KEY STAGE 4 OPTIONS BOOKLET - Madani Schools OPTIONS BOOKLET 2015...Key Stage 4 MGS Options Booklet...

Key Stage 4 MGS Options Booklet 2015 – 2017

MADANI GIRLS SCHOOL | SPRING TERM 2015

KEY STAGE 4 OPTIONS BOOKLET COMMENCING SEPTEMBER 2015 - JULY 2017

YEAR 9


GCSE OPTIONS BOOKLET 2015 - 2017

What GCSE subjects are compulsory? For the core curriculum all pupils study GCSE‘s English Language, English Literature, Mathematics,

Science, in which the three components (Biology, Chemistry and Physics) are studied, leading to a dual award

of two GCSEs in Science, Religious Education, Citizenship and Physical Education (No Examination)

What GCSE subjects and alternative options are available?

MadaniGirls School offers you a further choice of subjects at GCSE and alternative options, of which you will

receive one from each block totalling three as shown below.

MADANI GIRLS SCHOOL

Block 1

Block 2

Block 3

Computer Science

Geography

History

Food Technology

Triple Science

Health and Social Care

MFL French

Art and Design

Business Studies

Functional Skills in English, Maths& ICT

ASDAN

Students moving into KS4 will study an array of GCSE subjects; some students based on their individual needs,

may be advised to follow the alternative provision route if advised by the SEN department and the Senior

Leadership Team. This decision will be made in conjunction with parents/ carers during the option process.

For the purpose of timetabling, the option subjects have been arranged into three blocks which are given an

equal time allocation of 3 periods per week. Lessons for subjects in each block are taught simultaneously

therefore only ONE subject may be selected in each vertical block.

Who can I ask for information and guidance?

Some of you already have a clear idea of your chosen career path and therefore of the subjects you must

choose for GCSE and so your choices will therefore complement each other. However, many of you have not

yet decided on a career path and for you the choice can be confusing. Many of you will select subjects you are

good at or what you think your peers will choose. It is important that you make an informed choice that is

based on what YOU want from your remaining time at Madani Girls School and in life beyond Madani

embarking into further education or employment.

You can find details of the content, components and assessment procedures of all courses including those that

are compulsory in this booklet and during options evening. The evening will provide an opportunity to speak to

your teachers, Heads of Department and careers advisor about your forthcoming choices and you should

consult as widely as possible before making any decision.


Teacher‘s will offer you advice on your ability in the subject and will give you further details on the course

content and nature of assessment. Your tutor will also provide an overall picture of your academic programme.

The Head of Schools (Mr Adam), Senior team (Mr Laher, Miss Patel, Miss Bhikhu and Mr Patel) and SENCO

are also available on request to discuss with you any of the above in consultation with the staff already

mentioned.

How will decisions be made?

Your choice of GCSE subjects will be determined by the following important factors in no specific order and at

the discretion of the School:

Your suitability for the subject

Your current level of attainment and achievement

Your interest and enthusiasm for your chosen subjects

Your current level of behaviour and effort within the subject

The compatibility of your chosen subjects to each other

Your aspirations for further education/ career

Successful completion of your signed form submitted by the deadline.

Once you have made a choice about your GCSE subjects, the Senior Leadership Team will carefully check

through your academic programme to ensure that you have made an appropriate selection and have chosen

subjects which are appropriate to your strengths and using the criteria set above. If you wish to change your

option choices at a later date, the application of change must be made in writing formally by your parents via

your tutor who will initiate full discussions between specific Heads of Department and SLT. Please note a letter

of application does not guarantee any amendments and decisions will remain at the discretion of the School.

We endeavour to offer all pupils at Madani Girls School the widest array of options possible and ensure most pupils receive

as many of their priority selections given the constraints found in any School. We cannot thus guarantee you will receive all

of your first choices though promise that the School will make every effort to do so and ensure a careful decision is made for

every student. The school reserves the right to make any changes or amendments.

Key Dates

DATE

DETAILS

Friday 27th February 2015

Year 9 Options assembly | Students receive options booklets

Thursday 5thMarch 2015

Year 9 Options Evening (4 - 6 pm)

Thursday 20th March 2015

3PM Deadline for return of Options Selection Forms to reception.

Date TBC (Summer term)

All students will receive a copy of their confirmed Key Stage 4 courses.


SENCO/ SLT Functional Skills/ASDAN Option

approved

Signed ________________Date___________

YEAR 9OPTIONS FORM(EXAMPLE)

KS4 COMMENCING SEPTEMBER 2015 – JULY 2017

Student Forename: Aisha......................................................Surname: .Muhammed.........................................................

Form: ....9HM..............................................................................Tutor:Miss Murphy.............................................................

Please number your choices in order of preference as above.

MADANI GIRLS SCHOOL

Block 1

Block 2

Block 3

Computer Science

1

Geography

3

History 2

Food Technology

2

Triple Science

2


1

MFL French

3

Art and Design

1

Business Studies

3


ASDAN

Full details to be confirmed. Please note these are new approved qualifications by the Department for Education, designed to be

high quality, rigorous and enable progression to a range of study and employment opportunities for the majority of pupils.

Signed (Student) …A Muhammed………………………………………………. Date 10/ 03/ 2015………….

Signed (Parent/Carer) BH Muhammed………………………………………. Date 10/ 03/ 2015…………

-Forms must be submitted via reception by 3PM on Thursday 20th March 2015.

* Functional Skills option and ASDAN MUST be approved & counter signed by the SEN Co-ordinator and/ or a member of SLT above.

For office use only

Date submitted on time

Y | N

If not – date form handed in

/ 2015


SENCO/ SLT Functional Skills/ASDAN Option

approved

Signed ________________Date___________

YEAR 9OPTIONS FORM

KS4 COMMENCING SEPTEMBER 2015 – JULY 2017

Student Forename: ................................................................. Surname: ......................................................................................

Form: ......................................................................................... Tutor: ...........................................................................................

Please number your choices in order of preference as above.

MADANI GIRLS SCHOOL

Block 1

Block 2

Block 3

Computer Science

Geography

History

Food Technology

Triple Science


MFL French

Art and Design

Business Studies


ASDAN

Signed (Student) …………………………………………………………..Date………………………….

