Key Stage 4 - Home - Bedale High School · Key Stage 4 OPTIONS BOOKLET 2014 - 2016 Options Evening...

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Key Stage 4

OPTIONS BOOKLET 2014 - 2016

Options Evening

Wednesday 26th February 2014

6.30pm – 8.45pm

History Trip Berlin/Krakow

PE High Adventure Weekend

Geography Trip Iceland

Catering Afternoon Tea

Music Busking in Bedale

GCSE Science Van de Graff Generator

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1st February 2014

Dear Parent/Guardians of all Year 9 students Within this booklet you will find details of the courses that Bedale High School intend to provide for your son/daughter as they embark on their National Curriculum Key Stage 4. I say, “intend” as it will not be confirmed that all courses will actually run until the options process has been completed. If there are insufficient numbers for some courses then we will not be able to run them.

This year we have identified 3 possible routes for students to follow leading to post 16 education;

The purple route best fits the English Baccalaureate for students wishing to go to sixth form college

at 16 and then Higher Education at 18 years of age.

The red route for students wishing to go to sixth form college at 16 but not necessarily Higher

Education at 18 years of age— with no modern language.

The green route for students requiring a more personalised curriculum who may wish to go on to post

16 Further Education at a College.

Whichever route your son/daughter chooses they will have to study the compulsory subjects listed in Section 1. Most of these subjects are taught to GCSE level. Other subjects such as Careers and Games are statutory but are not examined.

It is in all students’ best interests that they choose to take a broad range of subjects at GCSE and we recommend that for the purple route your child’s choices are made up from each of the following four Entitlements; Modern Foreign Languages, Humanities, Creative and Performing Arts and Technology.

All option subjects should be chosen from Section 2 and then entered onto the tear off form at the back of this booklet. We will discuss with individuals where preferences might have to be compromised if not enough students opt for a subject and courses are not able to run.

Completed Options forms should be returned to Mr Wood (Learning Leader Americas House) by Wednesday

5th March 2014 at the latest. In addition to these choices, a 1-week work experience placement takes in Year 11 in which all students participate. Further details will be provided in Year 10.

Please note many subjects are examined using controlled assessments throughout the year and students have to meet strict coursework deadlines. In line with current Government thinking we strongly advise you not to book holidays in term time throughout the duration of Key Stage 4 so that your son/daughter does not miss valuable preparation time, controlled task deadlines or the examination dates. To help explain the process to you further, and to clarify any issues or concerns you may have, you are

invited to attend an Options Evening on Wednesday 26th February 2014. There will be an initial briefing for parents/guardians/students in the Main Hall at 6.30pm, followed by an opportunity for parents/guardians/students to see schemes of work, exemplar material and to talk to Heads of Department until 8.45pm. You will also have an opportunity to meet with the IGEN Careers Advisor and the Senior Leadership Team, who will be happy to assist you with any queries.

If you require any further information please don’t hesitate to contact me at school or via email ([email protected]). Yours faithfully

Mr I Wood ( Learning Leader Americas House )

mailto:[email protected]

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The key Stage 4 Curriculum A more detailed overview

At Key Stage 4 you will work to acquire qualifications that will enable you to study further or to

go into employment. These qualifications have in the past mainly been GCSEs but different

qualifications are now available.

Through Years 10 and 11 you will be able to work on either Level 1 or Level 2 courses

depending on your ability.

Level 1 courses are equivalent to GCSEs at grades D-G

Level 2 courses are equivalent to GCSE grades A*-C

After Year 11, if you want to go on to college to study Level 3 courses you will need at least 5

Level 2 GCSE equivalents, including English and mathematics.

Key Stage 4 is a crucial part of your secondary education, and we have thought hard

about what to include in the curriculum and about how we can best offer different choices

to cater for the wide range of achievements and aspirations of our students. Several

things work together to influence what choices and routes we can offer you.

The National Curriculum – what the Government says all state schools must include

Our status as a Specialist Humanities College

Student numbers

Your achievements to date, and your hopes for the future

Student needs

Student ability level

Here at Bedale High School the curriculum is organised to enable you to gain the qualifications

you need. The compulsory subjects listed in Section 1will take up 15 hours of the school

week. The remaining 10 hours will be divided between the options choices chosen by you from

Section 2.

We would like you to look closely at the form at the back of the booklet and try to choose

a subject combination that suits your son/daughter best.

However the subject teacher/Head of Department for the subjects will be able to advise

which course will be best for your son/daughter’s learning needs based on the data we have

gathered over the last three years.

Where student interest in an option results in group sizes of less than 12, a decision may

well be taken that the subject may not run. Therefore we would like you to indicate two

reserve choices.

We will try to be as fair as possible when we process the Options forms, and all forms that

are submitted to us by the deadline will be given equal consideration.

Students who want to change their preferences after the deadline will have to wait until all

the forms have been processed.

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The options subjects that we hope to run over the two years of KS4 are listed below.

Further details of each subject can be found in this booklet.

Art and Design

Child Development

Design Technology Food

Design Technology Product Design

Design Technology Textiles

Design Technology Resistant Materials

Drama

French

Farming Diploma

Geography

German

Health and Social Care —(Double and Single Award)

Hospitality and Catering

History

ICT

Leisure and Tourism (Double and Single Award)

Music

PE (GCSE or BTEC)

Religious Studies

IGCE English

Vision2Learn Leisure and Tourism

Vision2Learn Child Development

Vision2Learn Religious Studies

Vocational Catering

GCSE Photography

Whichever the route you choose we hope to ensure that all students make decisions that are

most appropriate to their needs and will enable doors to open post 16 and 18 years of age.

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SECTION 1

COMPULSORY

SUBJECTS

All students whichever

route you may take will study the subjects

in this section.

Purple route students

may well pick up additional GCSEs in

English Literature,

Maths and Science.

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ENGLISH EXAMINATION BOARDS AQA and CIE

SPECIFICATION DETAILS

ENGLISH LANGUAGE & ENGLISH LITERA-

TURE / FIRST LANGUAGE ENGLISH

RATIO OF C.A. TO EXAM 60%:40% / 60%:40% / 25%:75%

TYPE OF QUALIFICATION GCSE/iGCSE

METHOD OF EXAMINATION All assessment and examinations entered in

summer series 2016

Why study English?

English is invaluable for your future, no

matter what you are aiming for. A good

command of the spoken and written word

will help you every day of your life, and

benefit all your other GCSEs, too. Whatever

you end up doing, English is a must have

subject for college, university, work and life!

Please note there are now two routes

through GCSE-level English study.

GCSE English

Studying GCSE English gives you a

combination of language and literature

topics – allowing you to demonstrate your

use of English in real-life situations.

You will apply and develop skills across units

including: learning to read texts actively and

critically; employing close reading skills to

retrieve information; making inferences and

commenting; making inferences and giving

informed comments on language in use;

producing texts that are fit for purpose and

audience.

GCSE English Language and

English Literature

GCSE English Language will allow you to

demonstrate the use of English in real life,

investigate how language is used and draw

on your own experience. GCSE English

Literature offers you the chance to explore

texts from a personal perspective and the

specification covers: literature today –

contemporary and modern texts (post

1945); literature globally – reference to

universality as well as 'difference'; English

Literary Heritage – timeless and significant

texts.

