team working skills from collaborative work, analytical skills in understanding a range of diverse music, to skills in independent learning which are encouraged and bred. This will encourage the development of learning characteristics such as Grit, Understanding Others and Zest. Students should come out as rounded, confident and experienced musicians. They will also have a depth of knowledge of using technology as a tool in music making. Assessment Procedures: Students are assessed through coursework portfolios covering compositions and performances. These are built up gradually throughout the course and assessed regularly to celebrate achievements and set future targets. Home learning tasks are set to support all work and students are expected to practice their chosen instrument or voice in addition to work being done relating to classroom work. Listening work is assessed through an exam at the end of the course. All assessed work is coursework except for the final listening exam for GCSE. Grades for GCSE range from 9-1. • Final exam – 40% - listening exam based on areas of study • Coursework – 60% - 2 compositions and 2 performances For Music Practitioner grades are awarded at Distinction, Merit and Pass level, and are equivalent to the 9-5 range at GCSE. Most of the assessed work is practical in nature, but students produce evidence portfolios in class to support their work. They will also do a controlled assessment performance during the course. Progression (including career routes): Students go on to study both academic music at A level, and more vocational courses like the Music Practitioner Level 3, or BTEC Music. Music is a major creative industry within the UK and there are many career opportunities across a range of arts based activities, especially through the vocational level 3 courses. The creative and team working skills learnt through music are also highly valued by employers. Additional information: It is helpful for students to be learning a musical instrument and this aids progress, but the course can be followed without formal learning of a musical instrument or voice as well. For further details, please contact:

Mr Jon Reeves – Learning Leader for Music – jreeves@sgs.uk.net

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GCSE PE– Syllabus number OCR J086

Course content: PE – Practical skills such as individual skills, effective performance and observation and analysis, independent learning, working as a team, working to deadlines and use of feedback. Character and skill development through this course: Learning Characteristics: This course will enable the student to develop their curiosity, grit, self-control and zest. This will be completed in a practical setting as students work on facing challenges, leadership and communication skills, dealing with different scenarios and working with each other. Students will follow various activities and will be assessed in four activities according to exam board criteria. The theory component studies: The healthy and active body, exercise and training the body for an active, healthy lifestyle, acquiring movement skills and motivation for involvement in physical activity and opportunities and pathways for involvement in physical activity. Assessment Procedures: OCR PE Final exam percentage: 70% Number of final exams 2 Coursework percentage: 10% Coursework requirements: 2 assignments Practical percentage: 30% - assessed Grades available: Grades 9-1 Progression (including career routes): Linked post 16 courses – AS/A2 Physical Education or BTEC National in Sport Possible Careers – Fitness instructor, teaching, sports management, leisure management, coaching Additional information: The theory component is challenging and therefore this should not be seen as just a practical course For further details, please contact:

Mr L Talbot – Head of Physical Education Faculty - ltalbot@sgs.uk.net

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GCSE Spanish– Syllabus number AQA 4695

Course content: Language contexts will cover a number of broad themes, addressing relevant matters relating to:

Identity and culture

Local, national, international and global areas of interest

Current and future study and employment

Literary texts, which can include extracts and excerpts, adapted and abridged as appropriate, from poems, letters, short stories, essays, novels or plays from contemporary and historical sources Character and skill development through this course:

During the course pupils will develop the four crucial skills of Listening, Speaking, Reading and Writing and will be

expected to use language for a variety of purposes and with a variety of different audiences, including for personal,

academic and employment related use. The course will also help to develop the learning characteristics of Grit,

Growth Mindset, Self-Control with Others and Learning, Zest, Gratitude, Understanding Others and Curiosity.

Assessment Procedures: Student’s progress will be assessed during the course in several ways.

