Key Stage 4 Curriculum 2015 - 2017

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Introduction This term students in Year 9 have to make some decisions about the subjects they will study in Years 10 and 11. This booklet will not only help to make the correct choices, but it will also be a useful guide during Years 10 and 11, providing information about the syllabus, coursework, levels of entry and method of assessment for every subject. All students will be required to study the core curriculum, which occupies around 16 hours of the 25-hour week. The Compulsory Core Subjects English Language English Literature Maths Statistics Double Science or Triple Science Physical Education Religious Studies In addition, students need to choose other option subjects occupying the remaining hours in their timetabled week. Understanding English Baccalaureate (EBacc) Currently the government expects that more able students should follow a suite of courses leading to the English Baccalaureate. To gain this students have to achieve at least a GCSE grade C in five areas: English Language Mathematics Double Science or any two Sciences including Computer Science A Modern Foreign Language History or Geography By gaining this students will be able to compete with other similar students nationally for places in universities or employment. The EBacc is not a qualification in itself. However, a broad core curriculum is recommended by the Government and Russell Group Universities as a good way of keeping options open for those students who are likely to continue their education to A level and beyond. Research shows that there are many personal, cognitive, academic, and societal benefits of studying a language that will help students indirectly. http://www.education.gov.uk/schools/teachingandlearning/qualifications/englishbac/a0075975/the-english-baccalaureate Every student will have the opportunity to study the EBacc. However, this suite is not appropriate for all students as it lessens choice and contains some subjects which some students may not wish to pursue. Therefore other choices are available in the option system which still gives access to university, employment and apprenticeship but has more choice. Students with additional support needs will follow a similar curriculum offer, which has successfully enabled many students to progress to employment, further education and apprenticeships for a number of years.

Key Stage 4 Curriculum 2015 - 2017

Trinity School

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Understanding GCSE GCSEs are the traditional qualification achieved at the end of year 11. In English Language, English Literature and Maths students will be sitting the new specification in GCSE courses which will be graded 1-9. Details will follow later. In all other subjects there are 8 pass grades from G to A*. Pass grades G to D are counted as level 1 qualification and will allow students to access level 2 qualifications when they leave school. Pass grades C to A* are level 2 qualifications and will allow students to access level 3 courses at the end of year 11. At a time of great educational change, some subject areas are still discussing specific course and specifications. If changes are made these will be communicated to your as appropriate. What will happen next? What will happen next? Parents' Evenings The Year 9 Parents Evening will be held on Thursday 12 February in the Armstrong building between 4.00 and 6.30pm. This is an opportunity to meet the teachers who take your child for the various subjects. Staff will also be available to discuss new subjects, which you may be considering. In addition there will be a presentation from senior staff about the Key Stage 4 curriculum. Details have already been sent to you about this evening. Completion of the Choices Application Form Please begin by reading the course notes for all subjects very carefully and then begin choosing your subjects. If you are in any doubt talk to your teachers before you make your decision. Finally complete the separate form. Choose one subject from each of the three option columns A, B and C and give a reserve choice for each. Return to your child’s form tutor preferably before but certainly by the deadline – Friday 6 March 2015. Choices after this point may be limited. Thank you for your help in this important process.

Derek R Kay Co-Headteacher

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Contents

Page

Frequently Asked Questions

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Core Subjects

Careers Information, Advice & Guidance 6 English 7 Mathematics & Statistics 10 Science 11 Modern Languages: French/Spanish 14 Physical Education 15 Religious Studies

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Course Details for the Choices Form

Art and Design Business Studies

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Computer Science 23 Design & Technology: Food Technology Design & Technology: Product Design

24 26

Design & Technology: Textiles Technology 27 Drama 28 Geography 29 Health & Social Care History Media Studies

30 32 33

Music Photography Physical Education GCSE CACHE Child Care

36 37 39 41

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Will I get my first choice of options? Hopefully, yes. We make every effort to make everyone’s choices fit. However, this is sometimes not possible, either because the combinations of subjects will not fit into the timetable or because not enough people have chosen a subject for it to run. That is why we ask you to make reserve choices which we will use if we have to. Mrs Rothon will contact you if there are problems with your choices. If you don’t hear from her you are to assume that everything is fine!

Can I study History and Geography together? Yes that is fine – it will take up two of your options choices

I don’t know what I want to do in the future – how do I keep my options open? The best way is to choose a variety of subjects that match your skills and interests.

All of my friends are picking subject X, should I pick it too? Definitely not! You should pick subjects that you feel best suit your skills, strengths and interests. Even if you pick the same subjects as your friends it doesn’t necessarily mean that you will be in the same class as them. There are two or three classes for most popular subjects.

It’s good to choose a course because:

• It fits your interests and abilities • You are good at it and think you will enjoy it • It goes well with your other choices • It links to a career idea • You think you might want to continue studying it post 16 • It helps to give you plenty of choice post 16

I really like my current teacher; will I get them again if I pick their subject? That depends on a number of things. Sometimes students do end up with the same teacher from KS3 to KS4. There are several teachers in almost all departments so it is unlikely that you will get many of the same teachers again.

It’s not good to choose a course because:

• Your friends have chosen it • You think it will be easy • You like the teacher you have now • You didn’t have time to research your options or speak to

teachers about it

FREQUENTLY ASKED QUESTIONS

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Here at Trinity we are committed to delivering high quality careers, information, advice and guidance (CIAG) for all of our students. Our aim is to equip our students with the knowledge and skills to enable them to make effective choices, understand their career and progression routes, and enable them to manage smooth transitions on to the next stage of learning or work. At key milestones throughout the students’ education we will provide support, advice and guidance to ensure realistic and informed decisions are made to help them to progress to Higher Education, Apprenticeships, and the world of work. Every year group follows a careers education program which aims to raise aspirations and provide students with a better understanding of the pathways needed to take in order to achieve their goals. Throughout the year speakers and local employers from different Organisations will come in to provide the students with inspiration, advice and inform them of professions and careers that they might never have considered.