Students entering GCSE English Language

must also enter GCSE English Literature.

Assessment

GCSE English Language

Unit 1: Written paper: Understanding and

producing non-fiction texts – 60% of

assessment;

Unit 2: Speaking and listening;

Unit 3: Controlled Assessment:

Understanding spoken and written texts

and writing creatively - 40% of

assessment.

GCSE English Literature

Unit 1: Written paper: Exploring modern

texts – 40% of assessment;

Unit 2: Written paper: Poetry across time

– 35% of assessment;

Unit 3: Controlled Assessment:

The significance of Shakespeare and the

English Literary Heritage – 25% of assessment.

iGCSE First Language English

Paper 1 Reading Passage (Core): 105

minutes — 40% of assessment;

Component 4: Coursework Portfolio: Three

Assignments — 40% of assessment;

Component 5: Speaking and Listening —

20% of assessment;

Grades available A* - G

Other Information

This is a challenging 2-year course with a

significant element of controlled

assessment.

It needs commitment, not simply for

GCSE, but also because of the importance

of English skills across all subjects and in

later life. We try to enter the majority of

students for GCSE English Language and

English Literature.

However, some will only be entered for

iGCSE First Language English (a nationally

accredited Level 1/Level 2 qualification).

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MATHEMATICS & STATISTICS

Future prospects—GCSE Mathematics is an essential entry requirement for most

careers. It is also a popular subject to study further at college and beyond.

Mathematics Course Descriptions

Specification changes as of Sept 2012

now demand that all examinations

undertaken in Mathematics (as with all

subjects) are of linear format (terminal

assessment in single examination

series).

The 2014 changes to include much

higher degrees of selection and

functionality (applied) mathematical

content than has previously been

examined are retained.

All examinations will retain three strands

of assessment objective (AO):

AO1 – Recall and use knowledge of the

content (45-55%)

AO2 – Select and apply mathematical

methods in a range of contexts (25-35%)

AO3 – Interpret and analyse problems

and generate strategies to solve them (15-25%)

MATHEMATICS

Examination Board: Edexcel - Linear

Specification Mathematics A-1MAOF/H

Course Description: This specification

offers a traditional linear route to GCSE

Mathematics, comprising two terminal

examination papers, with no coursework

required.

All pupils have the opportunity to gain at

least a Grade C.

Available grades for the Foundation Tier

[1MA0F] will be: C, D, E, F & G.

Available grades for the Higher Tier

[1MA0H] will be: A*, A, B, C, D (with E

allowed).

Method of Assessment

The tier of entry is determined by

predominantly by KS3 outcome,

however, each student is considered on

a case by case basis to ensure an

appropriate aspirational target can be

met. ALL students, clearly can access

the course to at least a C-grade.

Foundation Candidates – Paper 1F

and Paper 2F:

Paper 1F: Non-calculator

1 hr 45 mins (50%)

Paper 2F: Calculator

1 hr 45 mins (50%)

Foundation Candidates (Continued)

Additional qualifications occasionally offered to

foundation candidates include:

AQA Functional Maths, 4368

Use of mathematics in functional context i.e. real life

situations to improve problem solving abilities.

Method of Assessment:

Levels 1/2 City and Guilds; 1 h 30 Examination

(Calculator allowed) Pass Only

Higher Candidates – Paper 1H and Paper 2H:

Paper 1H: Non-calculator—1 hr 45 mins (50%)

Paper 2H: Calculator—1 hr 45 mins (50%)

AQA Statistics,4310 (Higher Tier only)


Exam

Higher Tier only; 2 hours (75% of assessment)

Grades A* – D (100 marks)

Written, Calculator allowed

Controlled Assessment

Investigation Task (25% of assessment)

EXAMINATION BOARDS: AQA

Choice of 1 from 2 Pre-set Tasks

Key Feature: Investigation of Contextual

Hypothesis using Statistical Procedures and

Methods of Presentation

25% of the total marks: 12.5% investigation, 12.5%

written assessment.

40 marks across the investigation and written

assessment (20/20)

OCR Additional Mathematics,

6993 (Higher Tier only)

This course is primarily only offered to students

wishing to undertake Mathematics beyond GCSE. It

provides students with an introduction to the

mathematics studied in AS and A-Level GCE

modules. As such, it is designed only for those

students who have a thorough knowledge of the

content of the Higher Tier of the National

Curriculum for mathematics. Students should have

achieved, or be expected to achieve, grade A*, A or

B at GCSE. The content consists of four areas in Pure

mathematics: Algebra, Coordinate Geometry, Trigo-

nometry and Calculus. Each of these is used to sup-

port a topic from a recognised branch of Applied

mathematics. As an Advanced Level 3 FSMQ it

carries UCAS (UK University and Colleges

Admissions Service) points.


2 hr Written Examination (100 marks).

Calculator allowed.

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21st CENTURY SCIENCE

Future Prospects

Science inspires students. The courses offered prepare all who are successful for more

advanced (A Level) study and/or lead to careers in technical fields. Learners may progress to a

Level 3 BTEC qualification in Applied Science or enter employment.

Science GCSEs will help you to make sense of the Science that is encountered in everyday life

and appreciate what it can tell you about yourself, your environment and the Universe.

Students do not opt for what Science route they follow, as the Science Faculty carefully

allocates each class an appropriate route to follow based upon their ability level.

GCSE Biology, Chemistry and Physics

A number of students (2 groups, of up to 64 students) who achieved high levels of

attainment at KS3 have already begun Triple Science in Year 9.

GCSE Biology, Chemistry and Physics provide opportunities for developing understanding of

scientific explanations and an understanding of how science works. GCSE Triple Science

provides distinctive and relevant experience for students who wish to progress to A level and

equivalent Level 3 qualifications. All students will be entered for the higher level (A*- D).

Assessment for each separate science qualification involves a practical investigation, carried

out as a controlled assessment which contributes 25% of the final grade. Students who have

already started this route in Y9 will be continually assessed in Y9 and Y10 to see if the course

is still appropriate for their ability.

GCSE Science and GCSE Additional Science

Students who are following this route are still fully able to go on to do A-Levels in Biology,

Chemistry and Physics. These 2 GCSEs are separate from each other. Each one includes

Biology, Chemistry and Physics topics. Both these GCSEs are achieved at the end of Y11. All

students will be given the opportunity to achieve a grade from A*- G which means that they

will be entered for Higher of Foundation tier exam papers depending on their ability.

Students who sit Foundation papers can still achieve Grade B if their Controlled

Assessment mark is high enough. The courses places great importance on scientific

explanation and understanding. During the course students will be encouraged and be able

to make sense of the science which is encountered in everyday life. This will be achieved

through the use of a wide range of teaching and learning activities, interesting topics and

practical work.

25% of final marks for each GCSE are achieved through Controlled assessment. GCSE

Science includes a case study and data analysis, whereas GCSE Additional Science is a full

Investigation.

BTEC Principles of Applied Science and BTEC Applications of Applied Science

These are 2 separate vocational qualifications, which are equivalent to GCSE. They offer an

approach based on the student taking the role of being employed within the science industry.

The assessment includes a series of portfolio assignments and activities encouraging learners

to take responsibility and ownership for their learning.

