Ryedale School Options booklet 2017

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Options Booklet

2017

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Page Page

Options 2017 key dates 3 Geography- Ebacc 14

Introduction and key information 4 History- Ebacc 15

Options Grid 6 Computer Science- Ebacc 16

SUBJECT INFORMATION Dance 17

English- Core 8 Drama 18

Maths- Core 9 Music 19

Science - Core 10 F.P.N 20

Triple Science 11 Design and Technology 22

French- Ebacc 12 Art 24

Spanish- Ebacc 13 GCSE P.E 25

Compulsory non-examined subjects 27

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Year 9 Options 2017-18 KEY DATES

• January 12th

2017. Year 9 and parents Options Information Evening

• January 12th

2017. Options booklet and grid given to students and parents.

• Week beginning 16th

January: English, maths and Science GCSE courses to begin.

• Week beginning 23rd January: Set option assemblies with Miss Hunter

• Fortnight beginning 6th

February. Options assemblies during form time and options guidance meetings and interviews begin.

• March: Year 9 tracking reports home to parents.

• Thursday 9th

March. Year 9 Parents’ Evening.

• Wednesday 15th

March. Options deadline. Parents and students must ensure that the online form is complete on or before this date.

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INTRODUCTION

Dear Parent/ Carer,

The options process is an important time for your child; the decisions that they make will impact upon the

next phase of their education. Selecting appropriate options choices now is crucial if our young people are

to succeed in their GCSEs and are to be prepared for life after Ryedale School.

This booklet is to inform you about the courses available to Year 10 students at Ryedale School in

September 2017.

How Many Subjects Will My Child Study?

All students are required to study mathematics, English language, English literature and at least two

sciences at GCSE level. Other subjects, such as core physical education, religious education,

citizenship and personal development do not lead to examinations, but remain valuable compulsory

elements of the curriculum.

In addition, students choose four subjects from an extensive list which includes: art, dance, drama,

food preparation & nutrition, French, Spanish, geography, history, triple science, computer science,

music, product design and GCSE physical education.

Most students will therefore be entered for nine GCSEs in total. A small number of students who

require a less academic pathway will be guided towards taking three option subjects (eight GCSEs in

total). They will use the extra time available to support the learning, coursework, homework and

preparation for assessments in their remaining eight GCSE courses. Maths and English will be a

major focus of this support.

What is the Impact of Recent GCSE Reform?

As I am sure you are aware, the past few years have seen significant changes both to the content

and rules governing assessment of GCSEs in England. Current Year 9 students will be taking

reformed GCSEs for all of their subjects. These changes include:

• The replacement of modular assessment with terminal linear assessment, with students being

examined at the end of Year 11 rather than at regular intervals throughout the course.

• A reduction in opportunities to re-sit individual units.

• Greater emphasis upon written examinations at the expense of coursework and controlled

assessment.

• More marks awarded for spelling, punctuation and grammar (SPAG).

• An increase in the amount of content that students are expected to cover in each specification.

• Specific changes to assessment in individual subject areas such as the removal of controlled

assessment and separate reporting of the speaking and listening component of the English

Language GCSE.

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You will be the first year group for whom all GCSE subjects will be graded using the new GCSE grading system.

The new grading system is shown in the table below.

You will receive numbers as grades instead of letters, where 9 is the top grade, and 4 is similar to a current grade C.

Grading the new GCSEs in 2017 , Ofqual (2014), The Department of Educat on

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The Government’s reforms to GCSE, which are intended to drive up standards and bring England

into line with other high performing countries (as measured by international tests such as PISA)

represent a significant change to the way in which, and the level at which, students are assessed at

the end of Year 11. Key features of the new reformed GCSEs include:

• Increased content and challenge

• Terminal linear assessment

• Exams the default method of assessment

• Single tier exams in most subjects

• Greater emphasis upon literacy

• Grades 9-1 to replace current A*-G*.

The chart below shows how the existing A*-G grades map across to the new 9-1 grading system. By

replacing the current A* with Grades 8 and 9, the new system allows for greater differentiation

between the highest grades.

The remainder of this booklet will outline the Options Process and give detailed information about the

range of subjects on offer.

If you have any other questions about the options process, please do not hesitate to contact me.

Katie Hunter (Assistant Headteacher: Teaching, Learning and Curriculum)

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The Options Grid

To ensure that students have the opportunity to select a broad and balanced KS4 curriculum, we construct

an options grid from which students should choose their free option choices.