Students in Key Stage 4 take part in a wide range of careers activities such as Career Days, Enterprise Events, and Industry Days, STEM activities and University Visits for first-hand experience of further and higher education. Trinity Moodle (Careers Education Information, Advice and Guidance offers you impartial information on a range of issues including: Discover a career that suits you; on- line careers advice and guidance; information for students considering higher education; thinking about an apprenticeship or training; video library of real people in real jobs.

You may also find the following websites useful:

UCAS - http://www.ucas.com/

National Apprenticeship Information - www.gov.uk/further-education-skills/apprenticeships

National Careers Service – https://nationalcareersservice.direct.gov.uk/Pages/Home.aspx

It’s Your Choice Booklet for Year 11’s - http://trinity.cumbria.sch.uk/careers-information-advice-guidance/

Parent’s and Carers Guidance – http://trinity.cumbria.sch.uk/careers-information-advice-guidance/

For further information contact Mrs Rothon (Information, Advice and Guidance Officer)

CAREERS INFORMATION, ADVICE & GUIDANCE

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ENGLISH

From September 2015 there are changes to GCSE English Language and Literature. These changes are summarised here. From September there will be no more coursework in English Language or Literature at all. English Language GCSE English Language will be assessed by exam only. There will be two exam papers. The details are in the table below: GCSE English

Paper 1: Explorations in creative reading

and writing

Paper 2: Writers’ viewpoints

and perspectives

Section A: Reading – one literature extract.

Section B: Writing – descriptive / narrative writing.

Section A: Reading – two extracts – literary non-fiction and non-fiction.

Section B: Writing – students write from their own viewpoint.

How is it assessed?

An exam lasting 1 hour 45 minutes; it is worth 50% of the GCSE.

How is it assessed?

An exam lasting 1 hour 45 minutes; it is worth 50% of the GCSE.

Section A (40 marks) – one single text.

one short form question

two longer form questions

one extended response question

Section B (40 marks)

One extended writing response to a visual stimulus or writing scenario.

Section A (40 marks) – two linked texts.

one short form question

two longer form questions

one extended response question

Section B (40 marks)

One extended writing response to a statement or topic based on the theme of the reading texts.

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Students will also get a grade for what will be called their ‘Spoken Language’ – this used to be called their ‘Speaking and Listening’ grade. It does not count towards their GCSE. GCSE English Literature

Paper 1: Shakespeare and the

Nineteenth Century Novel

Paper 2: Modern Prose/Drama, Poetry Selection

and Unseen Poetry

Section A: Shakespeare

The options are: Macbeth, Much Ado About Nothing, Romeo and Juliet, The Tempest, The Merchant of Venice, Julius Caesar.

Section B: The Nineteenth Century Novel

The options are: A Christmas Carol, Great Expectations, Jane Eyre, Frankenstein, Pride and Prejudice, The Sign of Four, Dr Jekyll and Mr Hyde.

Section A: Modern Prose/Drama

The options are: An Inspector Calls, Blood Brothers, The History Boys, DNA, The Curious Incident of the Dog in the Night Time (play script), A Taste of Honey, Lord of the Flies, Animal Farm, Never Let Me Go, Anita and Me, Pigeon English.

Section B: Poetry Selection

Section C: Unseen Poetry

How is it assessed?

A closed book exam lasting 1 hour 45 minutes; it is worth 40% of the GCSE.

How is it assessed?

A closed book exam lasting 1 hour 45 minutes; it is worth 60% of the GCSE.

Questions

Section A: One question on a play: students write in detail about an extract then write about the play as a whole.

Section B: One question on a novel: students write in detail about an extract then write about the novel as a whole.

Questions

Section A: One essay question on a modern prose or drama text (from a choice of two).

Section B: Comparative question on a named poem and a poem of choice from an anthology.

Section C: One question on one unseen poem and one question comparing this poem with a second unseen poem.

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Exam Board and Specification: AQA English Language GCSE AQA English Literature GCSE

For further information contact Mr A Hopkins.

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All students study mathematics up to the age of 16 because it is a core subject of the National Curriculum. It is one of the most highly valued GCSEs and a good pass is essential for many jobs, training and further study. In addition some students will also study GCSE Statistics. It is our aim that all students will leave school with a qualification in maths with as many as possible at Grade 5 or above. All of our students have access to this level of attainment irrespective of their teaching group, though they are set so that they work with students of a similar ability and at a pace that suits them best. All students started their Maths GCSE course at the start of Year 9 and and follow a scheme of work that allows them to progress through foundation and/ or Higher tier to reach their full potential by the end of Year 11. Results of the Year 10 internal exam and the Year 11 mock exam will then determine the tier of entry the students take as they improve their techniques throughout Year 11. Exam Board

Edexcel: Mathematics (1MA01)

Edexcel: Statistics (2ST01)

Method of Assessment

GCSE Mathematics: June 2017 Exams - three papers (33.3% each)

GCSE Statistics: Feb - Apr 2017 Controlled Assignment (25%)

June 2016 Exam - one paper (75%)

Levels of Entry

Students will be entered at either:

Statistics Higher: Grades A* - D

Foundation: Grades C – G

Mathematics Higher: Grades 4 - 9

Foundation: Grades 1-5

For further information contact Mr R Dixon.

MATHEMATICS and STATISTICS

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By the end of year 11 students will have studied either GCSE Science, GCSE Science and GCSE Additional Science or GCSE Triple Science.