Each qualification is 75% internally assessed with students building up 3 portfolios of work

(one for Biology, Chemistry and

Physics) and an exam which contributes 25% towards the final award. The final award is

Pass level 1 (equivalent to Grade D), pass level 2 (equivalent to Grade C), Merit (equivalent

to Grade B), Distinction (equivalent to Grade A) or Distinction* (equivalent to Grade A*)

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INFORMATION AND

COMMUNICATION TECHNOLOGY ITQ

Assessment

Students must complete one compulsory unit (ITQ01) and then need to complete a mini-

mum of 3 other units and an online exam. Pupils can submit extra units to achieve a dou-

ble award.

Students creating work of a higher standard can work towards accreditation at level 3

(A Level standard).

GCSE grades available A* - G

General Comments

This course is no easy option and it will test students’ commitment, dedication and

imagination.

From very early on in the course students will need to master the skills needed to complete

work to deadlines, both in lessons and in their own time.

You will need top develop analytical, design and time management skills.

It is essential that students on this course make good use of the time allocated for homework

to complete work either at home or on school computers.

Course Description

TLM Certificate in IT User Skills in Open Systems and Enterprise (ITQ)

Students will be able to develop their skills to a significant level while learning about some of

the many and varied applications of ICT in modern society.

Other optional units can be found by visiting

https://theingots.org/community/unit links and looking at the list of Gold standard units.

Year 9 Year 10 Year 11

Unit 2 Website Design Unit 1 IPU Unit 8 Using the Internet

Unit 12 Publishing Unit 10 PowerPoint

Unit 7 Word Processing

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General Studies GCSE

Course Description

In KS4 students will study the NEW General Studies as a weekly lesson taking the GCSE in

Year 11. Within these lessons students will cover a variety of topics building on their

learning from KS3 including:

Personal Finance

Relationships (including sex, contraception & STI’s)

World of Work (including letter of application, C.V and interview preparation)

Healthy Lifestyles

Risk (including alcohol & drugs)

Identity, Diversity, Democracy & Justice

Careers Education

Political and Economic

Artistic and Cultural

Social and Ethical

Scientific and Technological

GCSE General Studies provides a good introduction to citizenship and the broadening of the

curriculum. The knowledge, understanding and skills raised in citizenship and PSHE lessons

are consolidated and rewarded with a full GCSE qualification.

Assessment

The GCSE is assessed through 2 exams and no coursework, with each exam contributing

25% and 75% towards the final grade.

Citizenship, PHSE and Enterprise

In addition to General Studies lessons, Citizenship, and Personal, Health and Social

Education themes are explored across the curriculum and through themed curriculum days.

Information Advice and Guidance (IAG)

Year 10 students will continue to develop their Enterprise skills and work related learning

through the 1-week work experience programme at the end of the summer term.

Year 11 students receive advice on post-16 options in an enrichment day in the autumn

term where local FE colleges and employers come into school and speak to the students

about courses and applications. A further evening event allows parents the same

opportunity.

Careers advice is available from the IGEN Careers Advisors who interviews Year 11

students about their plans.

A small careers library is available along with Careers software and websites such as

U-explore and Kudos to help students to identify a future career path.

Future prospects

The skills developed through the PSHCE and Enterprise programme are essential life skills

enabling our students to understand themselves and identify career paths to suit them. They

will have the skills to manage their careers and their finances and will be well prepared to

join a rapidly changing labour market.

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SECTION 2

Option Subjects.

We have advised you at the top of each page

which subjects are suitable for the Purple ,Red and Green Route students.

You must choose 4 preferences

from each option block

and suggest 2 reserve subjects.

Green Route students may well study fewer subjects and will have a more

personalised timetable.

An academic range of subjects including a

Modern Language this is The English Baccalaureate.

A combination of academic and practical

subjects but no Language.

Not the English Baccalaureate.

Vocational pathway — a more personalised

learning experience.

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FRENCH AND GERMAN

Purple Route — English Baccalaureate

Course Description

Students may choose to study French or

German, where the emphasis is placed firmly

on the practical use of the language.

The course builds on work done in KS3 and

concentrates on promoting understanding of

the language and culture of the countries

through listening and reading tasks.

Communication in speaking and writing are

encouraged in a practical way, with emphasis

on situations useful when travelling abroad e.g.

travel, shopping, staying with a family, leisure

and entertainment

Students also develop the ability to express

their own views and describe their own

interests about subjects such as the media,

tourism, the environment, health and fitness,

food and drink.

Languages improve the quality of your life and

your understanding of how other people live.

A great way of getting to know other people is

to learn their language and culture.

We would encourage students who have

shown themselves to be quite talented at

languages to continue to study a foreign

language, particularly in the light of new

government initiatives with the

‘Baccalaureate ’, placing MFL as one of the five

key subject areas.

Assessment

We prepare students for the AQA Syllabus

at GCSE.

All 4 skills are tested:

Speaking (30% of final mark)

Listening (20%)

Reading (20%)

Writing (30%).

Entries for the Listening and Reading

examinations can be at Foundation or Higher

tiers, to enable each individual student to

choose the level of entry to suit their ability.

Speaking and Writing are assessed

throughout the year with students being

required to submit a minimum of two tasks

in both skill areas. The level of entry for

assessment is differentiation by outcome.

Topics include:

Lifestyle

Leisure

Home and the Environment

Work and Education

General Comments

Not everyone speaks English. We live in

a world of many different languages. 94%

of the world does not have English as their

first language. 75% of the world does not

speak English at all.

Future prospects Success in foreign languages at GCSE is seen as an important indicator of academic ability and

is welcomed by universities, whatever the degree subject chosen. It is a prerequisite for study at

A Level.

A little language can make a lot of difference. Jobs from receptionist to top-level

management need language skills. There is room for all levels of ability in all types of work.

Students in other countries study languages until they are 18 and get jobs because they can use

their foreign language skills. To have a Modern Foreign Language at GCSE is now more important

than ever before.

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GEOGRAPHY

Purple route—English Baccalaureate, Red Route and Green Route Students

Students studying this GCSE course will develop a sense of ‘awe and wonder’ and a strong

appreciation of the world around them. A world that they are now more likely to venture in to

for work or leisure as globalisation takes a pace. Students will form an awareness of the ways in

which people and environments interact across a range of scales from local through to global.

Students will understand the significance of people’s opinions and attitudes in how decisions are

made about the use and management of resources and environments.

Unit 1 – Managing Coastal and Urban Environments (37.5 % - 90 minute exam)

Managing The Coastal Environment

With over four billion people living in coastal areas and numbers growing rapidly the need to

manage these areas is critical. You will explore key questions such as:

Why are coastal areas a valuable economic and environmental resource?

How have physical processes created the coastal landforms that exist today?

Why are decisions made to manage coastal areas?

How can the management of coastal areas be increasingly sustainable?

Managing The Urban Environment

By 2020 over 70% of the world’s population will live in urban areas. In developing

countries large numbers of people are moving to cities in the hope of improving their quality of

life. This rapid urbanisation creates challenges for urban planners in relation to housing, services

and the environment. But how can this be managed ? You will explore key questions such as:

How can urban growth create challenges?

How are inequalities being reduced in urban areas in developed countries?

What are the opportunities and challenges created by urbanisation in developing countries?

How can urban living be increasingly sustainable in our future?