Students should choose one option from each of the four option lines. We also ask that students choose

reserve options choices in case a course is not viable.

All students will receive guidance and support throughout the process. For those that require

additional support, there will be 1:1 options support meetings.

LINE 1 LINE 2 LINE 3 LINE 4

Spanish History History History

French Geography Geography Geography

Design and Technology

Art Language GCSE P.E

Art Triple Science Computer Science F.P.N

Drama Support Design and Technology

Art

F.P.N Music

The EBACC The government introduced Ebacc as a performance measure in 2010. It is not a qualification in

itself but instead recognises where students have achieved a good pass (5 and above) across a core

of academic subjects.

These must include: ✓ Mathematics,

✓ English,

✓ 2 x Sciences,

✓ a Modern Foreign Language

✓ and either History or Geography.

At A-Level, the same list of subjects is included in a list of ‘facilitating subjects’ preferred by the

Russell Group Universities for entry onto competitive degree courses and identified as the subjects

that keep the most options open for students when applying for university. Therefore, it is

important that students consider this when selecting their options choices. We encourage all

students capable of achieving a Grade 5 across these subject areas to seriously consider opting for

them.

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How to Decide

There are many good reasons for studying a subject at GCSE:

➢ you may need it for your career ➢ you may need a particular GCSE to access your chosen post-16 course ➢ you may be good at it ➢ you may enjoy it ➢ it may give you the English Baccalaureate ➢ it may give you a good balance of subjects.

Students with option choices that reflect a breadth of study including languages and humanities

subjects are highly valued.

This is also true for students who achieve very high standards in any subject area. Therefore, if you

are really good at a subject, think very carefully before giving it up.

Subject Information

The remainder of this booklet provides an outline of all GCSE core subjects, options subjects and compulsory non-examined subjects.

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Head of Department: Miss K Round

Contact: [email protected]

COURSE AIMS

Students will study for two GCSEs which will

be taught together as one integrated course;

lessons include elements of both English

Language and English Literature.

The course will allow and encourage

students to develop the ability to read,

understand, enjoy and respond to all types of

text, and develop the ability to construct and

convey meaning in written language and

write creatively.

COURSE CONTENT

Students will be required to produce their own

fiction and non-fiction writing and will study a

range of texts including pre-20th century texts

and a play by Shakespeare. These texts will be

selected from a list provided by the Exam

Board and will be chosen to engage and inspire

students as well as broaden their experiences

of literature.

Students will be required to write accurately

and in suitable forms for differing purposes

and audiences; they will have to be able to

respond to different stimuli for writing and to

edit and proof-read their own work.

ASSESSMENT

100% of the assessment for English Language

and English Literature will be through

examinations taken at the end of Year 11.

Language exams Paper 1 - Fiction 1hour 45

mins (50%) Paper 2 - Non-fiction 1 hour 45

mins (50%)

Literature exams Paper 1 -

Shakespeare/19th Century novel 1 hour 45

mins (40%) Paper 2 - modern texts/poetry/

unseen poetry 2 hours 15 mins (60%)

OTHER INFORMATION

The English GCSE course will begin in the

Spring Term of Year 9. This will continue in

Years 10 and 11.

Students are placed in sets based on their Key

Stage 3 achievement.

mailto:[email protected]

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Head of Department: Mr S Underwood


COURSE AIMS

The main aims of the course are to allow and

encourage students to develop an ability to

think mathematically i.e. precisely, logically

and creatively; they will also develop

understanding of mathematical ideas and

how to communicate them.

Through independent and co-operative

study, students will develop an appreciation

of how maths can be used in their own lives

as well as the place of maths in society as a

whole.

Maths underpins many other subjects; this

course gives students a firm foundation for further study across the curriculum.

COURSE CONTENT

Number – arithmetic, fractions, percentages,

application to finance, powers and estimating;

Algebra – algebraic manipulation, equations,

formulae, graphs and sequences;

Ratio, proportion and rates of change -

measures, scale factors, maps, ratio,

proportion, percentage and speed;

Geometry and measures – angles,

construction, 2D and 3D shapes, Pythagoras,

area, volume, trigonometry, vectors and

similarity;

Probability – experimental and theoretical

probability, outcomes and combined events;

Statistics – averages, charts, cumulative

frequency, histogram and scatter graph

ASSESSMENT

Assessment is based on 3 examinations

taken at the end of Year 11.