Year 10/11 GCSE Science B (OCR Gateway Science Suite)

The students study three units of work as shown below: Unit 1 consists of modules in Biology, Chemistry and Physics, studying the topics: Understanding Organisms; Carbon Chemistry; Energy for the Home. This unit is assessed by a 1 hour 15 minutes examination in June and makes up 35% of the total GCSE. Unit 2 consists of three further modules: Understanding Our Environment; Chemical Resources; Living for the Future. This unit is assessed by a 1 hour 30 minutes examination in June and makes up 40% of the total GCSE. Unit 3 is controlled assessment. It is based on a practical task and is split into 3 parts:

Part 1 – Research and collecting secondary data.

Part 2 – Planning and collecting primary data.

Part 3 – Analysis and evaluation. It makes up 25% of the total GCSE.

Levels of Entry There are two levels of entry:

Foundation tier: Grades C to G.

Higher tier: Grades A* to D.

SCIENCE – (OCR Gateway Science Suite)

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Year 10/11 GCSE Additional Science B (OCR Gateway Science Suite)

The students study three units of work as shown below: Unit 1 consists of modules in Biology, Chemistry and Physics, studying the topics: Living and Growing; Chemical Economics; Forces for Transport. This unit is assessed by a 1 hour 15 minutes examination in June and makes up 35% of the total GCSE. Unit 2 consists of three further modules: It’s a Green World; The Periodic Table; Radiation for Life. This unit is assessed by a 1 hour 30 minutes examination in June and makes up 40% of the total GCSE. Unit 3 is controlled assessment. It is based on a practical task and is split into 3 parts:

Part 1- Research and collecting secondary data.

Part 2 – Planning and collecting primary data.

Part 3 – Analysis and evaluation.

It makes up 25% of the total GCSE. Levels of Entry

There are two levels of entry as before. Year 10/11 Triple Science B (OCR Gateway Science Suite) The students study three units in Biology, Chemistry and Physics as shown below: Biology Unit 1 consists of 3 modules: Understanding Organisms; Understanding Our Environment; Living and Growing. This unit is assessed by a 1 hour 15 minutes examination and makes up 35% of the total GCSE.

Unit 2 consists of 3 modules: It’s a Green World; The Living Body; Beyond the Microscope. This unit is assessed by a 1 hour 30 minutes examination and makes up 40% of the total GCSE.

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Chemistry Unit 1 consists of 3 modules: Carbon Chemistry; Chemical Resources; Chemical Economics. This unit is assessed by a 1 hour 15 minutes examination and makes up 35% of the total GCSE.

Unit 2 consists of 3 modules: The Periodic Table; How Much?; Chemistry Out There. This unit is assessed by a 1 hour 30 minutes examination and makes up 40% of the total GCSE. Physics Unit 1 consists of 3 modules: Energy for the Home; Living for the Future (Energy Resources); Forces for Transport. This unit is assessed by a 1 hour 15 minutes examination and makes up 35% of the total GCSE. Unit 2 consists of 3 modules: Radiation for Life; Space for Reflection; Electricity for Gadgets. This unit is assessed by a 1 hour 30 minutes examination and makes up 40% of the total GCSE. All exams will be taken in the June of Year 11. Unit 3 for each Science subject is controlled assessment. It is based on a practical task and is split into 3 parts:

Part 1 - Research and collecting secondary data.

Part 2 – Planning and collecting primary data.

Part 3 – Analysis and evaluation. It makes up 25% of the total GCSE. Students studying triple science will sit the higher paper and receive a GCSE in Biology, a GCSE in Chemistry and a GCSE in Physics.

For further information contact Miss S McLeod.

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As our students have started work on their GCSE course in their first Modern Foreign Language and have already completed some of the units covered at GCSE, they should be looking forward to KS4 with some confidence We are well equipped to provide support for our languages programme in a variety of ways; including the use of ICT and multi-media materials, E-mail, the Internet, video-conferencing, Interactive whiteboards, as well as the more traditional videos, DVDs and audio-cassettes. There will also be the opportunity for regular contact with our full-time language assistants. As at KS3, the emphasis will be on the four skills of Listening, Reading, Speaking and Writing in a variety of realistic situations. Linguistically able students are encouraged to communicate with accuracy and imagination, and given a sound grounding in the rules of grammar and language structure. Examination Board and Syllabi

WJEC: French, Spanish

The importance of studying a foreign language is increasing in the context of a European job market. There is a growing acceptance that the further students go in their education the more they will be expected to have ability in at least one and preferably in two languages other than their own. Many job adverts in the national press already specify one or more foreign languages as essential, or as a definite advantage. Employers also regard success in a language at GCSE as a positive and reliable indication of ability, memory and sound communication skills.

For further information contact Mrs S McArdle.

Method of Assessment

Assessment will take the form of:

a listening comprehension a reading comprehension an oral exam and a writing exam

(20%) (20%) (30%) (30%)

Levels of Entry

Higher Tier:

Foundation Tier:

Grades A* - D

Grades C – G

MODERN LANGUAGES FRENCH/SPANISH

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During Year 10 and 11 students are allocated one period of PE per week.

The programme follows National Curriculum guidelines, with students building on experiences from

Key Stage 3, demonstrating increasingly refined techniques and gradually achieving a more

consistent and effective level of performance. Students are given opportunities to undertake

different roles such as performer, coach, choreographer and official. It is hoped that students will

regularly participate in health-promoting physical activity and show an understanding of how to

prepare and monitor an exercise programme for a healthy lifestyle.

Kit

This remains exactly the same as in Years 7, 8 and 9. Jewellery must not be worn when participating in physical activity. Non Participation

Students who are unable to participate need to bring a signed note from a parent/carer explaining the reasons for non-participation. Students are also required to bring full kit to enable them to be involved in other roles e.g. refereeing, scoring, coaching or observing wearing appropriate kit.