Unit 2 – Investigating a Hostile and Shrinking World (37.5 % - 90 minute exam)

The Hostile World

Our world is increasingly full of dangers, yet people still live in hazardous areas. We live around

plate boundaries; on volcanoes; in the paths of tropical storms and in areas prone to huge

wildfires. We have to be able to understand the causes of these hazards in order to prepare for

and respond to them. You will explore key questions such as:

What are the causes & effects of earthquakes and volcanic eruptions and how do

people prepare & respond to them?

What are the causes and effects of tropical storms and wildfires and how do people prepare for

and respond to them?

Investigating Global Tourism

The rapid growth of tourism impacts on people and places and requires careful management in

order to ensure that it is sustainable and therefore does not damage our environment for good.

You will explore key questions such as:

What opportunities does the growth of the tourism industry create for places?

How does tourism create challenges and conflicts?

How can the tourist industry promote sustainable development? Unit 3 – Controlled Assessment (25%)

This consists of two pieces of work undertaken at school only.

C.A.1 is a field trip write up of only 1200 words (worth 15%).

C.A.2 is an internet research question that is 800 words long (worth 10%).

Future prospects

Geography is about real world issues. As international links become closer, easier and faster, we

need more than ever to understand the geography of the world. Geography gives you

transferable skills that employers want and need. Geography has the main advantage of being

broad in its outlook. For many jobs it is a real help if you have taken Geography. The subject

has branches that link in with many other subject areas which therefore gives you a wide range

of skills and knowledge. These skills are highly transferable which gives you flexibility in your

future career and therefore makes you highly employable in the future.

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HISTORY

Purple Route—English Baccalaureate, Red Route and Green Route

Course Description The content of the course enables you to make a study of 20th Century history. The major concepts and events of this century are explained across the world under the following themes: Unit 1: International Relations: Conflict and Peace in the 20th Century

Part 1: The Origins of the First World War Key issue: Why were there two armed camps in Europe in 1914? Key issue: Why did war break out in 1914?

Part 2: Peacemaking 1918–1919 and the League

of Nations Key issue: How did the Treaty of Versailles establish peace? Key issue: Why did the League of Nations fail in its aim to keep peace?

Part 3: Hitler’s foreign policy and the origins of

the Second World War Key issue: How did Hitler challenge and exploit the Treaty of Versailles 1933–March 1938? Key issue: Why did Chamberlain’s policy of appeasement fail to prevent the outbreak of war in 1939?

Part 4: The Origins of the Cold War 1945–1960 Key issue: Why did the USA and USSR become rivals in the years 1945–1949? Key issue: How did the Cold War develop in the years 1949–1960? Unit 2: Depth Studies The Roaring 20s: USA, 1918–1929 Key issue: How and why did the USA achieve prosperity in the 1920s? Key issue: How far was the USA a divided society in the 1920s? Key issue: Why did the US Stock Exchange collapse in 1929? Hitler’s Germany, 1929–1945 Key issue: How and why was Hitler able to become Chancellor in January 1933? Key issue: How did Hitler change Germany from a democracy to a Nazi dictatorship, 1933–1934, and then reinforce this? Key issue: To what extent did Germans benefit from Nazi rule in the 1930/40s? The Vietnam War—1954-75 Key issue: The effectiveness of guerrilla tactics Key Issue: Media coverage of the Vietnam War Key issue: Why were the US unsuccessful Coursework – Controlled Assessment Britain at War Key questions:

What differences were there in the methods of fighting in the different modes of warfare in the First World War and the Second World War?

Assessment

Unit 1:

International Relations: Conflict and

Peace in the 20th Century

Written Paper – 1 hour 45 mins –

60 marks – 37.5%

Unit 2:

20th Century Depth Studies

Written Paper – 1 hour 45 mins –

60 marks – 37.5%

Unit 3:

Historical Enquiry British History

Controlled Assessment –

40 marks – 25%

General Comments

GCSE History is challenging, rewarding and

relevant. Studying History will develop your

ability to:

Look for several alternative solutions to a

problem

Understand different points of view

Learn from past experience

Check out different sources of information

Offer a balanced interpretation of events past

and present

Take a broad view of ideas/events which may

seem unconnected

Analyse problems and make

recommendations, understand what

motivates people to do certain things

Stand your ground in an argument, even if

others disagree with you

There may be an opportunity to visit the Imperial

War Museum in London and there may also be a

visit to Berlin, Krakow and Auschwitz.

Future prospects The study of history can ensure students are prepared to learn and think independently. In a rapidly changing world employers like students who are able to think, sort the trivial from the essential and can solve

problems.

Students studying History will find it acceptable for many courses, careers and professions and often employers are looking for well-educated people rather than showing expertise in a particular subject area. The training that History offers is highly valued by employers, universities and colleges. The most popular areas of employment are journalism, law, marketing and business management.

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ART AND DESIGN

A Possible Purple, Red and Green Route Subject

Course Description

The Art Department offers the AQA Art and

Design syllabus (4201), This is a broad

based course allowing students to be

creative and explore a wide range of

media.

On this general course we can give

students the option of specialising in either

3D printmaking, textiles, drawing &

painting and photography in the final year.

Whichever course of work they follow

students need to be wholly committed as

the course work is intensive.

Over the 2 year course students will

complete:

A portfolio of work selected from

experimental work plus two major units

of work.

A mock exam

An externally set task (exam)

Experimenting & Exploring

This unit is a chance to experiment and

explore different materials and techniques

in 2D and 3D. Students will study the work

of other artists and use this to develop

some experimental relief or mixed media

work.

Unit 1

This unit of work is set by the art

department.

Students will draw on the skills learnt in

Unit 1 to develop and produce a 2D or 3D

finished outcome.

Unit 2

Students use a common theme or starting

point to develop their skills in more detail

and with more independence in their

chosen media.

Mock Exam

This is a chance for students to experience

what is required from them for the final

exam. They will have an exam type paper

and 5 hours to complete a piece of work

from their studies.

General Comments

It is essential that students keep to

coursework deadlines. It is one of the only

subjects that encourages individual

creativity and gives you the chance to

explore a wide range of materials. It is a

rewarding subject that can lead to a wide

range of careers.

Exam

This is set by AQA and gives students a

block of structured time to prepare for

their final piece starting from February in

the final year of the course.

Students have ten hours in which to

complete their exam piece.

There is also a trip to London galleries and

museums to enable students to have a wide

range of exciting starting points for their

exam.

Assessment

Students are assessed on a range of skills

including, knowledge, understanding and

an ability to develop their own ideas from

their studies. They will need to work hard

and be committed to producing a

worthwhile portfolio of their best artwork.

GCSE Art and Design is assessed in two

parts:

Coursework is 60% of the final GCSE

grade

Final exam is 40% of final GCSE grade

Coursework units are monitored continually

through oral and written feedback during

lessons and review/assessment sheets.

The Art staff assess all GCSE Art coursework

and the final exam. An external moderator

checks a sample of the work from both

coursework and the exam.

Future prospects Art as a GCSE option prepares students for further education in a number of ways. Students are familiar with independent study and research, and are hopefully able to work to their own deadlines. There is an ever increasing number of art related courses on offer at college level which link with a wide variety of creative careers and jobs ranging from Art Therapist, Textile Designer, Photographer, Television Production Designer and many more. Look around you, most of what you see has been designed or improved by creative people - buildings, cars, film & television programs, the clothes you wear, the desk you sit at, the landscape you live in.