Signed (Parent/Carer)…………………………………………………….Date………………................

-Forms must be submitted via reception by 3PM on Thursday 20th March 2015.

* Functional Skills/ASDAN option MUST be approved & counter signed by the SEN Co-ordinator and/ or a member of SLT above.

For office use only

Date submitted on time

Y | N

If not – date form handed in

/ 2015

_ _ _ _ _ _ TEAR HERE_ _ _ _ _ _ _


ART & DESIGN (Option)

Summary

Art & Design Technology makes a unique contribution to the development of pupils by preparing them to

participate in, think about and intervene creatively to improve tomorrows‘ rapidly changing world.

Within the GCSE for Art and Design there are a wide variety of specialisms available that provide pupils

with a range of exciting opportunities to develop capabilities through, combining their creativity,

innovation, designing and making skills whilst acquiring knowledge and understanding and creating quality

outcomes.

In Art, Craft and Design, pupils explore visual, tactile and other sensory experiences to communicate ideas

and meanings. They work with traditional and new media, developing confidence, competence, imagination

and creativity. They learn to appreciate and value images and artefacts across times and cultures, and to

understand the contexts in which they were made. In art, craft and design, pupils reflect critically on their

own and other people‘s work, judging quality, value and meaning. They learn to think and act as artists,

craftspeople and designers, working creatively and intelligently.

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Art & Design specialisms include:

Fine Art: Broad expressive exploration of Art and Design via

various specialist media, skills and techniques

Graphic Design: Visual Communication via Marketing,

Packaging Design, Advertising, Illustration, Digital Multimedia,

Typography etc.

Photography: Exploration of Digital Image Manipulation,

Media, Processes and Techniques of Photography

Textiles: Expressive work within Printmaking, Fashion Design,

Surface decoration, Etc.

3D: Exploration of form through Sculpture, Modelling, Interior

/ Exterior Design.

Students will be placed in one of the above specialisms based on

preference, availability, individual skills and subject to conducive

timetabling.

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Unit 1 - Portfolio

Based on a chosen theme (e.g. Islamic

Calligraphy) pupils are expected to develop the

theme within one or more of the strands of Art

and Design from the available specialisms

Controlled assessment for 45 hours

Worth 60% of the final exam mark

Unit 2 - Art and Design Task

Pupils given a preparatory period for a set task

to be completed within a controlled time frame

to produce Artistic evidence surrounding a set

brief

Externally assessed for 10 hours

Worth 40% of the final exam mark

Additional information

Career Links

The selection process within the Art and Design Technology

faculty will be based Primarily on behaviour due to the immense

Health and Safety implications within all of the associated

specialist areas. Furthermore the A&DT specific Gifted and

Talented register, past attainment and effort will also be

sourced to assess candidates for suitability.

Graphic Designer, Fine Artist, Sculptor, Fashion

Designer, Fashion Buyer, Advertising, Illustrator,

Architect, Interior Designer, amongst many other

associated career paths.


BUSINESS STUDIES(Option)

Summary

The GCSE Business Studies course encourages students to be inspired, moved and changed by studying a

broad, coherent, satisfying and worthwhile course of study. It allows students to gain an insight into related

sectors such as economics and accounting as well as appreciate the range of perspectives of different

stakeholders in relation to business and economic activities.

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Unit A291: Marketing and Enterprise

Marketing

• Market research and data collection

• The marketing mix

• Marketing in wider business environment enterprise

• Enterprise and the entrepreneur

• The business plan

Unit A292: Business and People

The structure of business activity

• The need for business activity

• Business ownership, trading organisations, growth

&location

• The workforce in business

• Employment and retention

• Organisation and communication

Unit A293: Production, Finance and the External

Business Environment

Using and managing resources to produce goods and services

• Types of production methods

• Management and control of production

• Production costs

Financial information and decision making

• Sources of finance

• Financial forecasting and analysis

External influences on business activity

• The competitive environment

• Environmental influences and business ethics

• Government and the UK economy

• Globalisation and UK business

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Unit A291: Marketing and Enterprise

25% of the total GCSE marks

Controlled Assessment

60 marks

Unit A292: Business and People


1 hour written paper

60 marks

Unit A293: Production, Finance and the

External Business Environment


1 hour 30 minutes

Written paper

90 marks

Students will take part in discussions, debates,

case studies and in studying newspaper articles.

We will use ICT to solve practical business

problems such as break-even analysis and cash-

flow forecasts. The emphasis will be on the

application of the subject to the real world.


Career Links

Business Studies requires logical, analytical thinking. The world of

business is constantly changing, and events reported in the news will

have an impact on business especially during the current recession

period; it is therefore important that the student keeps up to date

with current affairs, and that they can apply this to the business world.

AS/A Level GCE Business Studies/Economics

AS/A Level Accountancy

Business and Communication Systems

Business, Administration and Finance

Preparing for a Business Venture/ Self-employment


CITIZENSHIP (Core)

Summary

GCSE in Citizenship Studies aim to enable students to:

engage with topical citizenship issues and contribute to debates on challenges facing society involving a

wide range of political, social and ethical ideas, issues and problems in different contexts (local to global)

develop and apply understanding of key citizenship concepts (justice, democracy, rights and

responsibilities, identities and diversity) to deepen their understanding of society and how communities

change over time

use an enquiring, critical approach to distinguish facts, opinion and bias, build arguments and make

informed judgements develop the skills, knowledge and understanding needed to take action with

others, in order to address citizenship issues in their communities.

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Citizenship is not just about sitting in classrooms. You will be involved

in a community activity which you plan and organise; you will plan a

campaign for an issue you really care about. The course allows you to

understand your place in Britain and the world and how you can make

a change to society. You will study the following issues:

Theme 1 Rights and Responsibilities

Communities/Diversity in Britain

Migration.

Identities.

Political, Human and Legal Rights.

Consumer Rights.

Employers and Employees Rights.

Theme 2 Power Politics and the Media

How the media influences public debate.

Civil and criminal law.

The criminal justice system.

How laws are made and shaped.

The work of parliament, government and the courts.