Each exam is 1 hour 30 mins long and will be

a mix of short single mark questions and

multi-step problems.

Students are expected to be competent at

mental and written calculation to solve

problems and interpret the result.

OTHER INFORMATION

The maths GCSE course will begin in the Spring

Term of Year 9. This will continue in Years 10

and 11.



Additional Maths will be offered as an extra

course to the most able students.

Entry Level Certificate will be available for

those students working below grade 1.


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Head of Department: Mr R Beal


COURSE AIMS The aim of the science course is to enable

students to recognize the impact of science

and technology on everyday life, make

informed personal decisions about issues

and questions that involve science and to

understand and reflect on the information

included in media reports.

By the completion of the course, students

will have gained a broad body of scientific

knowledge and understanding across the

three sciences of biology, chemistry and

physics.

COURSE CONTENT

All students will follow the new GCSE

specification for science, leading to 2 GCSEs.

The course alternates between biology,

chemistry and physics, with each being further

divided into discrete topics.

The course covers a wide range of

fundamental scientific principles relevant to all

our lives; it provides a solid foundation of

science literacy and gives insight as to how

scientists develop an understanding of the

world we live in.

ASSESSMENT

The students are assessed through examinations

at the end of Year 11; the practical work that the

students undertake in class will be assessed

within these examinations.

Biology paper 1 - 1 hour 15 mins Biology paper 2 - 1 hour 15 mins

Chemistry paper 1 - 1 hour 15 mins Chemistry paper 2 - 1 hour 15 mins

Physics paper 1 - 1 hour 15 mins

Physics paper 2 - 1 hour 15 mins

OTHER INFORMATION

The Combined Science GCSE course will begin

in the Spring Term of Year 9. This will continue

in Years 10 and 11.




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Head of Department: Mr R Beal


COURSE AIMS To give students an in-depth look at many of

the fundamental scientific principles and

ideas needed to study science in further and

higher education.

This course develops many transferable

skills, the most important being the ability to

make sound judgments, based on scientific

evidence.

COURSE CONTENT Triple science will be taught alongside the

content for the double science award, so that

students get the deeper understanding of

scientific concepts necessary for studying

science at A level.

This course will lead to a separate GCSE in

Biology, Chemistry and Physics. A series of set

practicals will be incorporated into the course,

which helps develop key scientific skills

required for further study at A level.

Students will study a range of topics including:

cutting-edge gene technologies, research in

space, production of chemicals used in

everyday life and new energy technologies

important in sustaining our energy needs in

years to come.

ASSESSMENT 100% of the assessment for this course is by

examination at the end of Year 11.

Biology paper 1 - 1 hour 45 mins (50%)

Biology paper 2 - 1 hour 45 mins (50%)

Chemistry paper 1 - 1 hour 45 mins (50%)

Chemistry paper 2 - 1 hour 45 mins (50%)

Physics paper 1 - 1 hour 45 mins (50%)

Physics paper 2 - 1 hour 45 mins (50%)

OTHER INFORMATION

The Triple Science GCSE course will begin in

the Spring Term of Year 9. This will continue in

Years 10 and 11.

Students are selected for Triple Science based

on their achievement at KS3 and their

suitability for this more challenging Science

course.


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Head of Department: Mrs Z Pinkney


COURSE AIMS Study a language at GCSE! By taking a language at GCSE you will not only be able to communicate abroad but will gain skills that are applicable to almost everything you do. A language GCSE builds on what you’ve already learnt at KS3, giving you the skills to write and talk about anything; from how you intend to celebrate your birthday to the latest technology. You won’t just be learning the language, you will be finding out about other people, countries and cultures. Languages are a gateway to the world!

COURSE CONTENT The course is divided into three main themes:

Identity and Culture;

Local, National, International and Global Areas

of Interest;

Current and Future Study and Employment.

Students will build on their knowledge of

topics covered at Key Stage 3, such as self and

family, free time, home town, school life and

customs and festivals in French-speaking

countries.

The course will also introduce new topics such

as marriage and partnership, social media,

social issues, the environment, post-16

education and career choices.

ASSESSMENT

The students will be assessed by examination

at the end of Year 11.