17

DESIGN AND TECHNOLOGY

PRODUCT DESIGN


Course Description

Product Design Technology at GCSE level

builds on the Design and Technology

experiences that students have gained

during Key Stage 3 and provides

opportunities for designing and making

quality products. Students who opt for this

exciting subject will have the opportunity to

develop their skills in Manipulating and

Combining Materials; Evolution of Product

Design; Design in Practice; Design in the

Human Context; Product Manufacture;

Industrial and Commercial Practice; and

Systems and Control.

Students are encouraged to use initiative

and motivation to design and make quality

products based on the needs of today’s

modern technological society.

Students have the opportunity to work with

a range of different materials and use

modern manufacturing processes which

include CAD/CAM and ICT.

As a minimum requirement students must

study Paper/Card and one other material

area (Timber based materials; Ferrous and

non-ferrous metals; plastics; or Control

Components). We encourage students to

develop an awareness of other material

areas.

Assessment

This course is practically based and

involves a hands-on approach to learning.

There is also a 45-hour controlled

assessment element that involves the

production of a 25 A3 page design portfolio

containing design proposals research and a 3

-dimensional outcome.

(60% of the final marks).

At the end of the course students will also

take a final written 2 hour examination that

is set and marked by AQA.

(40% of the final marks).

The paper will be set as a single tiered

assessment as shown below:

A 2-hour examination to cater for students

of all abilities.

Grades available A*- G

General Comments

Students who have demonstrated a high

degree of skill and aptitude for this subject

at KS3, and who enjoy the challenge of

designing and making quality products that

involve using the above technologies, will be

well suited to this course.

This course is especially aimed at those

students who enjoy designing, making and

using a range of materials and processes.

Future prospects

This course would suit students with an interest in following a career in Engineering,

Industrial Design, Computers, Manufacturing, Graphic and Product Design, Advertising, and

Craft Trade.

It also links closely with further education courses (A level Design, Degree level, Art

Foundation and Degree courses).

“Tell me and I forget – show me and I may remember – let me do it, and I learn.

Learning through making works!” (Prue Leith, Leith’s School of Food and Wine)

18


RESISTANT MATERIALS


Course Description

Resistant Materials Technology at GCSE level

builds on the Design and Technology

experiences that students have gained during

key stage 3 and provides opportunities for

designing and making quality products.

Students who opt for this exciting subject will

have the opportunity to:

Engage in Design and Technology, make

decisions, consider sustainability and

Combine skills with knowledge and

understanding in order to design and make

quality products.

Explore ways in which aesthetic, technical,

economical, environmental, ethical and social

dimensions interact to shape designing and

making.

Analyse existing products and produce

Practical solutions to needs, wants and

opportunities, recognising their impact on

quality of life.

Develop decision-making skills through

individual and collaborative working.

Understand that designing and making reflect

and influence cultures and societies, and that

products have an impact on lifestyle.

Develop skills of creativity and critical

Analysis through links between the principles

of good design, existing solutions and

Technological knowledge.

Students are encouraged to use initiative and

motivation to design and make quality

products. Students have the opportunity to

work in a range of different materials and use

modernmanufacturing processes including

CAD/CAM and ICT.

At a glance

Students will learn about: materials and

components; woods; metals; polymers;

composites; modern and smart materials; tools

and equipment; wasting; scale of production;

materials processing and forming; joining

methods; adhesives; heat treatment; finishing

techniques; manufacturing processes for batch

production; health and safety; designing

products; ICT; CAD/CAM, sustainability;

renewable energy sources; climate change;

moral, social and cultural issues.

Assessment

This course is practically based and involves a

hands-on approach to learning.

Resistant Materials Technology comprises of

two units:

Unit 1: Creative Design and Make Activities

(60% final marks). This unit is internally

assessed under controlled conditions. Students

must complete a design and make activity

within 40 hours under limited supervision.

Tasks will be chosen from a range provided by

Edexcel.

Unit 2: Knowledge and Understanding of

Resistant Materials Technology

(40% final marks).

This unit is assessed through a 1-hour and

30-minute examination paper set and marked

by Edexcel.

The paper will be set at a single tier of assess-

Future prospects

You could take this course to prepare for advanced level courses such as A/AS level in Design

and Technology. With further training you could find employment in the following

industries: woodworking, building, engineering, shop fitting, manufacturing, metalwork and

fabrication, model maker, carpenter/joiner, product designer, etc…

“Design and Technology is about making things that people want and that work

well. Creating these things is hugely exciting; it is an inventive, fun activity”.

(James Dyson, Chairman, Dyson Ltd)

19

GCSE HOSPITALITY AND CATERING


Course Description A course in Hospitality and Catering offers

a unique opportunity for students to

develop their knowledge and extend their

skills in a vocational context.

It will provide opportunities to develop

students’ interdisciplinary skills, a range of

key skills and their capacity for

imaginative, innovative thinking, creativity

and independence.

It is a suitable qualification for those

students who want a broad background in

this area and for those who wish to

progress to further education.

It will offer valuable preparation for those

entering the world of work.

Students from all cultures and both

genders can develop their interest in,

enjoyment of, and critical reflection about

this vocational area.

Areas of study

Job roles within the industry

Communication and record keeping

Health, safety and hygiene

Food preparation, cooking and

presentation

Nutrition and menu planning

Portion control and costing

Method of Assessment

Exam board WJEC

Two units worth 60% of the

qualification. (controlled assessment)

One exam paper worth 40% of the

qualification.


Future prospects

GCSE Hospitality and Catering is a suitable qualification for those who want a broad

background in this area and wish to progress to further education.

NVQ Levels 1 & 2 in Catering & Hospitality are available as a full time course at

Harrogate College. NVQ levels 2 and 3 are available at Darlington College as are

Diplomas at Levels 1, 2 and 3, these are also full-time courses.

20

DESIGN & TECHNOLOGY

FOOD TECHNOLOGY


Course Description

Food Technology is a course where

students learn about how food is

grown, produced, manufactured and

developed to make new and exciting

products.

Students will learn about:

The function of food ingredients

Meeting the nutritional needs of

different groups of people

The basic principles of cooking

The effects processing has on food

Good quality control procedures

used in the food industry

Production methods

Choosing the correct type of equip-

ment

Moral, social, economic and cultural

issues related to food

Over the 1-year course a major project

will be completed. This involves

designing and making food products

taking into account industrial practice,

Computer Aided Design and Computer

Integrated Manufacture.

Assessment

To gain a GCSE in Food Technology students must

complete two elements:

A written examination project of approximately 45

hours (coursework that includes practical

assessment) 60%

A written examination 40%

The written examination is one untiered paper,

lasting in total 2 hours, which is set and

marked by AQA.


General Comments

This course is suitable for all students who enjoy

working with food.

Students will be expected to cook on a regular

basis.

If you enjoy and are good at large project work

this course is suitable for you.

If, however, you like to cook but prefer regular

exam assessment then it would be advisable to

look at the GCSE Catering option.

Future prospects

This subject would be a good foundation for an A Level in Food Technology (taught at both

Northallerton College and Richmond School). This course develops knowledge and skills to work

in all aspects of the food industry from food product design and development to marketing and

sales.