For further information contact Mr N Foster (Head of PE), Mrs A Brown (Girls PE),

Miss E Hunter (Girls PE) or Mr M Hargreaves (Boys PE).

PHYSICAL EDUCATION

A variety of activities are on offer during curriculum time and there are also extra-curricular activities, as well as some inter-form/house competitions for students who would like to be involved outside lesson time. The aim is to develop physical, intellectual, emotional and social skills leading to students becoming educated performers, spectators, officials and coaches, ready to lead an active lifestyle on completion of Year 11.

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No other subject in school deals so directly with vital moral and spiritual dimensions of human experience. It contributes much to the understanding of our own society and of the culture of other races and nations. Consequently, a GCSE in RS is an excellent and widely respected preparation for many careers, such as medicine, law, police, teaching, social work, child care and any job where you have dealings with the public. Students do not need to be 'religious' to do well in the subject; but an open, questioning mind helps a lot.

Students will study the following GCSE Course described below.

This course will commence in Year 9.

Aims of the course

To gain knowledge of beliefs, values and traditions of more than one religion.

Consider the influences of beliefs, values and traditions linked to more than one religion.

Consider religious and other responses to moral issues.

Identify, investigate and respond to fundamental questions of life, its meaning and purpose, raised by religions and human experiences.

Develop other skills relevant to the study of RS.

RELIGIOUS STUDIES - SPECIFICATION B (WJEC)

UNIT 1 – RELIGION AND LIFE ISSUES

The unit is divided into 4 topics:

1. Relationships - Issues relating to love, marriage and divorce

2. Is it Fair? - Issues of justice, injustice, inequality, discrimination, racism, prejudice, sexism and poverty.

3. Looking for Meaning - Issues relating to nature and existence of God, death and the afterlife.

4. Our World - Issues relating to the creation of our world, purpose of humankind, environmental issues and animal rights.

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Both units are required for the full course qualification. Some students may follow an alternative course, for example General Studies, subject to specific learning requirements.

Assessment

Students will be assessed at the end of the course with one examination of 1 hour 45 minutes duration for each unit at the end of Year 11. There is no coursework.

For further information contact Mrs A Shore.

UNIT 2 – RELIGION AND HUMAN EXPERIENCE

The unit is divided into 4 topics:

1. Religion and Conflict – issues of war, suffering and peace.

2. Religion and Medicine – issues of medical ethics and the sanctity of life.

3. Religious Expression – issues of expressing faith.

4. Authority – Religion and State – issues of law and order in both religion and society.

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Course Details for the Choices Application Form

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What will I learn? GCSE Art and Design covers a range of activities and in-depth assignments. You will have the opportunity to experiment with a variety of different media in order to explore your strengths and preferences. Media will include drawing, painting, photography and printmaking. Sketchbook development and the design process will play an important part of your learning and you will be encouraged to develop your own ideas. Whatever you choose, the main aim of the course is to develop your visual language skills and for you to build a comprehensive portfolio of work in order to progress to further courses or employment. How will I be assessed?

Unit 1

Personal Portfolio in Art and Design

Unit 2

Externally Set Assignment in

Art and Design

Internally set and marked; assessed through controlled assessment.

This will consist of approx 45 hrs supervised activity.

This Portfolio work carries 60% of your final GCSE grade.

The Portfolio consists of a minimum of 2 units of work.

This assignment consists of one externally set broad based thematic starting point; which will be set in January 2017.

This work is internally marked and will consist of preparation time and a ten hour timed set task.

This Externally Set Assignment carries 40% of your final GCSE grade.

Each unit is assessed separately out of 80 marks. You will be assessed using 4 assessment objectives of develop, review/experiment, record, present personal response.

ART AND DESIGN

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AQA GCSE

Next steps!

You can find out more about the GCSE in Art and Design by:

visiting the AQA website - AQA | Art and Design | GCSE | Art and Design

talking to the Head of Art and Design or any Art Teacher in school who will be able to describe the course in detail and advise you of what you need to do next when it comes to your options.

Is this the right subject for me?

If you enjoy:

developing your visual skills

being creative, enthusiastic and imaginative

visits to galleries, museums, workshops and studios

experimenting and taking risks with your work.

Then this GCSE Art and Design is the ideal subject for you!

For further information contact Mrs M Reay, Mrs Giles or Mr Quigley.

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Want to be the next Jamie Oliver, Deborah Meaden, Sir Alan Sugar, Simon Cowell, Anita Roddick, or Richard Branson? Do you find ‘Dragons Den’ and ‘The Apprentice’ fascinating? Then a GCSE in Business could help you on the way!

Key Features

This GCSE in Business is a new and innovative course that focuses on student’s active engagement in the study of business and economics. As you will be aware the Government is currently finalising assessment arrangements. It is likely that there will be an exam at the end of Year 11 only.

What Will I Learn?

You will be introduced to the world of small businesses and will look at what makes someone a successful business person. You will find out how to develop an idea and spot an opportunity, discover how businesses promote themselves and keep their customers happy. You will learn how businesses manage their finances and the people who work for them. You will also see how the world around us affects small businesses and how they are affected by the recession that we are all experiencing.

Is this the right subject for me?

This course is both active and enjoyable. You need to be good at communicating and explaining your ideas, and not afraid of learning new things and working with numbers to solve business problems. You will learn how to be a creative thinker and how to make decisions.

BUSINESS STUDIES

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The course is broken down as follows:

Unit Title Content Summary Assessment

Unit 1: Introduction to Small Business

Spotting a business opportunity

Being enterprising

Putting a business idea into practice

Making a start-up effective

Understanding the economy

External exam at end of Year 11. Multiple choice exam 45 minutes. 40 marks.