Theme 3. The Global Community.

The environment.

Sustainable Development.

The economy, including the raising and spending of public money.

The voluntary sector.

The UK‘s role in the world, Including the EU, Commonwealth and the UN

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In total there are two exams and two pieces of

coursework!

The first exam tests your knowledge and

understanding of the topics studied in class and

the second exam asks you to think about

information from a different point of view. Exams

are based on real life sources, multiple choice

questions and essays (where you must show 2

sides). The coursework involves you running

campaigns on local issues. The exams are worth

40% and the coursework is worth 60% of the

final grade.

Breakdown

Year 10

Unit 1: Exam (20% of final mark)

Unit2: Coursework (30% of final mark)

Year 11

Unit 3: Exam (20% of final mark)

Unit 4: Coursework (30% of final mark)


Career Links You should be able to question and reflect on different ideas, opinions,

assumptions, beliefs and values when exploring topical and controversial issues

and problems. You need to support your ideas with reasons and examples.

You need to

Recall, select, and communicate knowledge and understanding of

Citizenship concepts and issues

Apply skills, knowledge and understanding when planning, taking and

evaluating citizenship actions.

Analyse and evaluate issues and evidence including different viewpoints to

construct reasoned arguments and reach conclusions.

Getting a good GCSE in Citizenship will help you get onto

future courses/jobs such as:

Politician

Police Officer

Magistrate

Lawyer

Journalist

Civil Servant

Teacher


COMPUTING (Option)

Summary

This is a course that has real relevance in our modern world. While students will no doubt already have

some knowledge of computers and related areas, this course will give them in-depth understanding of how

computer technology works and a look at what goes on ―behind the scenes‖. As part of this, students will

investigate computer programming, which many students find interesting - a fun and interesting way to

develop critical thinking analysis and problem solving skills which can be applied to everyday life.

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What will you study:

GCSE Computing should encourage students to be inspired,

moved and challenged by following a coherent, satisfying and

worthwhile course of study. They should help students to gain

an insight into related sectors. They should prepare students to

make informed decisions about further learning opportunities

and career choices.

GCSE Computing must enable students to:

Develop their understanding of current and emerging

technologies, understanding of how they work and apply

this knowledge and understanding in a range of contexts

Acquire and apply a knowledge, some technical skills and an

understanding of the use of algorithms in computer

programs to solve problems using programming

Use their knowledge and understanding of computer

technology to become independent and discerning users of

IT, able to make informed decisions about the use and be

aware of the implications of different technologies

Acquire and apply creative and technical skills, knowledge

and understanding of IT in a range of contexts

Develop computer programs to solve problems

Develop the skills to work collaboratively

Evaluate the effectiveness of computer programs/solutions

and the impact of, and issues related to, the use of

computer technology in society.

Students will learn to program using the following

languages/technology:

HTML

Javascript

Python (used by Google)

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The GCSE has 3 units: 1 Exam paper worth 40%

of the marks and two controlled assessments

each worth 30%.

The exam papers will be externally assessed and

the Controlled Assessments will be internally

assessed and externally moderated.

Unit A451: Computer Systems and

programming

Written paper (1.5 hours, 80 marks, 40% of the

qualification)

Students answer a question paper that includes a

mixture of short and long answer questions,

some of which will require students to write

code.

Unit A452: Practical Investigation

(Controlled Assessment)

An investigative task (approximately 20 hours, 45

marks, 30% of the qualification)

Students carry out a practical investigation of a

topic chosen from a set of options supplied by

OCR.

Unit A453: Programming Project


Project (approximately 20 hours, 45 marks, 30%

of the qualification)

Students create solutions to computing tasks

chosen from a set of options chosen by OCR.


Career Links AS/A2 level(s) / Other:

• Computing

Information Communication Technology

• Vocational ICT

• Creative Media

Progression pathways to further and higher

education:

• AS/A Level

• University

• Employment

Career opportunities:

Animators, Computer Software Engineer, Database

Administrators, Games Designer, Commercial and Industrial

Designers e.g. digital video designers and mobile phone

designers


ENGLISH LANGUAGE (Core)

Course summary

English is vital for communicating with others in school and in the wider world, and is fundamental to

learning in all curriculum subjects. In studying English, pupils develop skills in speaking, listening, reading and

writing that they will need to participate in society and employment. Pupils learn to express themselves

creatively and imaginatively and to communicate with others confidently and effectively.

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Following a course in GCSE English Language should

encourage learners to be inspired, moved and changed by

following a broad, coherent, satisfying and worthwhile

course of study.

It should prepare learners to make informed decisions

about further learning opportunities and career choices;

and to use language to participate effectively in society

and employment.

It enables learners to:

• read a wide variety of texts, fluently with good

understanding • read critically, and use knowledge gained from wide

reading to inform and improve their own writing • write effectively and coherently using Standard

English appropriately • use grammar correctly, punctuate and spell

accurately • acquire and apply a wide vocabulary, alongside a

knowledge and understanding of grammatical

terminology and linguistic conventions for reading,

writing and spoken language.

In addition it enables learners to: • listen to and understand spoken Language, and use

spoken Standard English effectively Spoken language will be reported on as part of the

qualification, but it will not form part of the final mark

and grade.

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Component1: Written examination:

1hour 45 minutes - 40% of qualification

Section A (20%) - Reading

Understanding of one prose extract (about 60-

100 lines) of literature from the 20th century

through a range of structured questions

Section B (20%)- Prose Writing

One creative writing task selected from a choice

of four titles

Component 2: Written examination:

2 hours - 60% of qualification

Section A (30%) – Reading

Understanding of two extracts (about 900-1200

words in total) of high quality non-fictional

writing, one from the 19th century, the other

from the 21st century, assessed through a range

of structured questions

Section B (30%)- Writing

Two compulsory transactional/persuasive writing

tasks

Component 3: Spoken Language

Non-exam assessment

One presentation/speech, including responses to

questions and feedback

Achievement in Spoken Language will be

reported as part of the qualification, but it will

not form part of the final mark and grade



English Language

• English Literature and Language Media Studies

The skills of reading, writing, speaking, and listening are

of vital importance in many areas and they are essential

in many careers, they also underpin successful study at

all levels, and a proficiency in them can also add

immeasurably to an individual‘s general quality of life.