21


TEXTILES


Course Description

Textile Technology is a course where

you learn about the origins of fibres,

how textiles are produced,

manufactured and developed into

exciting fashionable garments or new

innovative interior products.

You will learn about:

The Origins Of Fibres

The Properties Of Fibres

The Production Of Textile Materials

Designing A Product For A Client

Suitability Of Fabrics For Specific

Products

Skilled Construction Methods

Good Quality Control Methods Used

In The Textile Industry

Production Methods

Choosing The Correct Equipment

Moral, Social, Economic And

Cultural Issues Relating To Textiles

Over the 2 year course a major project

will be completed. This involves

designing and making a product for a

client, taking into account industrial

practice, Computer Aided Design and

Computer Aided Manufacture.

Assessment

To gain a GCSE in Textile Technology students

must complete two elements:

A written examination project of approximately

45 hours, set by AQA (coursework that

includes practical assessment) 60%

A written examination 40%. The written

examination is one un-tiered paper, lasting in

total 2 hours, which is set and marked by AQA.


General Comments

This course is suitable for all students who enjoy

working with textiles, both design and making.

Students will develop their construction skills

through a selection of practical tasks and develop

their textile knowledge through short design

projects, before embarking on a major project.

Various trips are arranged to the Clothes Show,

Twisted Threads and a local college fashion show

where students pick up inspiration.

Future prospects

This subject would be a good foundation for an A Level in Textile Technology (taught at

Northallerton College and Richmond School. Queen Elizabeth Sixth Form College, Darlington

offer Art and Design – Textiles). This course develops knowledge and skills in all aspects of

the textile industry from textile product design and development to marketing and sales.

22


GCSE Computing 2014 (Single Award)

Course Description

Computing GCSE

Gives learners a real, in-depth understanding of how computer technology works.

Provides excellent preparation higher study and employment in the field of

Computer Science.

Develops critical thinking, analysis and problem-solving skills through the study of

computer programming.

Pupils need to be prepared to apply mathematical and logic skills towards creating

solutions to complex problems.

Assessment

Computer systems and Programming

Written paper:

Candidates answer all questions.

1.5 hours, 80 marks

40% of the qualification

Practical Investigation

Controlled assessment

An investigative task

Approx. 20 hours, 45 marks


Programming Project

Controlled assessment

Approx. 20 hours

45 marks


Grades Available A* - G

Future prospects

GCSE qualifications are general qualifications which enable

candidates to progress either directly to employment, or to

proceed to further qualifications, eg Level 3 qualifications

such as GCE Computing and GCE ICT.

Every place of work relies on the use of ICT , employers are

looking for employees who are competent in operating a range of programs and a

qualification in ICT is a requirement for entry on most post 16 and post 18 courses.

23

GCSE DRAMA A Possible Purple, Red and Green Route Subject

Course Description

In the first part of the course, students

concentrate on drama techniques and group

work skills. Students will be introduced to the

following:

Explorative strategies

Still image

Thought-tracking

Narrating

Hot-seating

Role play

Cross-cutting

Forum theatre

Marking the moment

Forms of stimuli

Poetry

Artefacts: photographs, pictures, masks,

props, costume, sculpture, objet d’art

Music

Play scripts

Live theatre performance

Television, films, DVDs and videos

Newspaper and magazine articles

Extracts from literary fiction and non-fiction

During the second part of the course, students

complete 2 controlled assessments and prepare

for their final examination. This exam is

performed, not written.

Throughout the course, students are given the

opportunity to visit the theatre. It is a

requirement of the course that all drama

students see at least 1 live performance.

Assessment

Unit 1 involves a 6-hour practical

exploration of a theme or topic and

documentary evidence.

20% of the final grade.

Unit 2 is a 6-hour practical exploration of

a play text. Students have to prepare

documentary evidence and respond to a

live theatre performance. Both units are

internally assessed by the teacher.


Unit 3 is the externally assessed exam.

Students prepare and perform either an

extract from a play or a devised piece.

They have to work in groups of at least 3

and the final piece is performed to an

audience which includes the external

examiner.


General Comments

The course aims to develop an interest in

theatre and to increase personal and

performance skills. Students are filmed

and photographed throughout the course

for assessment purposes.

Future prospects

Students can choose to study AS/A Level Theatre Studies or Performance Arts. The GCSE

course is invaluable at building communication skills and confidence, which will be of benefit

in a wide range of careers and life situations.

24

GCSE Health and Social Care


Course Description

AQA Health and Social Care (single and

double award)

Students will only do the double award

if they complete single award.

This still only counts as 1 OPTION CHOICE

Single award

Unit 1: Understanding personal

development and relationships

Patterns in growth and development

Physical, social, emotional, economic and

environmental factors that affect people

Types of relationships and the effects of

relationships, abuse and neglect on

people

Self concept, self esteem and factors that

affect it.

Effects of life experiences on people and

sources of support

Unit 2: Health, Social Care and Early

Years provision

The needs of client groups.

Types of care services available.

Accessing care services and barriers to

Access Jobs in health, social care and

early years and skills needed.

How care workers apply the principles of

care at work.

Double award includes Unit 1+2 AND

Unit 3:

The nature of Health and Well-being

Definitions of health and well-being.

Factors positively influencing health and

well-being.

Factors negatively influencing health and

well-being.

Unit 4:

Promoting Health and Well-being

All of unit 3 PLUS

Indicators of physical health.

Health promotion methods.

Assessment For Double Award

Unit 1 (20% of final grade) is assessed by a

1¼ hour exam.

Unit 2 (30% of final grade) is made up of 2

assignments and is assessed by controlled

assessment.

Assignment 1 Interview a client who accesses

local care services and analyse how their needs

are met.

Please note: students MUST have access

to a client who uses local health, social

and/or early years services (e.g. an

elderly person, a disabled person, a child

with special needs, a fostered child etc).

Assignment 2 Describe the roles of 3 care

workers, their skills and how they apply the

principles of care in their jobs.

Unit 3 (20% of final grade) is assessed by a 1

¼ hour exam.

Unit 4 (30% of final grade) is made up of 2

assignments and is assessed by controlled

assessment.

Assignment 1 Measure a person’s health and

analyse the results.

Assignment 2 Produce a health promotion

plan for an individual.

"Students can take part in the “Virtual baby

experience” but this is NOT part of the

assessment of the GCSE."

General Comments

As the course is 60% controlled assessment

you will need to be organised, self-motivated

and interested in the course to succeed.

Future Prospects

AS/A2 Levels in Health and Social Care, Psychology, Sociology and Home Economics Apprenticeships in Child Care and/or Health and Social Care BTEC qualifications in Child Care, Learning and Development and/or Health and Social Care CACHE courses in Child Care

All the above are directly relevant and can lead to progression onto Social Science degrees (e.g. Psychology, Sociology, Social work, Education, Childhood studies etc). Alternatively, if you also get a good grade in GCSE Science, you can combine the AS/A2 Levels mentioned above with Science AS/A2 Levels and progress to a Science or health care related degree (e.g. Midwifery, Nursing, Medicine, Physiotherapy, Physiology, Biology etc).