Unit 2: Investigating a Small Business

This unit builds on the content of Unit 1. Students use the content to research, analyse and evaluate a task. They select 1 task from 5.

A controlled assessment completed in school.

6 hours available for research, 3 hours for writing up information under exam conditions. 40 marks.

Unit 3: Building a Business

Marketing

Meeting Customer Needs

Effective Financial Management

Effective People Management

The wider world affecting business

Written paper completed at end of Year 11. 1 hour 30 minutes. 90 marks.

Exam Board & Syllabus: Edexcel GCSE in Business Studies (2BS01)

For more information contact Mr A Winter.

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Have you ever played Angry Birds? - Could you do better and create the next big Smartphone App? Want to know how computers work rather than just using them as a tool? Key Features The GCSE in Computer Science is a new and innovative course where you get to learn the fundamentals of computing and high level language programming. You complete one exam and two pieces of Controlled Assessment that are designed to test your understanding of computing theory and practical programming skills. What will I learn? You will learn how to program using Microsoft C#, Scratch and WebMatrix. You will learn the skills that you would need to create your own software and to distribute it onto different platforms. You will also learn about the theory behind computing – such as how databases work – to give you a solid foundation in all areas of Computing Science. Is this course for me? You don’t need to have any experience of programming but you do need to enjoy solving problems and be good at Maths. The course is very practical and you have regular lab sessions where you will be writing code and creating simple control systems (using our new Lego Robotics Kit!) You will learn about how computers work and the theory behind storing data in complex databases. The course is broken down as follows:

Unit Title Content Assessment

Unit A451

Computer systems and programming

Computer Hardware Representation of Data

Databases

Networking

Programming

Written paper - 1 hour 30 minutes

40% of the qualification

Unit A452

Practical investigation

Students will need to research a given problem and produce a written report and programmed solution

Controlled Assessment - 20 hours

30% of the qualification

Unit A453

Programming Project

Students will create a computer program to solve a given task. They will need to test and evaluate their project.

Controlled Assessment - 20 hours

30% of the qualification

Exam Board: OCR Computing (J275)

For more information contact Mr A Winter.

GCSE COMPUTER SCIENCE

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Do you have creativity and flair? Do you enjoy preparing interesting dishes and experimenting with new ingredients? This course will give you the opportunity to investigate design opportunities and really develop your practical skills. You will use a wide range of food preparation, cooking methods and will also find out about the stages in the development of a food and the commercial and large-scale production of food.

DESIGN & TECHNOLOGY: FOOD TECHNOLOGY

We often read in newspapers and magazines that for many of us our diet is likely to cause us to become overweight, to develop high blood pressure, dental decay or even heart disease and cancer – of course it needn’t be like this. In this course you will learn about the nutritional needs of individuals, the nutrient content of food and how to plan healthy dishes.

The course is very useful if you are considering a career in food manufacture, food science, catering or hotel management, dietetics, nursing or other jobs that involve the consideration of people’s physical health and welfare. Of course, everyone has to eat and the skills and understanding you will develop in this course will always be useful to you throughout your life.

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Unit Title Content Assessment

Unit 1 (45451) Written paper

Pre-release material issued

40% of total marks - 2 hours

120 marks

Unit 2 Using and Making Practice (45452)

Controlled assessment

Consists of a single design and make activity from a range of board set tasks

60% of total marks

90 marks Approximately 45 hours

Levels of Entry

Food Technology does not have tiered levels of entry. This means that all grades are open to all candidates.

For further information contact Miss J Williams, Mrs J Walton or Mrs Stobart.

Examination Board and Syllabus

AQA. Food Technology Full course 4545.

Method of Assessment

Assessment is through controlled assessment and written examination. The controlled assessment carries 60% of the marks and the examination carries 40% of the marks.

The controlled assessment will be carried out during the Summer Term of Year 10 and all of Year 11. You will be given a choice of design tasks set by AQA which will focus on developing a food product. You will produce a design folder and an original food item – developed after lots of practical sessions. This work will be assessed during the Spring Term of Year 11. There is one tier of assessment covering A* to G.

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If you love products and gadgets or have an interest in engineering and how things are made and work, then this is the course for you. The course will encourage students to design and make products through a variety of practical activities using a wide range of materials and techniques. Students will be encouraged to develop skills and knowledge in a range of areas including the use of computer aided design and manufacture as well as extending their knowledge of using wood, plastic and metal learnt in Keystage 3. Products could be brought to life with the use of electronic kits and finished off with the development of user instructions and packaging. Possible projects could be as diverse as developing new forms for lighting or radios to promotional and protective packaging for novelty gifts to a new design for a can crusher made from metal. Students will be expected to develop their ideas through design sketches, formal drawings and modelling. An experimental approach and a willingness to reflect and learn from testing ideas will underpin the process of design. This course provides ideal preparation for ‘AS’ Product Design in Year 12.

Examination Board and Syllabus AQA Product Design Full course 4555.

Method of Assessment

Controlled Assignment project: 60% (Designing 20% Making40%)

Final Exam: 2 hour paper - 40%

Levels of Entry Product Design does not have tiered levels of entry. This means that all grades are accessible.

For further information contact Mr D Birch, Mr A Palmer or Mr M Bowman.

DESIGN & TECHNOLOGY: PRODUCT DESIGN

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This is an exciting and rewarding subject for students who wish to develop their creative and practical skills, while at the same time following an intellectually satisfying course at GCSE level. You will have the opportunity to design and make both a fashion accessory or soft furnishing, and a fashion garment of your choice. Students

Your skills will be developed in Year 10 by completing two units of work. The first unit will introduce you to a wide range of fabric decorating techniques such as silk, batik, tie-dye, painting, quilting, appliqué, machine embroidery and sublimation printing. You can then use these techniques to design and make any decorative item of your choice. Then in the second unit there is the opportunity to make a fashion garment, accessory or household product of your own choice, and learn

about fashion, textile and product designers past and present.