ENGLISH LITERATURE (Core)

Summary English Literature encourages learners to develop knowledge and skills in reading, writing and critical thinking. It

provides learners with opportunities to read widely for pleasure across a range of high quality texts in the genres of

prose, poetry and drama and to develop an understanding of how literature is both rich and influential. It enables

learners to make connections across their reading and develop a clear understanding of literary works and also

prepares them for the study of literature at a higher level.

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Following a course in GCSE English Literature should

encourage learners to be inspired, moved and changed by

following a broad, coherent, satisfying and worthwhile

course of study.

It should extend learners' interest in and enthusiasm for

literature as they develop an understanding of the ways in

which literature is rich and influential. It should prepare

learners to make informed decisions about further

learning opportunities and career choices.

It must enable learners to:

• read a wide range of classic literature fluently with

good understanding, and make connections across

their reading

• read in depth, critically and evaluatively, so that they

are able to discuss and explain their understanding

and ideas

• develop the habit of reading widely and often

• appreciate the depth and power of the English

literary heritage

• write accurately, effectively and analytically about

their reading, using Standard English

• acquire and use a wide vocabulary, including the

grammatical terminology and other literary and

linguistic terms they need to criticise and analyse

what they read.

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Component 1: Shakespeare and Poetry

Written examination: 2 hours 40%

Section A (20%) Shakespeare Romeo and Juliet; OR Macbeth; OR Othello; OR Much Ado About Nothing; OR Henry V; or The Merchant of Venice

One extract question and one essay question based on the reading of a Shakespeare text from the above prescribed list.

Section B (20%) Poetry from 1789 to the

present day Two questions based on poems, one of which involves comparison.

Component 2: Post -1914 Prose/Drama,

19th Century Prose and Unseen Poetry

Written examination: 2 hours and 30

minutes 60%

Section A (20%) Post- 1914 Prose/Drama Lord of the Flies (Golding); OR Anita and Me (Syal); OR Never Let Me Go (Ishiguro); OR The Woman in Black; OR Oranges are not the Only Fruit (Winterson); OR The Curious Incident of the Dog in the Night Time (play script)

(Stephens); OR A Taste of Hone y(Delaney); OR An Inspector Calls (Priestley); OR The History Boys (Bennett); OR Blood Brothers (Russell).

One source-based question on a post 1914 prose/drama text from the above prescribed list.

Section B (20%) 19th Century Prose A Christmas Carol (Dickens); OR Silas Marner (Eliot); OR

Pride and Prejudice (Austen); OR War of the Worlds (Welles); OR Jane Eyre (Bronte); OR The Strange Case of Dr Jekyll and Mr Hyde ( Stephenson)

One source-based question on a 19th century prose text

from the above prescribed list.

Section C (20%) Unseen Poetry from the

20th/21st Century Two questions on unseen poems,

one of which involves comparison.



English Language

• English Literature and Language Media Studies

The skills of reading, writing, speaking, and listening are

of vital importance in many areas and they are essential

in many careers, they also underpin successful study at

all levels, and a proficiency in them can also add

immeasurably to an individual‘s general quality of life.


FUNCTIONAL SKILLS (Option)

Summary

Functional Skills are the essential elements of English, Mathematics and ICT that everyone needs in order

to operate confidently, effectively and independently in life and work. Functional Skills involves a more

engaging way to learn, through applying skills through using problem solving techniques in English,

mathematics and ICT, as the learning stays relevant and contextualised. They are designed to develop

transferable skills that may be used in a wide variety of contexts at work and in life in general.

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These qualifications have replaced Key Skills within the

Apprenticeship frameworks and can be studied as

Stand Alone qualifications.

Functional Skills allow learners to gain the skills which

employers are asking for, and for future prosperity.

They will help develop important skills like

communication, team working, presentation and problem

solving.

Functional Skills are essential for getting the most from

education, training and employment, and for the

development of all young people and adults‘

independence.

• Success in work – in response to calls from employers

to tackle the skills gap, Functional Skills in English, ICT and

Maths are intended to produce a workforce that is

enterprising, productive and equipped to compete in

business.

• Opportunity in education – Functional Skills will open

doors to further and higher education for more students.

Fulfilment in life – these practical skills are vital to the

personal development of all students and will equip them

to deal with everyday tasks and situations in their home

and life.

‘Better Functional Skills mean a better future – as

students and as employees’

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Functional Skills are structured separately, depending

on subject. All Functional Skills are pass/fail

qualifications:

English: Assessed through three units – Reading,

Writing and Speaking, Listening & Communication.

These can be banked separately.

Mathematics: One single assessment.

ICT: One single assessment – undertaken on a

workstation using data files, but the actual test paper is

printed.

Functional Skills assessment:

Provides realistic contexts, scenarios and

problems

Specifies tasks that are relevant to the context

Requires application of knowledge, skills and

understanding for a purpose

Requires problem solving

Assesses process skills and the outcome of

their application in different contexts.

Assessment design and certification:

Each assessment is designed to assess a

single level

At Levels 1 and 2 (L1/L2), assessment is externally

set and marked (except for Functional

English in

Speaking, Listening and Communication)

At Entry 1, 2 and 3 (E1/E2/E3), assessment is

externally specified and internally marked by

theteacher

Not graded – the result will be ‗pass‘ or

‗ungraded‘ (U).

Teaching Functional Skills – how do they fit in?

Functional Skills have been available as standalone qualifications (Entry 1, 2 and 3*, Level 1 and Level 2) and they are also

embedded in the new GCSEs in English, ICT and Mathematics – teaching and learning of Functional Skills within the GCSE route

is expected to take place across the curriculum, developing the functional elements across students‘ entire programme of study

(not just in the English, ICT and Maths classes). These practical skills are vital to the personal development students and will

equip them to deal with everyday tasks and situations in their home and life.


ASDAN (Option)

Summary

The Personal and Social Development (PSD) qualifications offer imaginative ways of supporting young

people in:

Becoming confident individuals who are physically, emotionally and socially healthy Being responsible citizens who make a positive contribution to society and embrace change

Managing risk together with their own wellbeing as well as introducing them to new activities and personal

challenges.