25

GCSE Home Economics: Child Development


Course Description

OCR Home Economics:

Child Development

Unit B011: Child Development short

tasks

Content covered in B013

Unit B012: Child study task

Content covered in B013

Unit B013: Principles of child

development

3.1.1 Family structures, children in local

authority care and family planning

3.1.2 Reproduction, infertility, pregnancy,

antenatal care, birth and postnatal care

3.1.3 Characteristics of newborns, needs

of newborns, physical development from

age 0-5 years, clothing and footwear

required, safety in and outside the home.

3.1.4 Nutrition choices from age 0-5 years,

health and immunisation programmes.

3.1.5 Intellectual, social and emotional

development from age 0-5 years, learning

through play and appropriate toys.

3.1.6 Services available to support families,

daycare facilities and the extra needs of

children with special needs.

Assessment

Unit B011 (30% of final grade) is

assessed by controlled assessment. The 3

tasks (1 Investigative and 2 practical) are

set each year by the exam board and so will

be slightly

different each year, but examples are:

Investigative task “Plan and carry out an

investigation to assess the baby changing

facilities in your area.”

Practical task “Design and make a book,

toy or game for a child aged 4 years which

will assist his or her intellectual

development.”

Unit B012 (30% of final grade) is

assessed by controlled assessment.

“Themes” are set each year by the exam

board and students create their own title to

investigate in their child study.

Examples of titles which students are doing

this year are:

“How do Max’s fine and gross motor skills

develop over the next 4 months?”

“How can outdoor play encourage social

development?”

Please note: students MUST have

access to a child who must not have

had their 6th birthday by the end of May

2016.

Unit B013 (40% of final Grade) is as-

sessed by a 1½ hour exam.

General Comments

As the course is 60% controlled assessment,

you will need to be organised,

self-motivated and interested in the course

to succeed.

Students can take part in the “Virtual baby

experience” but this is NOT part of the

assessment of the GCSE.

Future prospects AS/A2 Levels in Health and Social Care, Psychology, Sociology and Home Economics

Apprenticeships in Child Care and Health and/or Social Care BTEC qualifications in Child Care, Learning

and Development and/or Health and Social Care CACHE courses in Child Care.

All the above are directly relevant and can lead to progression onto Social Science degrees

(e.g. Psychology, Sociology, Social work, Education, Childhood studies etc). Alternatively, if you also get

a good grade in GCSE Science, you can combine the AS/A2 Levels mentioned above with Science AS/A2

Levels and progress to a Science or health care related degree (e.g. Midwifery, Nursing, Medicine,

Physiotherapy, Physiology, Biology etc).

26

APPLIED GCSE LEISURE

AND TOURISM

(DOUBLE AWARD)


Course Description

In the UK, over 2.5 million people are employed in leisure and tourism. It is the fastest

growing industry in the world and therefore experience in this field will increase the prospects

of a good future career.

The course will give students a broad understanding of leisure and tourism, including the

important vocational areas of customer service and marketing, as well as providing an insight

into both the sport and recreation and travel and tourism industries in the UK.

This course is being offered by the Geography Department as part of the school’s Specialist

Status programme. It should not however be seen as an alternative to the popular traditional

Geography course. Students can select any combination of these subjects in their option

choices.

The course has Geographical connections in Unit 1 and will be taught by Mr Fawcett who has

taught in both of these subject areas.

What is a GCSE in Leisure and Tourism?

A GCSE in Leisure and Tourism is a nationally recognised work-related (vocational)

qualification designed to provide you with a choice of routes into further education or

Employment.

Course Content The structure of the Edexcel GCSE in Leisure and Tourism is made up of four units.

Unit 1: The Leisure and Tourism Industry

In this unit you will study the different types of leisure and tourism organisations, the

products, services and the employment opportunities they offer. You will also study why

people make use of leisure facilities and why and how people travel.

Unit 2: Sales, Promotion and Operations in Leisure and Tourism

You will study how leisure and tourism organisations operate, and how they promote and sell

their products and services. You will be asked to comment on how organisations market

themselves and on the effectiveness of their methods.

Unit 3: The Leisure and Tourism Environment

This unit looks at the changing nature of the leisure and tourist industry, the appeal of

different destinations and where these are located within the UK. You will study the negative

and positive impacts of tourism locally and globally.

Unit 4: Customer and employment

You will research and investigate visitor attractions, tourist destinations and leisure facilities

both in the UK and internationally. You will explore the factors that influence how people

spend their leisure time and the way facilities and visitor attractions meet the needs of

different customers.

Assessment

Units 1 and 3 are externally assessed. For each of these units you will sit a 60-minute

examination.

Units 2 and 4 are based on coursework completed within the lessons and these are assessed

internally.

Future prospects The Leisure and Tourism industry alone employs 1 in every 10 people in the UK, that's over

2.5 million people. Furthermore, 1 in every 5 new jobs fall into this sector with another

800,000 new jobs created in the last two years according to The British Hospitality

Association. That's a lot of jobs!

If you are enthusiastic, like people and want a career that's exciting, challenging and con-

stantly developing then this course will start you on the right path. This vocational course

provides you with hands-on experience of the industry which will impress future employers.

27

MUSIC


Course Description

The course is based around five areas of study:

Rhythm and Meter, Harmony and Tonality,

Texture and Melody, Timbre and Dynamics

and Structure and Form.

These are taught through 3 strands of learning:

Western Classical Music, World Music, and

Popular Music of the 20th and 21st

Centuries.

1 Performing 40%

This is a progression from your instrumental and

singing work, which you should enjoy! If you

have been taking lessons for a number of years

you should find this easy. If you want to try an-

other instrument or start to take formal lessons

this is an ideal opportunity, as the school will

pay for group tuition from the NYCC peripatetic

service.

You will eventually prepare two performances –

one alone and one with other musicians. You

may play any instrument or sing or do both.

2 Composing 2 x 20%

We will help you to create pieces in a variety of

styles for different purposes. You will be able to

use keyboards, voices, multi-track recorders,

music technology as well as instruments.

2A World Music

You will submit one piece based on two or more

of the Areas of Study and linked to the learning

strand of Western Classical music. This will

include a score and a recording.

2B

You will make another composition to

demonstrate understanding of at least 2 areas of

study.

3 Listening and Appraising 20%

This section shows you how to listen more

intelligently to many different musical styles.

You also become more familiar with musical

language.

Assessment

The performances and the

compositions are coursework. This

makes up 80% of the award.

The performances can be recorded at

any time during the course. The

compositions are to be created within

supervised assessment time.

Listening and Appraising is assessed

through a pre-recorded 1-hour exam.

Worth 20% of the award.

General Comments

Enthusiasm is as important as skill. The

course is most suited to those who

already take part in our many and

varied musical activities but those who

play by ear or enjoy singing should also

enjoy this course.

GCSE Music results are, year on year,

amongst the best in the school.

For a number of years there has been

100% GCSE A* - C success.

If you have the commitment we have

the expertise to help you succeed.

Future prospects

Music links easily to a number of

subjects. Taking music at GCSE would

be beneficial for anyone considering any

kind of career in music, either classical

or popular.

The study of this subject can help to

lead towards careers in the theatre,

technology, any aspect of the

entertainment industry, and is useful

for those considering teaching at

Primary level or working with young

children or children with special needs.