For each unit you will complete a design folder and make your own product.

This is accompanied by the study of fabrics, Computer Aided Design, Computer Aided Manufacture (CAD/CAM) and Production Processes as well as learning about modern developments in Textiles and the impact of Textiles on the world around us. This includes history of fashion and analysing current and future trends. Learn about different printing processes.

All this work will lead to one major controlled assessment, which will be started in Year 10 and finished in Year 11.

Exam Boards Specification (syllabus)

AQA Textiles Technology Full Course 4570 Controlled Assessment

A single design and make activity selected from a choice of set tasks consisting of the development of a made outcome and a concise design folder and/or appropriate ICT evidence.

Method of Assessment

Controlled assessment project:

45 hours 60% of final marks

Final exam paper: Single Tier Assessment 2 hours

40% of final marks

Levels of Entry

Textiles Technology does not have tiered levels of entry. This means that all grades are open to all candidates.

For further information contact Mrs J Perry.

DESIGN & TECHNOLOGY: TEXTILES TECHNOLOGY

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The aim of GCSE Drama is to promote an enthusiastic enjoyment of theatre from the point of view of the participant and observer, whilst at the same time enhancing creativity, self-confidence, concentration, self-discipline and communication. Two thirds of lessons will be mainly practical, focusing upon performance and design skills. We will also work on written skills and the ability to analyse texts and plays from a theatrical perspective. (All students must come on at least one theatre trip.) We also encourage students to participate in public performances.

Examination Board and Specification

AQA. Drama Full Course 4240.

Method of Assessment

Unit 1: Drama Written Paper 1½ hours - 40%

Externally set and marked.

The written paper comprises three sections:

A – Practical work completed during the course

B – Study and performance of a scripted play

C – Study of a live theatre production seen

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

Method of Assessment

Unit 2: Practical Work - Controlled Assessment 60%

Internally assessed and externally moderated.

Candidates present practical work for two assessment options, each with an equal weighting of 30%.

Controlled Assessment options:

devised thematic work

acting puppets improvisation

theatre in education masks lighting properties

physical theatre set design sound make-up

costume stage management

Assessment of each option is divided into two parts:

Process and understanding of skills development – 7.5%

Final presentation: either performance or demonstration/artefact(s) – 22.5%

For further information contact Ms J Southwell.

DRAMA

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Our experience has shown us that students learn geographical ideas most effectively when we have been able to take them on fieldwork. Most recently this has been to the Lake District, Liverpool, Glasgow and the Solway Firth as well as studying their home city of Carlisle. It is an aim of ours to offer visits to allow our GCSE students to see for themselves many of the ideas that are covered in modern Geography courses. Typical themes for GCSE Geography include Changing Cities, Living Spaces, River Processes and Pressures and Climate and Change. To be most successful with these units a typical Geographical GCSE student will want to find out answers to ideas and questions posed about the places that we live in and the way that we are affecting our environment. As a department we continue to be delighted by the success achieved by our students.

Exam Board & Syllabus

Edexcel GCSE Geography specification B (Edexcel 2GB01) Method of assessment

In the new GCSE Geography course students will complete examinations to test their knowledge and understanding, but will also undertake a Controlled Assessment where they will have to write up a fieldwork report under test conditions. The course is made up of four units, each of which is worth 25% of the final grade. The units are:

1 Dynamic Planet This one hour exam covers topics such as Extreme Environments, Oceans, Climate Change and Earthquakes.

2 People and the Planet This one hour exam deals with Challenges of the Urban World, Population Dynamics and Development Dilemmas.

3 Making Geographical Decisions This is a one hour and fifteen minute exam based on a geographical issue such as building a new airport runway or planning a new Leisure Centre.

4 Researching Geography This is where our students will undertake fieldwork such as in a major

city or along a river and have written a report under assessed conditions. Levels of Entry

Higher Tier: Grades A* - D

Foundation Tier: Grades C - G For further information contact Mr G Stables.

GEOGRAPHY

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Examination Board and Syllabus

OCR Health and Social Care (Single Award) – J406

A GCSE Health & Social Care could:

Enable a student to gain employment as: Nursery Nurse, Care Assistant, Childminder, Pre-school/Nursery School Assistant.

Be the basis for further study in this subject at A Level or for related courses, which could include Diplomas, NVQs or Modern Apprenticeships.

Contribute towards meeting the entry requirements for training for nursing and professions such as occupational therapy, physiotherapy, pharmacy, teaching, working with people with disabilities, etc.

To complete this course, students will study the following two Units:

Unit 1: Health, Social Care and Early Years Provision

This includes:

The range of care needs of major client groups

The ways people can obtain services and the possible barriers that could prevent people from gaining access to services

The types of services that exist to meet client group needs and how they are developed and organised

The principles of care that underpin all care work with clients

The main work roles and skills of people who provide health, social care and early years services

This includes:

The stages and patterns of human growth and development

The different factors that can affect human growth and development

The development of self-concept and different types of relationships

Major life changes and sources of support

Personal development and relationships

Where appropriate, your studies will be supported by relevant videos, visits to observe care practitioners and visiting speakers e.g. Occupational Therapist/Midwife.