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Who is it for?

PSD at Entry 1, 2 and 3 is used by students aged 14+ and

adults in the Foundation Learning stage of their

development. PSD Levels 1 & 2 is used by mainstream

establishments for students aged 14-19, and also for

adults. These qualifications also play a major role in

rewarding achievement within the non-formal sector.

Facts and figures

Nationally recognised certification

Accreditation for existing PSHE and PSD activities

Opportunities to include activities both inside and

outside of school and in non-formal situations

100% coursework and postal moderation

Structure

Learners have to complete enough units to reach the

required number of credits for a particular size of

qualification.

Units include

Managing own money

Preparation for work

Managing social relationships

Healthy Living

Dealing with problems in daily life

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Portfolio of Evidence

There are two qualification outcomes:

Award and Certificate.

At Entry 1-3, 6 credits are required for an

Award, and 13 credits for a Certificate. At

Levels 1 and 2, 8 credits are required for an

Award, and 13 for a Certificate. Each credit

is equivalent to around 10 hours of learning time.

Award Qualification

Entry 1 5 points 10 points



Level 1 12.5 points 25 points

Level 2 23 points 46 points

Although not counting in headline measures,

results achieved in PSD will be reported in

addition to the school performance tables.

Assessment

After students' portfolios have been

internally moderated, school will register

candidates' names for external moderation.

ASDAN will then issue certificates following

successful external moderation.

What people have to say about PSD

It‘s been brilliant and a good experience for me to work with other young people and not get pushed aside. The

course has helped me, has had a positive effect on my life and has changed me for the better. I eat healthy meals

now, am more active and make more positive choices.‖ Paige, PSD candidate


MODERN FOREIGN LANGUAGES | FRENCH(Option)

Summary

This GCSE is a topic-based course, using a variety of material. The aim is to acquire sufficient command of

French structure, vocabulary and idiom to be able to function in all the normal everyday situations.

Speaking more than one language is a skill which will increase your marketability. Schools and employers

tend to prefer candidates who speak one or more foreign languages. Even though English is widely spoken

in much of the world, the fact is that the global economy depends on communication. When dealing with

France for example someone who speaks French will have an obvious advantage over someone who

doesn't.

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Topics that will be studied in French include:

Holidays and where you live

School and jobs

Family, friends and home life

Media and youth culture

Social activities

Why study French?

Speaking another's language shows respect for that

culture, and people in every country prefer it when

tourists make an effort to speak the local language, even if

all you can say in it is "hello" and "please." In addition,

learning another language can also help you to

communicate with local immigrant populations at home.

Students will continue to develop the four main skills of

communication: Listening, Speaking, Reading and Writing.

These skills are examined by the Edexcel examining board

at either Foundation or Higher Tier.

Students use different resources in their learning such as

up to date books, language software, films and the

internet.

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Speaking and Writing are worth 30% each of

your final grade and are examined under

controlled conditions throughout years 10

& 11 and the Listening and Reading skills are

examined at the end of year 11and are

worth 20% each.

Listening The candidate has to show

understanding of announcements,

advertisements, weather forecasts, news

bulletins and 'overheard' conversations.

Reading The candidate must be able to

read, understand and answer questions on

posters, street and traffic signs, warnings,

written instructions, brochures,

advertisements, letters, newspaper articles

etc.

Speaking The candidate must participate in

role plays and carry on a sustained

conversation about her home and family

holidays, leisure activities, school, daily

routine, travel and transport, future plans

etc. A short presentation and discussion

based on a stimulus (e.g. a photograph) is

also required.

Writing This involves writing notes,

postcards and letters within the GCSE

vocabulary areas, usually in response to

stimulus material.


Career Links AS/A2 level(s):

French

Did you know?

French is the second most frequently used language on the internet.

French is ranked the 2nd most influential language in the world.

Even though English is widely spoken in much of the

world, the fact is that the global economy depends on

communication. When dealing with France for example

someone who speaks French will have an obvious

advantage over someone who doesn't.


HEALTH & SOCIAL CARE(Option)

Summary

GCSE in Health and Social Care introduces students to a wide variety of work in evaluating a range of health

and social care services and organisations, increasing their knowledge and developing awareness of

influences on an individual‘s health and well-being and examining the influences on individual development.

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GCSE in Health and Social Care will provide

opportunities to learn about:

Career pathways, qualifications that workers in health and

social care have and how they use them;

The range of care needs, the types of services that exist and

what they provide, who needs to use the services and why;

The ways people can obtain care services, the barriers that

prevent access and how different services work together to

improve access;

Guidelines and codes of practice, and how they are put into

practice;

The range of work skills required for employment in health and

social care;

Case studies of individuals who need the support of care

services;

Different definitions of the factors that contribute to health and

well-being;how physical health is measured;

A health promotion campaign to motivate and support people

to look after their health;

Life stories of how individuals grow and develop during each life

stage;

The effect relationship and life events have on an individual‘s

development;

Case studies which show the factors that influence the

development of a person‘s self-concept and how people react

to change in their lives.

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The qualification is divided into three

units:

The specification consists of three equal units. Two

units include a portfolio of coursework. The

assessment of the third unit is by a one and a half hour

written test, involving short and extended answers.

The overall grade for the qualification is based on the

total results for all three units.

Unit 1: Health, social care and early yearsprovision, is

about the services available in the community and how

people access them;

Unit 2: Promoting health and well-being, looks at the

promotion of a healthy life style;

Unit3: is about Understanding personal developments

and relationships.

How is the GCSE in health and social care

taught?

All GCSEs include some ‗traditional‘ classroom based

teaching. However, to learn what happens in the work

place, they also involve more practical learning

approaches such as:

Visits to health and community organisations, industries or businesses to gain some practical

experience of the skills, techniques, processes and

equipment used;

Finding out about what people do at work, and the qualifications and training they have;

Group project work to help develop self-confidence;

Solving examples of real situations in health and social

care organisations, using materials produced by such

organisations.

