KEY STAGE 4 OPTIONS BOOKLET - Madani Schools OPTIONS BOOKLET 2014...Key Stage 4 MGS Options Booklet...

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Key Stage 4 MGS Options Booklet 2014 – 2016

GCSE OPTIONS BOOKLET 2014 - 2016 What GCSE subjects are compulsory? For the core curriculum all pupils initially study GCSE’s English Language, English Literature, Mathematics, Religious Education, Citizenship, Physical Education (No Examination) and Science, in which the three components (Biology, Chemistry and Physics) are studied, leading to a dual award of two GCSEs in Science.

What GCSE subjects and alternative options are available?

Madani Girls 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.

AN NISA OPTIONS (GIRLS)

Block 1

Block 2

Block 3 Geography

Computer Science

History

Product Design

Triple Science

Art and Design

MFL French

Health & Social Care (GCSE & BTEC)

Business Studies

Functional Skills in English, Maths & ICT

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 bewildering. Many of you will select subjects you are good at or what you think your peers will choose. It is imperative that you make an informed choice that is based on what YOU want from your remaining time and arguably the most pertinent 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 and Heads of Department about your forthcoming choices and you should consult as widely as possible before making any decision.


This dialogue includes speaking to specialist external agencies that will be available both on the day and can be contacted via careers or otherwise at your own convenience. These services extend beyond arranging careers meetings, with many websites and resources available for most career paths. Please consult the School’s Careers lead Ms Williams regarding the above if you would like to access specific advice on subject requirements and qualifications needed for future career paths. 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 and will be the first point of contact for your parents. The Headteacher (Mr Sheikh) and Assistant Headteacher’s (Ms Williams, Miss Patel, Mr Adam and Mr Laher) 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 current level of attainment and achievement • Your ability and/ or aptitude for the subjects • Your current level of behaviour and effort within the subject • Your interest and enthusiasm for your chosen subjects • The compatibility of your chosen subjects to each other • Your recorded plans and aspirations for further education/ career • Successful completion of your signed form submitted by the deadline.

Once you have made a preliminary 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 conducive to your future plans 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 High School the widest array of options possible and ensure most pupils receive as many of their priority selections given the inevitable 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 candidate. The school reserves the right to make any changes or amendments. Key Dates

DATE

DETAILS Friday 28th March 2014

Year 9 Options assembly | Students receive options booklets

Thursday 3rd April 2014

Year 9 Options Evening (4 - 6 pm, Dining Halls) Options presentation followed by guided tour around curriculum areas

Thursday 10th April 2014

4PM 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 Option approved

Signed ________________Date___________

YEAR 9 OPTIONS FORM (EXAMPLE) KS4 COMMENCING SEPTEMBER 2014 – JULY 2016

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

Form: ....9K................................................................................ Tutor: ....Miss Patel.................................................................

Please number your choices in order of preference as above.


Block 1

Block 2

Block 3

Geography

1

Computer Science

3

History

2

Product Design

2

Triple Science

2

Art and Design

3

MFL French

3

Health & Social Care (GCSE & BTEC*)

1

Business Studies

1


*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 05/ 04/ 2014………….

Signed (Parent/Carer) BH Muhammed………………………………………. Date 05/ 04/ 2014…………

-Forms must be submitted via reception by 4PM on Thursday 10th April 2014.

* Functional Skills 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

/ 2014


SENCo/ SLT Functional Skills Option approved

Signed ________________Date___________

YEAR 9 OPTIONS FORM KS4 COMMENCING SEPTEMBER 2014 – JULY 2016

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

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

Please number your choices in order of preference as above.


Block 1

Block 2

Block 3

Geography

Computer Science

History

Product Design

Triple Science

Art and Design

MFL French

Health & Social Care (GCSE & BTEC*)

Business Studies


*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) …………………………………………………………..Date………………………….

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

-Forms must be submitted via reception by 4PM on Thursday 10th April 2014.

* Functional Skills 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

/ 2014


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 25% of the total GCSE marks 1 hour written paper 60 marks Unit A293: Production, Finance and the External Business Environment 50% of the total GCSE marks 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 Business and Communication Systems Business Studies 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 (Controlled Assessment) 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: Computer Studies Computing 1st Diploma in IT Information Technology AVCE Information Technology Diploma in Digital Applications (DiDA), Levels 2 or 3 BTEC National Diploma IT Applications

Progression pathways to further and higher education: • AS/A Level • University • Employment Career opportunities: Animators, Computer Software Engineer, Database Administrators, 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 should encourage learners to: • Demonstrate skills in speaking, listening, reading and

writing necessary to communicate with others confidently, effectively, precisely and appropriately

• Express themselves creatively and imaginatively • Become critical readers of a range of texts, including

multimodal texts • Use reading to develop their own skills as writers • Understand the patterns, structures and conventions

of written and spoken English • Understand the impact of variations in spoken and

written language and how they relate to identity and cultural diversity

• Select and adapt speech and writing to different situations and audiences.