Paper 1 - Listening (25%) Foundation tier - 35

mins Higher tier - 45 mins

Paper 2 - Speaking (25%) Foundation tier - 7

to 9 mins Higher tier - 10 to 12 mins

Paper 3 - Reading (25%) Foundation tier - 45

mins Higher tier - 1 hour

Paper 4 - Writing (25%) Foundation tier - 1

hour Higher tier - 1 hour 15 mins

OTHER INFORMATION

Students currently studying Spanish will have the opportunity to choose Spanish as a GCSE option. Support is given to students through study

clubs and individual help with the preparation

of the speaking and writing exams.

Revision sessions are also available after

school for those students wanting help with

the reading and listening papers.


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Head of Department: Mrs Z Pinkney


COURSE AIMS Study a language at GCSE! By taking a language at GCSE you will not only be able to communicate abroad but will gain skills that are applicable to almost everything you do. A language GCSE builds on what you’ve already learnt at KS3, giving you the skills to write and talk about anything; from how you intend to celebrate your birthday to the latest technology. You won’t just be learning the language, you will be finding out about other people, countries and cultures. Languages are a gateway to the world!

COURSE CONTENT The course is divided into three main themes:

Identity and Culture;

Local, National, International and Global Areas

of Interest;

Current and Future Study and Employment.

Students will build on their knowledge of

topics covered at Key Stage 3, such as self and

family, free time, home town, school life and

customs and festivals in French-speaking

countries.

The course will also introduce new topics such

as marriage and partnership, social media,

social issues, the environment, post-16

education and career choices.

ASSESSMENT The students will be assessed by examination

at the end of Year 11.

Paper 1 - Listening (25%) Foundation tier - 35

mins Higher tier - 45 mins

Paper 2 - Speaking (25%) Foundation tier - 7

to 9 mins Higher tier - 10 to 12 mins

Paper 3 - Reading (25%) Foundation tier - 45

mins Higher tier - 1 hour

Paper 4 - Writing (25%) Foundation tier - 1

hour Higher tier - 1 hour 15 mins

OTHER INFORMATION

Students currently studying Spanish will have the opportunity to choose Spanish as a GCSE option.

Support is given to students through study

clubs and individual help with the preparation

of the speaking and writing exams.

Revision sessions are also available after

school for those students wanting help with

the reading and listening papers.


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Head of Department: Mr C Rodd


COURSE AIMS An exciting, contemporary new course in

which students develop an understanding of

key processes and features in UK and around

the world.

The course aims to highlight important

challenges and opportunities the human race

is facing including; natural hazards, climate

change, poverty, global shifts in economic

power, the importance of new technologies

and the sustainable use of the planet's

resources.

Students will be encouraged to make links

between issues and appreciate different

values and attitudes in order to recognise the

complex inter-relationships found within and

between physical and human geography

COURSE CONTENT Unit 1 Living With the Physical Environment:

-The challenge of natural hazards(volcanoes, earthquakes, tropical storms, extreme weather in

the UK and climate change)

-Physical landscapes in the UK(relating to rivers &

coasts)

-The living world(the characteristics and

sustainable management of cold environments and tropical rainforests)

Unit 2 Challenges in the Human Environment:

-Urban issues and challenges

-The changing economic world(the development gap, factors driving rapid economic development in

lower income countries and understanding the UK

economy )

-The challenge of resource management (globally &

in the UK)

Unit 3 Geographical application: -Issue evaluation

- a decision making enquiry based on a contemporary geographical issue

-Fieldwork

- Two fieldwork enquiries in which students;

collect, analyse, present, interpret and evaluate

primary data in a physical (coasts) &human

(town/city) location.

ASSESSMENT Assessment is by examination at the end of Year

11.

Unit 1 1 hour 30 mins (35%)




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Head of Department: Ms N Kesterton


COURSE AIMS The course aims to develop the students'

depth of knowledge and understanding of a

wide range of fascinating periods, societies

and aspects of history. This fosters an

understanding and interest in

society, politics, the world and current

affairs.

Students will also develop the skills

necessary to examine, analyse and evaluate

evidence, to ask relevant questions, to carry

out research and improve independent

thinking.

COURSE CONTENT

This course will help students understand how local, national and international society has been shaped by historical events. It will develop understanding of the diversity of human experience across history with a particular appreciation for change over time and the causal relationships between events. GCSE history will also develop students' depth of knowledge and understanding of a wide range of interesting periods and topics: The People's Health - 1250 to present The Elizabethans - 1580 to 1603 History Around Us: Site Study - Helmsley Castle The Making of America - 1789 to 1900 Living Under Nazi Rule - 1933 to 1945

ASSESSMENT 100% of the assessment will be through

examinations taken at the end of Year 11.