HEALTH & SOCIAL CARE GCSE (SINGLE AWARD)

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Scheme of Assessment

Unit: Health, Social Care and Early Years Provision

60% of the total GCSE marks

Controlled Assessment (up to 18 hours of research and up to 26 hours writing up)

60 marks

Students complete a controlled assessment task that will be set by the exam board

The unit is assessed by the teacher and moderated by the exam board

Unit: Understanding Personal Development and Relationships

40% of the total GCSE marks

1 hour written paper

60 marks

This question paper is based on understanding personal development and relationships and consists of FOUR questions involving identification, description, explanation, analysis and evaluation

Students answer ALL questions

The unit is externally assessed by the exam board

For further information please contact Miss J Williams, Mrs Stobart or Mrs J Walton

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If you have ever wondered why events such as these happen, what causes change or what you would have done if you had been there, then you will find the History course interesting and challenging. In this course you will look at clues and try to work out what may have happened. You will weigh up evidence and form conclusions. The emphasis is not just on learning facts but on learning how to find out, to make judgements, to solve problems, to see things from someone else's point of view, to write clearly and to spot when people are being one-sided and unfair. These are skills which will be useful in any job and indeed in life in general. There are three parts to this course, these are:

A study in development Medicine through time

A study in depth The American West

History around us This involves fieldwork and site visits as well as the examination of written evidence. Our site is Carlisle Castle.

Examination Board and Syllabus

AQA. History Specification A Full Course 4042

Method of assessment

Paper 1 Questions on the Study in Development:

Allocation of marks – 35%

Paper 2

Questions on the Study in Depth.

Allocation of marks – 40%

Controlled assessment: Allocation of marks – 25%

Levels of Entry

History does not have tiered levels of entry. This means that all grades are open to all candidates.

For further information contact Ms L Hodgson, Miss L Campbell, Mr T Snaith, Mrs L Watson, or Miss G Riddell.

HISTORY

General Custer and his troops massacred by Sioux at the Battle of Little Big Horn

Florence Nightingale saves the soldiers

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GCSE Media Studies gives students an excellent opportunity to study a wide range of media products and develop a critical understanding of the role of the media in daily life. This AQA Media course is a good precursor to studying Media in our Sixth Form Centre. It encourages students to read media products using four key media concepts: Media Language, Media Institutions, Media Representations and Media Audiences. There are also several opportunities for hands-on practical work, where students use their understanding of media products to develop their own creations. It is a great choice for people considering a career in the media, advertising and marketing.

Course content (Single Award): Media Studies 4810

Method of assessment:

Unit 1: Investigating the Media

Externally assessed:

Written Examination

1 hour 30 mins

60 marks

40% of overall grade

Structure of the examination:

Four tasks are set.

First three tasks are based around a preset focus decided by the exam board for that year.

2015 examination topic is: Television News

2016 examination topic is: Science-Fiction Films

The fourth task is a design question where the student will be expected to respond to a design brief in the exam and produce planning for a final product.

MEDIA STUDIES

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Unit 2: Understanding the Media

Internally assessed:

Three controlled assessments that include design aspects to each one.

90 marks in total

60% of overall grade

Structure of the controlled assessments:

Examples are from this year’s Year 10 assignment choices:

Assignment 1: Introductory Assignment – Analyse the DVD covers for two films or television programmes. How does each cover engage the interest of the audience?

Evidence required: Written evidence - A 500-700 word analytical explanation comparing how the two covers attempt to engage the interest of its target audience.

Design Evidence - Design a DVD sleeve for a film targeted at a specific audience.

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Assignment 2 Cross-Media Assignment – Analyse how game companies advertise their products over two platforms-audio/visual and print based. Then create the poster and trailer for a game of your choice. Evidence required:

Written evidence - An 800 word comparative explanation looking at the impact of two promotional methods used to promote one game across two media platforms.

Design Evidence - Design a TV advertisement for a game using a ten-frame storyboard. Then create the advertising poster for the same game, that would appear in a games magazine

Assignment 3 Practical Production and Evaluation: Moving Image – Film Trailers. Analyse a variety of film trailers from a given genre, then plan and create a trailer or opening sequence of approximately two minutes duration.

Evidence required:

Written evidence - Evidence of research into trailers and the target audience for your product.

Design Evidence - Planning, filming and editing of final product with a short evaluation. Study booklet that may assist with this course: Morris, R et al. (2009) AQA GCSE Media Studies, Nelson Thornes, Cheltenham. ISBN: 978 1 4085 0411 6

For More information contact Miss N. Seggie

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Examination Board and Syllabus

Edexcel Full Music Course (2MU01)

Method of Assessment Content Assessment

Unit 1 Performing Music - one solo and one ensemble performance

30%

Unit 2 Composing Music - two compositions

30%

Unit 3 Listening and Appraising 1½ hour written paper (40%)

Why Take GCSE Music?

Here are some the advantages:

You will be among keen, motivated students

Your teachers will be helpful and supportive

If you already sing or play an instrument you will find it easy to gain a high grade

If you have instrument lessons in school, your teacher will help you to choose suitable music and prepare for your performances.

You have the opportunity to develop your creative skills.

For further information contact Mrs A Richardson, Mrs D Bishop or Mr C Vernon.

MUSIC

The GCSE course is designed to add maximum interest and variety to learning about music.

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What will I learn?

GCSE Photography provides opportunities for you to work in film, video, digital imaging and light-sensitive materials. You will be encouraged to pursue creative approaches which go beyond observation and recording and have opportunities to experiment with one or more areas of lens-based and light-based media such as those listed below.

Portraiture

Landscape photography (working from the built or natural environment).

Still Life photography, (working from natural or manufactured objects).

Documentary photography, photo journalism, narrative photography, reportage

Fine Art photography, photographic installation

Photography involving a moving image, (television, film and animation).

New media practice such as computer manipulated photography and photographic

projections. Whatever you choose, the main aim of the course is to develop your visual language skills and for you to build a comprehensive portfolio of photography work to progress to further courses or employment.