Career Links

There is a choice of directions after taking GCSE in health and social care which build upon students‘ previous achievements in

both general and vocational qualifications on an equal footing. A) GCSE in health and social care can help students‘ progression

to study other qualifications in school or college at a higher level, such as AS or A levels, including vocational A levels in either

health and social care or other subjects. From there, it is possible to go on to university or other institutions of higher

education, including specialist arts courses. B) Some students may go on to take another vocational qualification at the same or a

higher level, such as a BTEC Diploma, an OCR Level 2 National Certificate, or an NVQ in a health and social care related or

different area. C) Some students might choose to start work after taking their GCSEs and take an Apprenticeship leading to a

skilled career or management training, and later to a foundation degree or other higher education course.


HISTORY (Option)

Summary

History fires pupils' curiosity and imagination, moving and inspiring them with the dilemmas, choices and

beliefs of people in the past. It helps pupils develop their own identities through an understanding of

history at personal, local, national and international levels. It helps them to ask and answer questions of the

present by engaging with the past. Pupils find out about the history of their community, Britain, Europe and

the world. They develop a chronological overview that enables them to make connections within and

across different periods and societies.

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Depth studies:

A) From Tsardom to Communism: Russia 1914-1924 B) Stalin‘s

Dictatorship: USSR 1924-1941 and C) Race Relations in the

USA: 1945-1968.

Topics focusing on international relations in the 20th

century:

International relations 1919-1955 (the effects of World War

One, the Treaty of Versailles, the league of Nations and the rise

of dictators, Hitler‘s foreign policy, the outbreak of World War

Two and the Start of the Cold War)

British History (life in Britain for men, women and children in

both World Wars)

Exciting and engaging lessons with lots of variation in learning that will

provide you with essential skills which will be an invaluable asset to

every subsequent educational institute you attend and beyond.

You will need a good command of English; you will be assessed not

only on your historical skills and knowledge, but also on the quality of

your written English, achieving a level 6 in English at the end of year 9

is ideal. You must be able to write clearly and have a good knowledge

of spelling, punctuation and grammar.

You must also enjoy reading; yes, historians look at lots of sources

(including video, internet and pictures), but most of your knowledge

will come from reading books and text.

An interest in politics and the news would be helpful; once the news

has happened it has become history!

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Unit 1:

International Relations: Conflict and Peace

in the 20th Century – 1919-55

Written Paper

1 hour 45 minutes at the end of year 11

(60 marks) - 37.5% of the total marks

Unit 2:

20th Century Depth Studies

Written Paper

1 hour 45 minutes at the end of year 11

(60 marks) - 37.5% of the total marks

Unit 3:

Historical Enquiry - British History

Controlled assessment focused on British

History in the 20th Century:

The British People in War (World War I and II)

(40 marks) - 25% of the total marks


Career Links

Historians develop skills of enquiry, debate and presentation and go

into jobs like journalism, business, law, politics and the media: i.e. the

power to solve problems, not just identify them!

Did you know…Anita Roddick founder of famous store Body Shop,

supermarket entrepreneur Lord Sainsbury and former chairman of

Manchester United Sir Roland Smith were all historians?? Also

Obama‘s Defence Secretary, UN Ambassador, and Attorney General

are all historians?

The most obvious ones are:

Politics, Law, the Media/ Journalism

History is also a perfect accompaniment to sciences

and Business as well. Historical skills such as analysis,

investigation, identifying and solving problems develop

your skills across the curriculum. History is valued as a

worthwhile subject by good Universities, whatever

subject you are applying for!


GEOGRAPHY (Option)

Summary

The study of geography stimulates an interest in and a sense of wonder about places, people and the

environment. It helps young people make sense of a complex and dynamically changing world and how

society, the economy and environment combine to bring about change. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of

economies, societies and environments are interconnected, and examines natural resources and their

sustainable use.

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Human Geography Topics

Population change

Changing urban environments

The development gap

Physical Geography Topics

Water on the land- rivers and flooding

The restless Earth- volcanoes, earthquakes and Tsnamis

Challenge of weather and climate

Geography occupies a very important place in the centre of the

academic curriculum. It is an extremely useful subject in many

respects because it teaches young people about their world. It

is the only subject that tackles contemporary issues at a variety

of scales, such as global warming, urban pollution, coastal

erosion, resource depletion, flooding, immigration, coral reefs,

and high birth rates. It also covers general life skill areas such as

running businesses, jobs, decision-making, living spaces and new

house building, and sustainability of the natural environment.

This subject is suitable for all, especially pupils with an enquiring

mind and a genuine interest in the World in which they live.

―So many of the world's current issues – at a global scale and

locally - boil down to geography, and need the geographers of

the future to help us understand them. Global warming as it

affects countries and regions, food and energy security, the

degradation of land and soils from over-use and misuse, the

spread of disease, the causes and consequences of migration,

and the impacts of economic change on places and

communities.‖ Michael Palin

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Unit 1: Physical Geography

Written paper at the end of year 11

1 hour 30 mins (75 marks)

37.5% of final grade

Unit 2: Human Geography

Written paper at the end of year 11

1 hour 30 mins (84 marks)

37.5% of final grade

Unit 3: Local Fieldwork Investigation


25% of the total mark; marked out of 60

Students use fieldwork at a local scale to

investigate one question or hypothesis from

the topics they have studied. Students then

complete a 6 hour maximum 2000 word

write up of their findings.


Career Links

Most geography graduates are numerate, literate, good team workers,

can think analytically and critically, have cultural agility, are socially and

environmentally aware, and wider experience as a result of fieldwork.

Geographers have ability to integrate ideas effectively, problem solve,

are highly computer literate and - as the Secretary of State for

Education, has recently stated to Parliament - "are creative".

Oceanographer, geologist, environmental scientist,

surveyor, travel agent, holiday representative, teacher,

town planner, tourist guide, coastguard officer,

countryside ranger, warehouse person, landscape

architect, recycling officer.


MATHEMATICS (Core)

Summary

Mathematical thinking is important for all members of a modern society as a habit of mind for its use in the

workplace, business and finance, and for personal decision-making. Mathematics is fundamental to national

prosperity in providing tools for understanding science, engineering, technology and economics. It is

essential in public decision-making and for participation in the knowledge economy. Mathematics equips

pupils with uniquely powerful ways to describe, analyse and change the world.