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WRITTEN PAPER 20% (1 hour) Unit 1: Studying written language (40 Raw Marks; 40 UMS) Reading: non-fiction texts WRITTEN PAPER 20% (1 hour) Unit 2: Using written language (40 Raw Marks; 40 UMS) Writing: information and ideas CONTROLLED ASSESSMENT 30% Unit 3: Literary reading and creative writing (80 RMs; 60 UMS) Studying written language: extended literary text (15%) Using language: creative writing (two assignments: 7.5% each: descriptive; narrative) CONTROLLED ASSESSMENT 30% Unit 4: Spoken language (60 RMs; 60 UMS) Using language: Speaking and Listening (Communicating and adapting language; interacting and responding; creating and sustaining roles) (20%) Studying spoken language: Variations, choices, change in spoken language (10%)


Career Links

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 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 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: • Understand that texts from the English, Welsh or

Irish literary heritage have been influential and significant over time and explore their meaning today

• Explore how texts from different cultures and traditions may reflect or influence values, assumptions and sense of identity

• Connect ideas, themes and issues, drawing on a range of texts

• Become critical readers of fiction and non-fiction prose, poetry and drama

• Experience different times, cultures, viewpoints and situations as found in literary texts.

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EXTERNAL ASSESSMENT 35% (2hrs) Unit 1: Prose (different cultures) and poetry (contemporary) (50 RMs; 70 UMS) Section A 21% (INDIVIDUAL TEXTS IN CONTEXT) Different Cultures Prose: Of Mice and Men (Steinbeck) Section B 14% (COMPARATIVE STUDY) Contemporary: Unseen poetry comparison EXTERNAL ASSESSMENT 40% (2hrs) Unit 2a: Literary heritage drama and contemporary prose (60 RMs; 80 UMS) INDIVIDUAL TEXTS IN CONTEXT English/Irish/Welsh Literary Heritage Drama: Othello (Shakespeare); OR Much Ado About Nothing (Shakespeare); OR An Inspector Calls (Priestley); OR Hobson’s Choice (Brighouse); OR A Taste of Honey (Delaney) (20%) Contemporary Prose: Paddy Clarke, Ha Ha Ha (Doyle); OR Heroes (Cormier); OR Never Let Me Go (Ishiguro); OR About a Boy (Hornby); OR Resistance (Sheers) (20%)

OR

Unit 2b: Contemporary drama and literary heritage prose (60 Raw Marks; 80 UMS) INDIVIDUAL TEXTS IN CONTEXT Contemporary Drama: The History Boys (Bennett); OR Blood Brothers (Russell); OR A View from the Bridge (Miller); OR Be My Baby (Whittington); OR My Mother Said I Never Should (Keatley) (20%) English/Irish/Welsh Literary Heritage Prose: Silas Marner (Eliot); OR Pride and Prejudice (Austen); OR A Christmas Carol (Dickens); OR Lord of the Flies (Golding); OR Ash on a Young Man’s Sleeve (Abse) (20%) CONTROLLED ASSESSMENT 25% Unit 3: Poetry and drama (literary heritage) (40 Raw Marks; 50 UMS) English/Irish/Welsh literary heritage: Poetry [taken from WJEC GCSE poetry collection] and play by Shakespeare – chosen by the centre (but not Othello or Much Ado About Nothing).


Career Links

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

the teacher • 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.


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. Also, this is an important time for students to be considering studying a language, as this skill is now a requirement of the ’The English Baccalaureate’.

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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

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 years provision, 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; Unit 3: is about Understanding personal developments and relationships. How is the GCSE in health and social care taught? All GCSEs in vocational subjects 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 (Controlled Assessment) • 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 two papers in June 2015 and are inclusive of the following. Statistics, Number & Algebra Written paper (Non-calculator) 50% of the GCSE mathematics assessment Foundation tier – 1.5 hours Higher tier – 1.5 hours Geometry and Algebra Written paper (Calculator) 50% of the GCSE mathematics assessment Foundation tier – 1.5 hours Higher tier – 1.5 hours Higher tier: Grades A*-C Foundation tier: Grades C-F 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 • 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 how the body works and to measure its

performance in terms of muscle growth, bone structure and circulation.