Paper 1

- The People's Health (thematic study) (20%)

-The Elizabethans (British depth study) (20%)

1 hour 45 mins

Paper 2

- History Around Us (20%)

1 hour

Paper 3

- The Making of America (period study)

(20%)

- Living Under Nazi Rule (world depth study)

(20%)

1 hour 45 mins

OTHER INFORMATION

The course will help students to develop the

widely transferable skills of analysis and

evaluation; understanding and breaking down

interpretations; independent enquiry and

developing evidence-based arguments.


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Lead Teacher: Mr L France


COURSE AIMS The course will enable students to:

- Understand and apply the principles

and concepts of computer science; - Analyse problems in computational

terms through practical experience of

solving such problems; - Understand the components that

make up digital systems and how

they communicate with one another

and with other systems; - Think creatively, innovatively,

analytically, logically and critically; - Understand the impacts of digital

technology to the individual and to

wider society; - Apply mathematical skills relevant to

computer science.

COURSE CONTENT

Problem-solving: students will design,

implement and analyse algorithms for solving

problems.

Programming: students will design, read, write

and debug computer programs.

Data: students will learn how different types of

data are represented in a computer, using

binary data.

Computers: students will become familiar with

the hardware and software components that

make up a computer system and will recognize

the many different forms that computers can

take.

Communication & the internet: students will

learn the key principles behind the

organisation of computer networks.

The bigger picture: students will study the

influence of emerging trends in computing

technology and its effect in the wider world.

ASSESSMENT Assessment for Computer Science will be through examinations taken at the end of Year 11 and a Project which is also completed in Year 11. Examinations- 80% - principles of Computer Science - application of computational thinking Computer science project 20 hours (20%)


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Head of Department: Mr A Moxon

Contact: amoxonryedale.n-yorks.sch.uk

COURSE AIMS The course will allow and encourage

students to perform and appreciate dance as

an art form.

They will work collaboratively and

independently to choreograph their own

dances, and develop as creative and artistic

individuals.

Students will learn to critically analyse

professional works and develop physical,

technical, mental and expressive skills.

COURSE CONTENT Performance: students must develop and apply the knowledge, understanding and skills required in performance. Choreography: students must learn how to respond creatively to a set stimulus to choreograph their own complete dance, which includes their own choice of accompaniment and communicates the idea, mood and meaning. Theory: students must learn to critically appreciate their own work and the professional set works in the GCSE Dance anthology.

ASSESSMENT

Practical and written assessments will take

place at the end of Year 11.

Performance - a set study and a performance

of a duet or trio (30%)

Choreography - a solo or group

choreography (30%)

Written paper - covering knowledge &

understanding of dance and the critical

appreciation of professional and own works

1 hr 30 mins (40%)

OTHER INFORMATION

Students should be aware that although the approach is largely practical, there will also be classroom based theory lessons. Students must be willing to commit extra time

in lunchtimes and after school when we are

rehearsing for productions.


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COURSE AIMS Students will work together imaginatively

and creatively, developing and

communicating ideas through performance,

reflecting on their own and others’ work, and

exploring key texts and practitioners in the

dramatic arts.

COURSE CONTENT Component 1 is focused on devising theatre, where students are required to research, develop and perform an issue-based piece of drama, then produce a 2000 word portfolio essay analysing and evaluating the creative process. Component 2 involves developing students’ skills and understanding when working with performance texts; here, students undertake a practical exploration of a complete play and are assessed through a live performance played to a visiting examiner. Component 3 is based on understanding theatre makers practice, and involves pupils studying a second performance text and learning how to reflect on and evaluate live professional theatre; the knowledge and skills acquire is assessed through a written examination.

ASSESSMENT

Drama at GCSE level is assessed through two

coursework components and one written

examination:

Unit 1: Devising (40%)-Create and perform a

devised play from a stimulus.-Write a

portfolio essay describing, analysing and

evaluating creative process.

Unit 2: Performance from Text (20%)-Study a

play text in detail.-Perform two key scenes in

front of a visiting examiner.

Unit 3: Theatre Makers in Practice 1 hour 30

mins (40%) -Practical study of one play text.-

Write about it in exam.-Evaluation of a live

performance.