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The new Maths curriculum is designed to reflect its usage

in every aspect of life. This means an increased focus on

applying mathematics in context, problem solving,

reasoning and functional application of mathematics.

The new curriculum aims to harness pupil‘s non-

calculator skills and ensure that taught mathematics is

applicable in everyday contexts. Pupils will be provided

the opportunity to demonstrate understanding of real life

mathematics by working on functional maths questions.

Additionally, there are now rich and investigatory tasks

embedded into the curriculum.

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Pupils will sit three papers in June 2017 and

are inclusive of the following.

Higher tier: Grades 4 – 9

Foundation tier: Grades 1 - 5

Students must take three question papers at

the same tier. All question papers must be

taken:

Paper 1: 1 hour 30 minutes

80 marks non-calculator33⅓%


80 marks calculator allowed 33⅓%


80 marks calculator allowed 33⅓% There

will be various tests as follows:

• End of topic

• Termly

• Mock exams.

Performance in these will determine

whether your child attempts the higher or

foundation tier.


Career Links

Pupils are expected to take all Mock exams seriously as these

will decide which tier your child is entered for. Pease note all

exams are Linear – there are no modules. Pupils only have one

attempt to achieve their target grade.

• A-Level Maths/Further Maths

• Mathematician

• Requirement for Medicine and Dentistry

• Statistician

• Accountant

• Economics, Business and e-commerce

• Engineering

• Self-employment


PHYSICAL EDUCATION(Core)

Summary

Physical education develops pupils‘ competence and confidence to take part in a range of physical activities

that become a central part of their lives, both in and out of school. A high-quality physical education

curriculum enables all pupils to enjoy and succeed in many kinds of physical activity. They develop a wide

range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully.

When they are performing, they think about what they are doing, analyse the situation and make decisions.

They also reflect on their own and others‘ performances and find ways to improve them.

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Teach you about the importance of a healthy and active

lifestyle.

Give you opportunity to take part in practical sport

sessions, and to receive coaching to improve your

performance.

Teach you the skills to coach other‘s performance and to

monitor your own.

Learn the rules of a wide range of sporting activity.

Develop leadership and communication skills in order to

deliver sections of the lesson to your peers.

Take part in sporting competitions, both in an outside of

school, and organise your own.

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Basketball

Badminton

Trampolining

Handball

Table tennis

Rounders / Cricket

Netball


Career Links

As well as participating in core P.E lessons there will be a programme

of extra curricular activities which will help to develop teams for

competitions and offer another opportunity to further develop fitness

and engage in activities with students outside of your year group.

Through core P.E you develop the transferable skills and key

skills that employers are looking for such as leadership and

communication. A future in sport can include further

training in such areas as recreational management, leisure

activities, coaching, officiating, the fitness industry, the armed

forces and the Civil Service becoming an athlete, sportsman,

coach, personal trainer, health and fitness advisor, physiotherapist or sport scientist.


PRODUCT DESIGN(Option)

Summary

Art & Design Technology makes a unique contribution to the development of pupils by preparing them to

participate in, think about and intervene creatively to improve tomorrows‘ rapidly changing world.

Within the GCSE for Design and technology there are a wide variety of specialisms available that provide

pupils with a range of exciting opportunities to develop capabilities through, combining their creativity,

innovation, designing and making skills whilst acquiring knowledge and understanding and creating quality

outcomes.

In Design and Technology pupils combine practical and technological skills with creative thinking to design

and make products and systems that meet human needs. They learn to use current technologies and

consider the impact of future technological developments. They learn to think creatively and intervene to

improve the quality of life, solving problems as individuals and members of a team.

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D&T specialism include:

Product design (Textiles):provides pupils with exciting

opportunities to develop their capabilities through

combining their designing and making skills; and

understanding and creating quality final solutions/ outcomes

Food technology: Designed to provide opportunities for

investigation, designing, making and evaluation which focus

on the use of food as a material

‗There are two choices in life, either to

accept things as they are or to accept

responsibility for changing them‘

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Product Design (Textiles) - Total of 4 units Unit 1 Developing and applying design skills Internally assessed for 20 hours

Total 90 marks and worth 30% of the final mark Unit 2

Designing and making innovation challenge Externally assessed for 6 hours

Total 60 marks and worth 20% of the final exam mark

Unit 3 Making, testing and marketing products Internally assessed for 20 hours

Total 90 marks and worth 30% of the final mark Unit 4

Designing influences Externally assessed for 1 hour 30 minutes (written examination) Total 60 marks and worth 20% of the final exam mark

Food Technology – Total of 3 units

Unit 1 Introduction to designing and making Internally assessed for 20 hours Total 60 marks and 30% of the final marks


Career Links

The selection process within the Art and Design Technology faculty

will be based Primarily on behaviour due to the immense Health and

Safety implications within all of the associated specialist areas.

Furthermore the A&DT specific Gifted and Talented register, past

attainment and effort will also be sourced to assess candidates for

suitability.

In addition to promoting entrepreneurship the

following are a selection of possible career links:

Architect, Engineering, Fashion Designer, Product

Design, Advertising, Marketing, Chef, Catering,

Illustrator, Graphic Designer, Car Design, Web Design,

amongst many other associated career paths.


RELIGIOUS EDUCATION (Core)

Summary

RE is an important curriculum subject both in its own right and as it also makes a unique contribution to

the spiritual, moral, social and cultural development of pupils and supports wider community cohesion.

The UK has a rich heritage of culture and diversity. This is continuing today in an era of globalisation and

an increasingly interdependent world. Religion and belief for many people forms a crucial part of their

culture and identity. Religion and beliefs have become more visible in public life locally, nationally and

internationally. The impact of religion on society and public life is constantly brought to public attention

through extensive media coverage. The rapid pace of development in scientific and medical technologies

and the environmental debate continue to present new issues which raise religious, moral and social

questions.