• 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 • Specialise in your own preferred sport and improve at an

advance level. • Take part in sporting competitions, both in an outside of

school, and organise your own. • Learn about healthy living and the importance of eating

well. • Develop your leadership skills, and your ability to harness

the talents of the group you are working with. • Develop your fitness levels and a healthy lifestyle

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Unit 1: Factors affecting exercise, performance, health, well-being and lifestyle choices Written Paper: 1 hour 30 minutes 100 marks (80 UMS) Section A (20%) Examination 1. PERFORMANCE 2. PARTICIPATION AND PROVISION Compulsory questions to test knowledge and understanding of physical fitness, its assessment and factors affecting participation, provision and performance in sporting, health and well-being activities. This will be assessed through a series of short answer and extended writing questions. Section B (20%) Examination The physical, psychological, tactical and technical influences on health, fitness and well-being, lifestyle choices and performance Compulsory questions to test knowledge and understanding of physical, psychological and tactical/ technical factors that have an influence on performance, health and well-being. This will be assessed through a combination of short answer and extended writing questions. This examination will be available either as an electronic assessment or as traditional written paper. Unit 2: Performance in Physical Education (60%) Practical Controlled Assessment 120 marks (120 UMS) Assessment of up to four practical activities in the capacity of: performer, leader or official.


Career Links

As well as being the ideal preparation for the A Level Physical Education course, GCSE PE allows for progression to related vocational qualifications, such as BTEC Firsts and Nationals in Sport or Sport and Exercise Sciences.

The course develops the transferable skills and key skills that employers are looking for and can lead to a wide variety of employment opportunities. This 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: provides pupils with exciting

opportunities to develop their capabilities through combining their designing and making skills; and understanding and creating quality final solutions/ outcomes

• Electronic control systems: Designing and making quality products using appropriate electronic components and construction methods and techniques

• Food technology: Designed to provide opportunities for investigation, designing, making and evaluation which focus on the use of food as a material

• Graphics, Resistant materials and Textiles technology: Encourage pupils to design and make products with creativity and originality in a variety of practical activities associated to the specialist area.

‘There are two choices in life, either to accept things as they are or to accept responsibility for changing them’

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Total of 4 units as below: 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 the 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 the exam mark


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. In order to meet Assessment Objective 2, students need to be aware of a range of responses addressing religious and/ or non-religious beliefs. There are four sections covering beliefs and values, community and tradition, worship and celebration, and living the Muslim life. 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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The Edexcel GCSE in Religious Studies comprises two units which must be taken from different modules. Unit 4 — 5RS04 (50%) Religion and Life Based on a Study of Islam Unit 11 — 5RS11 (50%) Islam All units are externally assessed. • The first assessment is June 2014.

• Each unit is assessed through a one-and-a-half

hour examination, 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.

• Each unit gives 100 per cent of the total GCSE Short Course marks and 50 per cent of the total GCSE marks.

• The total number of raw marks for each paper is 80.


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 knowledge and associated sciences more in depth and become an Alim/a.

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 etc).


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. Module B1: Understanding Organisms Module

A. Fitness and health B. Human health and diet C. Staying healthy D. The nervous system E. Drugs and you F. Staying in balance G. Controlling plant growth H. Variation and inheritance

Module C1: Carbon Chemistry

A. Making crude oil useful B. Using carbon fuels C. Clean air D. Making polymers E. Designer polymers F. Cooking and food additives G. Smells H. Paints and pigments

Module P1: Energy For The Home

A. Heating houses B. Keeping homes warm C. A spectrum of waves D. Light and lasers E. Cooking and communicating using waves F. Data transmission G. Wireless signals H. Stable Earth

Module B2: Understanding Our Environment Module C2: Chemical Resources Module Module P2: Living For The Future

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Year 10 Science B Students study Unit 1 during Year 10 and assessed during an exam in May/ June (1 hour and 15minutes worth 35%). Students study Unit 2 during Year 10 and assessed during an exam in May/ June (1 hour and 30 minutes worth 40%). Students will carry out a controlled assessment worth 25% during year 10 Details of unit content can be found on OCR Gateway Science Suite. Year 11 Additional Science B Students study Unit 3 in Year 11 and are assessed during an exam in May/ June (1 hour and 15minutes worth 35%). Students study Unit 4 in Year 11 and are assessed during an exam in May/ June (1 hour and 30 minutes worth 40%). Students will carry out a controlled assessment worth 25% during year 10


Career Links

There will be no January exams within Science

Most pupils also develop their understanding and skills in ways that provide the basis for further studies in science and related areas. If students attain a high grade they can still go on to do A level sciences.


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. 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.

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Students will study OCR Gateway Science Suite (new specification 2011). www.ocr.org.uk 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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During year 10 students will study: J623 Biology Unit 1

J264 Chemistry B Unit 1

J265 Physics B Unit 1

During year 11 students will study: Biology B Unit 2

Chemistry B Unit 2

Physics B Unit 2

Students will sit a 1 hour 30 minutes exam and a 1 hour 15minutes exam in each of the above areas respectively worth 35% and 40% of each GCSE. Coursework will consist of controlled assessments during the two year course worth 25% of each GCSE.


Career Links

Please note this is a national higher ability orientated option within the subject area and 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.

KEY STAGE 4 OPTIONS BOOKLET - Madani Schools OPTIONS BOOKLET 2014...Key Stage 4 MGS Options Booklet...

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