OTHER INFORMATION

Students should be aware that although the approach is largely practical, there will also be more ‘writerly’ lessons. Students must be willing to commit extra time in lunchtimes and after school when we are rehearsing for productions; they must also participate in extra-curricular trips to the theatre.


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COURSE AIMS The course will enable students to develop

into an excellent all-round musician, by

improving performance, composition and

listening skills.

Musicians of all types are welcome and

extensive previous musical experience is not

necessary.

What is important is that students are

prepared to work hard and show

commitment.

COURSE CONTENT Performance - musicians have to demonstrate solo and ensemble skills on any instrument, or voice. This involves performing in class, and if the student wishes to, in public. There is no need to have taken any ABRSM exams, although this can be helpful. Students do not need to be able to play more than one instrument, or to play the piano. Composition - students have to compose two pieces, one free choice and one to a set brief from EDEXCEL. These pieces can be in any style, and produced using manuscript, Sibelius, Cubase, or any other recognised means. Listening - students study set works of a range of composers, such as Bach, Beethoven, John Williams (Star Wars), Queen, music from Wicked, Samba and Club Dance.

ASSESSMENT Performance - recordings of two performances, one as a soloist and one as an ensemble musician, are assessed (30%). Composition - both the free choice and set brief compositions are assessed (30%). Listening - an exam, sat in the summer of Year 11, with a variety of questions based on the set works, and other related pieces of music (40%).

OTHER INFORMATION

Having instrumental/vocal lessons during the GCSE isn’t essential, but it is desirable. If you have older siblings who have taken GCSE music at Ryedale, the set works you are studying are different from what they studied.


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Head of Department: Mr B Howard

Lead Teacher: Miss Wallis

Contact: bhowardryedale.n-yorks.sch.uk or [email protected]

COURSE AIMS

This is a new, exciting and creative course

which focuses on practical cooking skills to

ensure students develop a thorough

understanding of nutrition, food provenance

and the working characteristics of food

materials.

COURSE CONTENT

Food preparation skills are integrated into 5 core topics:

- Food, nutrition & health - students will learn about the main nutrients, why our bodies need them and which foods contain them.

- Food science - this involves the study of the

science of processes affecting food such as gelatinisation, coagulation and emulsification.

- Food safety - this will further develop themes

covered in Key Stage 3.

- Food choice - this will cover ideas such as why we make certain choices about food.

- Food provenance - the students will cover

issues such as food miles, organic produce and food labelling

ASSESSMENT

50% of the assessment will be via examination taken at the end of Year 11. Students will also complete two other assessments tasks: Task 1 - Food investigation assessed via a 1500-2000 word report (15%) Task 2 - Food preparation assessed via practical tasks, presented as an electronic portfolio (35%) Written exam- 1 hour 45 mins (50%)

OTHER INFORMATION


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This course may be more suitable for students for whom a non-academic pathway would be more

appropriate. Please see Miss Hunter or the Technology Department for more information.

COURSE AIMS

The new Level 1/2 Technical Awards in Food & Catering is ideally suited to learners for whom a more practical, rather than theoretical course is most appropriate. The course is tailored towards specific career areas and is a creative outlet for students. The course is one of the vocational qualifications that will fulfil entry requirements for both academic and vocational study post-16.

COURSE CONTENT

Students who want to study food in a practical way and understand their working properties will really enjoy this course. It will enable learners to work in a hands-on way to develop the core skills to make high-quality products using a range of different skills. Students will study the essential information relating to food and catering including: ingredients and commodities, meal and menu planning, commercial practice, possible careers within the catering industry and food hygiene and safety This Technical Award in Food & Catering will help learners develop the knowledge, skills and experience required within the industry and could potentially open the door to a career in related industries.

ASSESSMENT

Unit 1: Practical skills in Food and Catering (internally assessed) Students will create a number of small practical outcomes to demonstrate their competency in 12 core skills outlined in the specification. This will include the transferable skill of teamwork. Unit 2: Extended making project (internally assessed) Students will undertake an extended making project that showcases the skills and knowledge they have developed in Unit 1 and the knowledge they have acquired in Unit 3. The project will be in response to a brief. Learners will develop skills in planning and development, making, testing, evaluation and communication. Unit 3: Fundamentals of Food and Catering (externally assessed) Learners will study the essential information relating to food and catering including:

• ingredients and commodities

• meal and menu planning

• commercial practice

• possible careers within the catering industry

• food hygiene and safety

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Head of Department: Mr B Howard


COURSE AIMS

GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise.