Grammatical knowledge

On-going assignments

Home learning

Presentations

End of unit assessments

Classroom work

Annual school exams No. of final exams – Reading Comprehension tiered paper - Listening Comprehension tiered paper - Oral exam conducted by the class teacher but marked by the exam board -1 Written paper. Unknown if this will be tiered. Final exam – 100%

The weighting for the four skills (listening, speaking, reading and writing) will be 25% each, Grades Available – 9-1 Progression (including career routes): This course is good preparation for AS and A2. Languages are a huge advantage in the job market and are useful in an enormous number of career paths. Any language course, whether it is at university level or lower, will enhance a job application. Language graduates, in particular have excellent employment prospects. Additional information: It is our aim that an educational visit to Spain or an exchange will be offered at least once during the three years that the GCSE course is studied. For further details, please contact:

Mr Gary Mitchell Spanish Learning Leader and Head of Faculty - gmitchell@sgs.uk.net

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BTEC Award in Travel and Tourism

Course content: This vocational course is suitable for students who are interested in the Travel industry and who are able to meet coursework deadlines. Students will learn various topics split into 4 units over the three years. These units include:

The Travel and Tourism Industry

Customer Service within the Travel and Tourism Industry

UK Travel and Tourism Destinations

International Destinations Character and skill development through this course: The course will enable students to build on their zest and curiosity for travel and the tourism industry. It will allow students to develop a growth mindset by using new research methods and techniques to complete coursework and the Unit 1 examination. An understanding of others will help students appreciate how important highly trained staff delivering effective customer service is within the industry. The skills and competencies that a student will have the potential to develop during this course are working with others, problem-solving, independent study, and personal, learning and thinking skills. Assessment Procedures: Exam Board: Edexcel Number of final exams: 1 Coursework percentage: 75% Coursework requirements: Completion of 4 units of portfolio work (Award) internally assessed. To gain the Award the student must complete 4 units. The overall grade for the unit will be dependent on the successful achievement of these criteria. A summative unit grade can be awarded at Pass, Merit or Distinction. At the end of the full BTEC programme, and on successful completion of all 4 units, an overall grade will be awarded by BTEC that is based on your grades in all units. The grade will be Distinction*2 (equivalent to 1 x A* @ GCSE), Distinction2 (equivalent to 1 x A @ GCSE), Merit2 (equivalent to 1 x B @ GCSE) Pass1 (equivalent to 1 x C @ GCSE) Pass (equivalent to 1 x E/F @ GCSE). Progression (including career routes): The BTEC Level 2 Award in Travel and Tourism enable learners to be introduced to working in the sector or prepare them for further study. This may be in a related qualification such as a BTEC Level 3 qualification, Applied ‘A’ level or an appropriate NVQ. The nationally recognised vocational qualification means students will have the opportunity to enter into employment in the travel and tourism sector. However, progression from a BTEC Level 2 Award is the same as from traditional GCSEs. You can go on to full-time study at sixth form or college, and possibly on to University, or choose to follow a work-based style of learning. Additional information: A competent level of English, typing and ICT skills are required. Students must be organised and be able to meet deadlines and the demands of an intensive coursework subject. For further details, please contact:

Mrs R E Le Mare – Teacher of Travel & Tourism - rlemare@sgs.uk.net

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COMPULSORY NON-

QUALIFICATION SUBJECTS AND

CAREERS INFORMATION

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Personal, Social and Health Education (PSHE) Course content: Year 9 – careers, sex and relationships, first aid and what to do in an emergency, self-acceptance, body image, substances, emotional resilience, celebrating diversity within society, talks from local police on rights and responsibilities and laws relating to common issues, positive relationships, time management, awareness of sexual exploitation, personal safety, risk taking and alcohol Year 10 – careers, talks from the local police on issues relating to young people and the law, democracy and state organisation, global citizenship, sex and relationships, substances, using the NHS effectively, interview skills, body image, personal safety and alcohol, emotional health, finance and budgeting, positive relationships, respect and consent Year 11 – detailed look at post-16 choices, introducing students to Steyning Grammar Sixth Form College and other Colleges, money management, managing stress, revision and study techniques, health education, global awareness, awareness of current ethical issues and the law Character and skill development through this course: Learning Characteristics: Understanding others is developed through discussion, group work and challenging currently held viewpoints particularly through expert speakers Curiosity is developed through finding out new things about themselves and the world, being able to see a wider context Zest is developed through students being able to use opportunities given for asking questions and finding out more about current and important subjects Self-control with others is developed through discussion and expert talks Skills and Competencies: The ability to express themselves fluently The ability to work in groups Being able to evaluate and apply information Development of an understanding of the world within a structured environment and rights and responsibilities within it Develop the skills of assertiveness Where further information and help can be obtained for the subjects covered and how to access it First aid skills Assessment Procedures: Non-examined but we have a statutory duty to deliver a meaningful programme Additional information: The courses are delivered by a mixture of PSHE tutors, outside agencies and experts talks For further details, please contact:

Mrs D J McKail – PHSE Learning Leader - dmckail@sgs.uk.net

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PHYSICAL EDUCATION

Physical Education is a compulsory subject through to Year 11. Students are taught motor skills, skilful body management, the importance of a healthy lifestyle and are introduced to several different activities. Within the five years at secondary school we aim to give each individual a sound introduction and extension to the basic aspects of Physical Education and provide opportunities for students to learn, understand and demonstrate their knowledge in a variety of physical activities. The indoor facilities - Sports Hall, Gymnasium, Sports Centre, Fitness Suite, Swimming Pool and a new dance studio enable us to offer: aerobics, badminton, basketball, dance, gymnastics, health related fitness, squash, swimming, lifesaving, personal survival, trampolining, table tennis and volleyball. The outdoor facilities – Astroturf, field, hard court areas and countryside enable us to offer: athletics, cross-country, Handball, volleyball, table tennis, badminton, cricket, football, hockey, netball, orienteering, rounders, rugby, softball, stoolball and tennis. Students are taught in half-term modules. Students are given activity options at the end of each year and are then allocated activity pathways. They will be encouraged to select a pathway that contains a selection of different activities, some games, some movement or a variety of different activities. Over the key stage students will be expected to follow two activities in much more depth than the others. They will be encouraged to improve their confidence or try new activities that will extend their range of expertise. It is hoped that everyone will make the best use of the facilities and activities available. Students will be working towards the Key Stage 4 expectations. Please refer to the student planner for details of the PE kit required. For further details, please contact:

Mr L Talbot – Head of Physical Education Faculty - ltalbot@sgs.uk.net

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CAREERS

Careers The years from 13 to 19 represent an exciting and important journey. These years can help determine the choices that will be available in adult life, such as the careers that can be followed and the lifestyle that will accompany them. Currently, you are at the very beginning of this 13-19 journey and you are being asked to make decisions for the 13-16 phase within it. Do not though lose track of the notion that it is a phase within a longer 13-19 pathway and therefore you should consider where you would like to be at 19, and how the choices that you make now will help you achieve this. Explore the possible destinations when you will be 18 or 19. For instance, do you think that you might like to go to university? Do you think that you might like to be doing, or have done, an Apprenticeship? There are many possibilities, and whilst no one at the age of 12 or 13 can necessarily say what career they will follow in the future, one should be aware of the possibilities. Find out about the requirements of post-16 or post-18 pathways e.g. what subjects can you do at university and what are the requirements to be able to go? What is an Apprenticeship and how does one get one? Looking at the later phase of the 13-19 pathway can help with the choices that you are now being asked to make in this earlier phase. A couple of websites worth investigating are the government website showing a guide to apprenticeships and the UCAS site for undergraduate opportunities: https://www.gov.uk/government/publications/a-guide-to-apprenticeships http://search.ucas.com/search/ You will also find that you will increasingly get more choice of learning style as you progress through the 13-19 pathway. There will be different ways to learn and be assessed. For example, some young people prefer to learn in the classroom, whereas others prefer to learn by ‘doing’ in the workplace. Again, some young people are happy with assessment by examination, whereas others prefer more coursework or practical assessment. So, when you are looking at choices, both now and in the future, look at the learning styles on offer, as well as the content. All young people should take the opportunity to ‘investigate’ in the Careers Room. Students are welcome to use the room at break and lunchtimes. You will find a lot of information on a wide range of educational, training and career opportunities. The Careers Room contains 4PCs with careers software and a range of written literature and books, including college prospectuses for further/higher education and apprenticeship literature. There are resources online that students can use such as Fast Tomato, UCAS website to look at possible universities and apprenticeships website as well. So, whilst you now have choices to make, do not panic. Enjoy it! For further details, please contact:

Mrs S Linsdell – Careers Co-ordinator- slinsdell@sgs.uk.net