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Key subject aims

The specification aims to enable students to:

• Adopt an enquiring, critical and reflective approach to the study of

religion

• Explore religions and beliefs, reflect on fundamental questions, and

engage with them intellectually and respond personally

• Enhance their spiritual and moral development, and contribute to

their health and wellbeing

• Enhance their personal, social and cultural development, their

understanding of different cultures locally, nationally and in the

wider world, and contribute to social and community cohesion

• Develop their interest in, and enthusiasm for, the study of religion,

and relate it to the wider world

• Reflect on and develop their own values, opinions and attitudes in light of their learning.

This unit requires students to study the relationship between

Islam and life in the UK. There are four sections covering

believing in Allah, matters of life and death, marriage and the

family, and religion and community cohesion.

Students need to be aware of and explore range of responses

addressing religious and/or non-religious beliefs.

Key words are given at the beginning of each section. Students

should be aware of their meanings and be able to use them in

their examination answers.

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Unit 4

Religion and Life: Based on a Study of

Islam

Written exam at the end of Year 11

I hr 30 minutes

80 marks (50% of final grade)

Unit 11

Islam: The nature of Islam and its

effects on believers

Written exam at the end of Year 11

1 hr 30 minutes (50% of the final grade)

• Each exam is divided into four sections.

• Students choose one of two questions set for

each section — four questions in total.

• Each question is divided into four parts with

each part increasing in difficulty.


Career Links The main advantage of GCSE Religious Studies is that it prepares you for life

and gives you the knowledge and skills you will need to undertake duties and

make the decisions every adult faces in the context of faith.

For many it will provide the perfect progression route for those who seek to

continue their study of Islamic Theologyand associated sciences more in

depth.

RE is also an excellent preparation for A Level Social

Sciences (Law, Sociology and Psychology) as well as A Level

Religious Studies, History, English etc. In addition, many jobs

appreciate the skills GCSE Religious Studies will give you, for

example medicine, the police, the armed forces and the

caring professions (social work, nursing, probation service).


SCIENCE (Dual award)(Core)

Summary

Pupils learn about the way science and scientists work within society. They consider the relationships

between data, evidence, theories and explanations, and develop their practical, problem-solving and

enquiry skills, working individually and in groups.

They evaluate enquiry methods and conclusions both qualitatively and quantitatively, and communicate

their ideas with clarity and precision.

All pupils develop their ability to relate their understanding of science to their own and others‘ decisions

about lifestyles, and to scientific and technological developments in society.

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Core students complete 2 GCSEs one in year 10 Science B and the second in year 11 Additional Science.

Biology A. Cell biology

B. Transport systems

C. Health, disease and the development of medicines

D. Coordination and control

E. Photosynthesis

F. Ecosystems inheritance

G. Variation and evolution

Chemistry A. Atomic structure and the periodic table

B. Structure, bonding and the properties of matter

C. Chemical changes

D. Energy changes in chemistry

E. The rate and extent of chemical change

F. Chemical analysis

G. Chemical and allied industries

H. Earth and atmospheric science

Physics A. Energy

B. Forces and motion

C. Waves in matter

D. Light and electromagnetic

E. Electricity Magnetism and electromagnetism

F. Particle model of matter

G. Atomic structure

H. Stable Earth

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At the end of two years students will attain

equivalent of two GCSEs in Science.

All exams will be at the end of two year

course in May/June 2017.

There will be a small practical assessment

component.


Career Links

Medicine, Optometrist, Pharmacist

Most pupils also develop their understanding and skills

in ways that provide the basis for further studies in

science and related areas


SCIENCE (Triple award)(Option)

Summary

Students who choose Triple Science Option will have an additional 3 lessons a week in science, making a

total of 8 science lessons a week. By the end of the2 year‘s successful students will have 3 GCSE‘s, one in

Biology, Chemistry and Physics. This will prepare students who are looking to take any of the sciences at A

level.

This specification aims to give candidates opportunities to:

Develop their interest and enthusiasm for, science.Develop a critical approach to scientific evidence and

methods.Acquire and apply skills, knowledge and understanding of how science works and its essential role

in society.Acquire scientific skills, knowledge and understanding necessary for progression to further

learning.

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Biology is the science of living organisms (including animals, plants,

fungi and microorganisms) and their interactions with each other and

the environment. The study of biology involves collecting and

interpreting information about the natural world to identify patterns

and relate possible cause and effect. Biology is used to help humans

improve their own lives and to understand the world around them.

Students should be helped to understand how, through the ideas of

biology, the complex and diverse phenomena of the natural world can

be described in terms of a number of key ideas which are of universal

application

Chemistry is the science of the composition, structure, properties and

reactions of matter, understood in terms of atoms, atomic particles

and the way they are arranged and link together. It is concerned with

the synthesis, formulation, analysis and characteristic properties of

substances and materials of all kinds.

Students will be helped to appreciate the achievements of chemistry in

showing how the complex and diverse phenomena of both the natural

and man-made worlds can be described in terms of a number of key

ideas which are of universal application.

Physics is the science of the fundamental concepts of field, force,

radiation and particle structures, which are inter-linked to form unified

models of the behaviour of the material universe. From such models, a

wide range of ideas, from the broadest issue of the development of the

universe over time to the numerous and detailed ways in which new

technologies may be invented, have emerged. These have enriched

both our basic understanding of, and our many adaptations to, our

material environment.

Students will be helped to understand how, through the ideas of

physics, the complex and diverse phenomena of the natural world can

be described in terms of a number of key ideas which are of universal

application.

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Students who opt for Triple Science will

attain 3 separate GCSEs in Science

Biology

Chemistry

Physics

Students will be assessed internally over the

two years.

All exams will be at the end of two year

course in May/June 2017.

There will be a small practical assessment

component for each GCSE.


Career Links

Due to the demands of this course students must have a

minimum of a Level 6a at Key stage 3 to be considered as

to whether they have the ability and aptitude to succeed in

these qualifications before allowing them to start.

Most pupils also develop their understanding and

skills in ways that provide the basis for further

studies in science and related areas.


MADANI GIRLS SCHOOL | SPRING TERM 2015

KEY STAGE 4 OPTIONS BOOKLET - Madani Schools OPTIONS BOOKLET 2015...Key Stage 4 MGS Options Booklet...

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