COURSE CONTENT

The GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials, techniques and equipment. Students will also have the opportunity to study specialist technical principles in greater depth. This is the nearest course to GCSE product design, which has now been phased out. This course is the more design focused of the 2 new choices at key stage 4. It will appeal to those who prefer the designing element of DT, although making skills will still be important.

ASSESSMENT

UNIT 1: A 2 hour exam paper taken at the end of year 11. (50%) Section A – Core technical principles (20 marks) A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding. Section B – Specialist technical principles (30 marks) Several short answer questions (2–5 marks) and one extended response to assess a more in depth knowledge of technical principles. Section C – Designing and making principles (50 marks) A mixture of short answer and extended response questions including a 12 mark design question. The exam will also test the application of mathematics within a design and technology context.

UNIT 2: Non-Exam Assessment (NEA) This is assessed through a substantial design and make task. (50%) The time allowance is 30-35 hours. The task will cover: • Investigating • Designing • Making • Analysing and Evaluating


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appropriate. Please see Miss Hunter or the Technology Department for more information.

COURSE AIMS

The new Level 1/2 Technical Awards in materials technology is ideally suited to learners with a preference for practical, rather than theoretical learning. The course is tailored towards specific career areas and is a creative outlet for students. The course is one of the vocational qualifications that will fulfil entry requirements for both academic and vocational study post-16, alongside GCSEs, and will count as equivalent to one GCSE.

COURSE CONTENT

Students who want to study materials in a practical way and understand the working properties of woods, metals and polymers will really enjoy this course. It will enable learners to work in a hands-on way to develop the core skills to make high-quality products using woods, metals and polymers (plastics). Students will have the opportunity to use traditional skills and also modern technologies. This Technical Award in Materials Technology will help learners develop the knowledge, skills and experience required within the industry and could potentially open the door to a career in related industries. This course is the more practical focused of the 2 new choices at key stage 4.

ASSESSMENT Unit 1: Skills demonstration (internally assessed) 30% Students will carry out a number of bite-sized projects to demonstrate their competence in 12 core skills outlined in the specification. This will include the transferable skill of teamwork and one of the mini-projects will allow for this. Students will produce a series of small made outcomes and record their work in a portfolio of no more than 12 pages. Unit 2: Extended making project (internally assessed) 30% Students will undertake an extended making project that showcases the skills and knowledge they have developed in Unit 1 and the knowledge they have developed through Unit 3. The project will be in response to a brief, examples of which are: • create a piece of jewellery • create a child’s toy from sustainable materials • create a piece of furniture for the home. Students will develop skills in planning and development, making, testing, evaluation and communication. Unit 3: Fundamentals of Materials Technology (externally assessed 1.5 hour exam) 40% Students will study materials and their working properties and learn about processes and manufacture. They will gain knowledge of the applications and characteristics of a wide range of woods, metals and polymers and also learn about possible careers within industry.

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Head of Department: Mr D Hopkins


COURSE AIMS

The course provides students with the opportunity to develop a wide range of skills, explore an exciting range of contemporary artists and express their own ideas.

COURSE CONTENT

The course offers students a wide range of creative and exciting opportunities to explore art & design through a variety of media, with reference to contemporary artistic practice Students develop their own coursework projects from a common starting point, deciding on an area of study they wish to follow. Students are encouraged to use and experiment with a variety of media, techniques and approaches.

ASSESSMENT

Students are assessed through coursework and an exam: Unit 1 60% Assessment of coursework completed in Years 10 & 11, consisting of : - 2 or more completed projects (preparation, research, development and final piece) - a portfolio of work (study sheets, homework, experimental and workshop pieces). Unit 2 40% Choice of one question from approximately 7, set by the exam board. There are at least two months of preparation before the final piece is created under exam conditions in the art rooms. This is exam lasts 10 hours, spread over 2 days (in early March).

OTHER INFORMATION

GCSE Art is highly rewarding but equally demanding in terms of the time needed to complete projects. Students will be expected to plan and develop work beyond lesson time. We want to encourage students to demonstrate self-expression and imagination - this is not just limited to the talented few.


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Head of Department: Mr P Marwood (boys) and Mrs J

Green (girls)


[email protected]

COURSE AIMS

To provide students with an interest and

enthusiasm in sport and the opportunity to

learn advanced skills and techniques. This

results in students becoming highly skilled

and knowledgeable in many areas of physical

education.