28

PHYSICAL EDUCATION GCSE Or PE BTEC SPORT LEVEL 2

EXTENDED CERTIFICATE

A Possible Purple or Red Route Subject

Physical Education GCSE—Course Description

All GCSE courses have undergone radical changes from September 2009. There will be no

coursework for any courses. This has been replaced with Controlled Assessment, a type of

coursework written up in lesson time.

Physical Education is a unique subject. It combines practical work with theoretical work.

The GCSE PE course looks at

Healthy, Active Lifestyles

Healthy, active lifestyles and how they benefit you

Influences on your healthy, active lifestyle

Physical activity as part of your healthy, active lifestyle

Your personal health and well-being

Your Healthy, Active Body

A healthy, active lifestyle and your cardiovascular system

A healthy, active lifestyle and your respiratory system

A healthy, active lifestyle and your muscular system

A healthy, active lifestyle and your skeletal system

Practical Performance

Full Course – 4 activities from at least 2 different areas

Short Course – 2 activities from at least 2 different areas

Analysis of Performance

Which includes rules and regulations and terminology. Observe and analyse performance.

Evaluate performance. Plan strategies, tactics and practices, plan a 6-week Personal Exercise

Program.

PE BTEC Sport Level 2 Extended Certificate

Course Description

Sport and leisure is a growing industry, with opportunities in practical areas such as coaching,

instructing and leading PE, sport, outdoor and adventure activities.

Edexcel’s BTEC Level 2 First Extended Certificate in Sport is designed to introduce learners to working

in the Sport sector or prepare them for higher education.

The BTEC Sport course looks at:–

Fitness Testing and Training

This unit gives you the opportunity to explore the essential fitness requirements and training methods

used to achieve successful sports performance. You will also explore lifestyle and psychological factors

and the effects these can have on sports training and performance. You will be able to determine your

own level of fitness by participating in a series of fitness tests.

Practical Sport

Within this unit you can develop knowledge of the rules, skills and techniques for one team and one

individual sport through playing sports.

Anatomy and Physiology for Sport

The aim of this unit is to give you a good understanding of the structure and function of the skeletal,

muscular, cardiovascular and respiratory systems of the human body.

Injury in Sport

The aim of this unit is to develop knowledge of common sports injuries and illnesses and their

respective treatment. You will also consider risk assessment and its management.

ASSESSMENT

All units are internally assessed through on going coursework. All assessment for BTEC First

qualifications is based on unit specific criteria based on the achievement of all the specified learning

outcomes. Equivalent to 2 GCSE Grades.

Future prospects Sport, physical activity and a healthy active life affects 100% of the population. There are more and more careers to do with promoting,

maintaining and sustaining a healthy and active nation. The Armed Forces, teaching, the NHS, fire fighting, journalism, professional sports

people, leisure centres, school sports partnerships, the youth sports trusts, disability and many more create pathways to use GCSE PE as part of a

successful career. If you are well motivated, enjoy a healthy and active lifestyle and are interested in learning more about health and fitness through both theoretical and practical work,

this is the course for you.

ASSESSMENT

40% 1 x written paper (1hr 30mins) 60% Performance and analysis of performance (Practical 48% analysis of performance 12%)

GCSE PE is most definitely not just

playing or doing sport.

Choose it because you want to learn

more about and take part in an Active

and Healthy Lifestyle!

A Possible Green or Red Route Subject

29

RELIGIOUS STUDIES A Possible Purple, Red and Green Route Subject

EXAMINATION BOARD AQA

SPECIFICATION DETAILS Syllabus A, Christianity and Sikhism

RATIO OF COURSEWORK TO EXAM 100% examination

TYPE OF QUALIFICATION GCSE

METHOD OF EXAMINATION 2 examinations

Course Description

AQA Syllabus A

Christianity and Sikhism

Students will study Christianity and examine differences in practice in the Orthodox, Roman

Catholic and Anglican traditions, including topics such as church buildings and Holy

Communion.

The course examines the beliefs and practices of Sikhism covering topics such as places of

worship, ceremonies, and Holy Scripture.

A wide range of teaching methods are employed and the department has developed strong

links with the faith communities studied.

Assessment

Two exam papers, one on each religion, each lasting 1½-hours.

Other Information

Students do not have to be religious to enjoy this course, although they should have an

interest in the world around them and how religious faith can have an impact upon lifestyle

choices.

30

The Green Route is a Personalised Learning Experience

Students may well follow a combination of these learning opportunities over the next two

years.

As a Green Route student you will still do the core GCSE English , maths, Science and

ICT.

You may also want to do any of the GCSE subjects marked as Green Route subjects from

Section 2.

Guided and working with members of staff in The Base, Student Support and the

Enhanced Mainstream Provision in Room 29 you and this small number of students

are able to choose from a range of the following subjects which will help you to

prepare for post 16 college courses, apprenticeships and employment.

Individualised Learning Studies could include:

Agriculture (Land-Based Studies)

Time commitment 1 day at Hill Top Farm for two years resulting in a Diploma in Land-Based

Studies can give you the basic skills and knowledge you need to train in land-based

occupations, such as a farm worker, animal carer, gardener, and more. Taking this

qualification could open the door to further studies or help you get a related job.

What Qualification will you get?

On completion of the course which comprises of 1 day per week over 2 years you would

achieve a City and Guilds Diploma at Level 2.

How is it Assessed?

For the Award in Land-Based Studies, you'll learn at Hill Top Farm, a real life working farm

environment rather than at school. For the award, you'll be assessed with a multiple choice

test and a practical demonstration or assignment.

Students who are off site each week will have lessons available to enable students to catch up

on work for the lessons missed on the farm day.

GCSE Photography

Complements the Farm Studies course because you photograph so much of your work on the

farm for your practical demonstrations and all students on the Land-Based Studies course will

do this subject.

Additional courses on offer for this small group could include

GCSE Catering or Food Technology

IGCSE English

Vision2Learn

A self study flexible online full GCSE courses which allow students to attain GCSE

qualifications in:-

Leisure and Tourism

Child Development

Religious Studies

Please contact Mrs Hall for further details of the courses on offer.

Green Route to Post 16 Education

31

Bedale High School Options 2014-2016

Student Name………………………………………………………………….. House………… Form……...

Please enter a subject in each of the option blocks and leave 2 reserve preferences below.

Please do not leave any preferences blank. You may only choose a subject once.

Reserve Preference 1 …………………………………………………...

Reserve Preference 2 ……………………………………………………

Signed………………………………………………. (Parent/Guardian)

Please complete this form and return it to Mr Wood (Learning Leader Americas House)

as soon as possible and by no later than Wednesday 5th March 2014.

Thank you

Option Choice 1 Tick 1 only Option Choice 2 Tick 1 only

Geography Geography

History Leisure &Tourism

Health & Social Care Food Technology

Religious Education Product Design

Catering Drama

Resistant Materials Computer Science

Art German

French

Green Route Option Green Route Option

Option Choice 3 Tick 1 only Option Choice 4 Tick 1 only

Geography Geography

History History

Catering Art

Drama Music

Computer Science Physical Education

Physical Education German

French Child Development

Textiles

Green Route Option Green Route Option

Key Stage 4 - Home - Bedale High School · Key Stage 4 OPTIONS BOOKLET 2014 - 2016 Options Evening...

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