How will I be assessed?

Unit 1 Personal Portfolio in Art and Design:

Photography

Unit 2 Externally Set Assignment in Art and Design: Photography

Internally set and marked; assessed through controlled assessment.

This will consist of approx 45 hrs supervised activity.

This Portfolio work carries 60% of your final GCSE grade.

This assignment consists of one externally set broad based thematic starting point; which will be set in January 2017.

This work is internally marked and will consist of preparation time and a 10 hour timed set task.

This Externally Set Assignment carries 40% of your final GCSE grade.

Each unit is assessed separately out of 80 marks. You will be assessed using 4 assessment objectives of develop, review/experiment, record, present a personal response.

PHOTOGRAPHY – LENS AND LIGHT-BASED MEDIA

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You can find out more about the GCSE in Art and Design: Photography Lens and Light based media by:

visiting the AQA web site- AQA | Art and Design | Subject content |

Photography: lens-based and light-based media (4206).

talking to the Head of Art and Design or any Art/Photography Teacher in school who will be able to describe the course in detail and advise you of what you need to do next when it comes to your options.

Is this the right subject for me?

If you enjoy:

developing your visual skills

being creative, enthusiastic and imaginative

visits to galleries, museums, workshops and studios

experimenting and taking risks with your photography work. Then this GCSE Photography course is the ideal subject for you!

For further information contact Mrs M Reay.

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GCSE Physical Education following the AQA syllabus has been a very popular and successful course taught to Year 10 and Year 11 for the past few years. The course is rooted in physical activity and practical performance and will appeal to any boy or girl with a genuine interest and a degree of ability in a variety of sports.

The leisure industry is one of the fastest growing sections of the UK economy and many opportunities exist in this expanding market both nationally and locally.

Many of our students use this qualification to go on to study Physical Education at AS/A2 level in our Sixth Form and even at degree level at University. Others seek employment within the rapidly expanding leisure, fitness, exercise and tourism industry.

The course is based on one/two lessons of theory and one lesson of practical per week.

Method of Assessment

Practical performance 60% of Full Course – the role of the active participant.

Written paper (1 hour 30 minutes) - 40% of Full Course

Practical – role of active participant – 60%

Students will be involved in a variety of roles in a wide variety of activities, these currently include

Athletics Badminton Basketball Cricket Football Gymnastics Hockey

Netball Rounders Rugby Union Tennis Trampoline Swimming

Students will be assessed as a player/performer and in other roles as active participants.

Written Paper – 40%

Students sit a written paper at the end of the two year course which lasts 1 hour 30 minutes.

The written paper includes

multiple choice questions

short answer questions

extended answers based on a scenario issued prior to the examination.

PHYSICAL EDUCATION

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The following is a brief list of some of the theoretical components of the syllabus and shows the extent and depth of study required:-

Individual differences Fatigue/Stress

Injury Training

Health/fitness and a healthy lifestyle Diet

School influences Cultural and social factors

Emotional health and well being International and other factors

The difference between aerobic and anaerobic exercise

Characteristics and benefits of leisure and recreation

Opportunities and pathways available for becoming or remaining involved in physical activities

Levels of entry

Physical Education does not have tiered levels of entry. This means that all grades A* - G are open to all candidates.

Additional information

1. It is possible for students to take Physical Education at AS/A2 without having studied it at GCSE level, but they would be severely disadvantaged.

2. Please note that this course is run in addition to mainstream Physical Education

lessons.

For further information contact Mr N Foster, Mrs A Brown or Mr M Hargreaves.

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The Cache Level 2 Award in Child Development & Care will give you a good understanding of Childcare and Development in the Early Years Sector. It will be beneficial to anyone considering a career in Early Years or Primary Teaching and supports progression to a Level 3 vocational or academic Childcare, Psychology, Health & Social Care subjects or an apprenticeship. You will have opportunities to achieve an A*- D and it is equivalent to one GCSE.

UNIT CORE UNITS ASSESSMENT METHOD

1 An introduction to working with children aged 0-5 years

Assignment – graded A*-D

2 Development and well-being 0-5 years Assignment – graded A*-D

3 Child Care & Development 0–5 years Examination – must achieve a Pass

Unit 1: An introduction to working with children aged 0-5 years

During this unit you will learn about the variety of settings that are available for children and the differences between different types of settings. In preparation for your Work Experience in Year 10, you will learn what will be expected of you in the work place and how to make a good impression with different employers. You will also learn how to treat children with fairness and equality, as well as the importance of confidentiality when working with children. Alongside this, you will be able to identify your preferred Learning Style and how best to study and learn. To achieve this unit you will complete an assignment set and marked by your teachers, which will be graded A*-D.

CACHE Level 2 Award in Child Development & Care

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Unit 2: Development and well-being 0-5 years

Every child is special and unique, but each of us learns to do things according to the same pattern. What’s your earliest memory? Can you remember how old you were when you learnt to swim? Were there some things you found easy to achieve and some that took a bit longer to learn, for example, riding a bicycle or writing your name? Understanding child development may help you to answer these questions and it will also explain why, as individuals, we develop skills and knowledge at different rates. As part of your course, you will learn about the expected patterns of development, and if you choose to work with children this will help you plan activities and understand why children are doing certain things. You will look at how early years settings use play to promote children’s learning and development at different ages and stages, including babies, and the types of play opportunities that early years settings usually provide. To achieve this unit you will complete an assignment set and marked by your teachers, which will be graded A*-D Unit 3: The Principles of Early Years Practice

Based on Unit 1 and Unit 2, a Multiple Choice Examination – for this you must achieve a Pass.

For further information contact Mrs A Hemingway or Mrs J Lynas.