COURSE CONTENT

GCSE students participate in 2 lessons of practical and 3 lessons of theory per fortnight, in addition to 4 hours per fortnight of core PE. The theory part of the course covers: applied anatomy and physiology; movement analysis; physical training; use of data; sports psychology; socio-cultural influences and health, fitness & well-being. In the practical part of the course, students will have the opportunity to participate in a range of activities, including hockey, netball, athletics, football, rugby, tennis and cricket.

ASSESSMENT

Assessment has practical and written components; exams are sat at the end of Year 11. Practical performance - assessment in the skills and techniques of 3 sports activities (One team sport and twp individual sports or vice versa). This can include sports done outside of school. Assessment includes a written analysis of practical performance. (40%) Paper 1 - the human body & movement in physical activity & sport. 1 hour 15 mins (30%) Paper 2 - socio-cultural influences and well-being in physical activity and sport. 1 hour 15 mins (30%)

OTHER INFORMATION

All students will do 2 hours a week of compulsory core PE, even if they do not choose a GSCE PE option.



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appropriate. Please see Miss Hunter or the P.E Department for more information.

COURSE AIMS

The course allows pupils with an interest and

enthusiasm in sport the opportunity to

further develop their understanding and

knowledge of the subject.

This is delivered through practical and theory

lessons.

Practical

Sports performance – this offers the

opportunity to learn advanced skills and

techniques in selected sports.

Sports coaching – allows pupils to study the

methodology behind coaching and officiating

and apply these in their chosen sport.

Theory

Gives insight into the exciting and developing

area of the sports industry.

COURSE CONTENT

GCSE students participate in 3 lessons of practical and 2 lessons of theory per fortnight, in addition to 4 hours per fortnight of core PE. Theory 40% Sports performance 30% Sports Coaching 30% The theory part of the course covers: health physical fitness and safety; contemporary issues in sport; local and national organisations of sport and careers and physical activity in sport. In the practical part of the course, students will have the opportunity to participate in a range of activities, including hockey, netball, rounders, basketball, football, rugby, tennis and cricket. Pupils will learn the methodology of coaching and officiating. They will apply these through practical sessions.

ASSESSMENT

Assessment has practical and written components; an exam is sat at the end of Year 11. Practical performance - assessment in the skills and techniques of 2 sports activities. Assessment includes a written portfolio of practical performance. (30%) Sports coaching - assessment in the skills and techniques of sports coaching and officiating. Assessment includes a written portfolio of practical performance. (30%) Written exam on the theory aspects of the course. Consists of multiple choice, short and long answer questions. 1 hour 30 mins (40%)

OTHER INFORMATION

All students will do 2 hours a week of compulsory core PE, even if they do not choose a GSCE PE option.

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Head of Department: Miss D Wallis


Aims of Citizenship Citizenship equips young people with the knowledge, skills and understanding to play an effective role in public life. Citizenship encourages students to take an interest in topical and controversial issues and to engage in discussion and debate. Students learn about their rights, responsibilities, duties and freedoms, and about laws, justice and democracy. Content Britain - covers topics on diversity, multi-culturalism, multi-ethnicity and identity The UK's role in the world - covers topics on the EU, the single currency, Commonwealth and the UN Global challenges - covers topics on the environment, poverty, health and education, war and terrorism The law - covers topics on how laws are made, crime and punishment, anti-social behaviour, the youth justice system Human rights - covers topics on refugees and asylum seekers Racism - covers topics on discrimination The media - covers topics on freedom of speech Government - covers topics on Parliament, elections, democracy, local government Working for change - covers topics on pressure groups, volunteering and community activities.

Head of Department: Mr R Pepper (Assistant Headteacher)


Aims of RE Religious education develops open, sensitive, reflective and critical approaches to understanding humankind's varied religions and beliefs, exploring practices, values, beliefs and lifestyles, relating these to students' own experiences and to questions of everyday life. Content In year 10 students will study the history, beliefs, philosophy and practices of Islam. In year 11, students will study a range of ethical issues focused around prejudice and discrimination, crime and punishment, and economics.

Head of Department: Mr P Marwood (boys) and Mrs J Green (girls)

Contact: [email protected] [email protected]





Ryedale School Options booklet 2017

Education

Transcript of Ryedale School Options booklet 2017