CONTENTS · The information which follows provides greater detail of GCSE subject requirements....
Transcript of CONTENTS · The information which follows provides greater detail of GCSE subject requirements....
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CONTENTS
INTRODUCTION ……………………………………………………………………………………………………………. 2 EXAMINATION BOARDS & GRADING …………………………………………………………. 3 TIERING …………………………………………………………………………………………………….……………………… 4
COMPULSORY SUBJECTS English ………………………………………………………………………………………………………………………………. 6 Mathematics …………………………………………………………………………………………………………………….. 8 Mathematics – Statistics …………………………………………………………………………………………… 10 Science …………………………………………………………………………………………………………………………….. 12 Creative iMedia OCR Nationals ……………………………………………………………….………….. 15
OPTIONAL SUBJECTS – GCSE Art …………………………………………………………………………………………………………………………………………. 17 Business Studies ………………………………………………………………………………………………………….. 19 Computing …………………………………………………………………………………………………….…………………. 22 Drama …………………………………………………………………………………………………………………………………… 24 French & German …………………………………………………………………………………….………………….. 26 Geography …………………………………………………………………………………………………………………………. 27 History ………………………………………………………………………………………………………………………………….. 29 Home Economics: Child Development ………………………………………………………………. 31 ICT ………………………………………………………………………………………………………………………………………. 33 Leisure & Tourism …………………………………………………………………………………………….……….. 35 Music …………………………………………………….……………………………………………………………………………. 37 Physical Education ………………………………………………………………………………………………………. 39 Product Design: Resistant Materials ………………………………………………………………….. 40 Product Design: Textiles ………………………………………………………………………..………………. 42 Design & Technology: Food Technology ………………………………………………………… 44 Religious Education ………………………………………………………………………………………………………. 45 GCSE Exam & Controlled Assessment Dates …………………………………………….. 46 What to do if you are ill on exam dates ………………………………………………………. 47 Special Considerations …………………………………………………………………………………………………. 48
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TOTTINGTON HIGH SCHOOL PARENT'S GUIDE TO GCSE Dear Parent/Guardian, This guide to Key Stage Four Programmes and General Certificate of Education (GCSE) aims to explain and hopefully demystify the complexities of the school curriculum programme to students from the age of fourteen to sixteen at Tottington High School. The onset of year ten marks the beginning of Key Stage Four i.e. a two year period which covers the final phase of secondary schooling. There are two statutory demands placed on students at this time: -
(1) To complete Years Ten and Eleven of the National Curriculum (2) To study for, and partake in, a number of GCSE Examinations and vocational
qualifications. Concurrent to this, students are expected to grow as individuals in preparation for adult life as active members of society.
Key Stage Four and GCSE will place greater demands on students, with an emphasis on the need for competency in planning and organisational capabilities. The courses will often require students to compile a 'folio' of work - perhaps a collection of art work, a set of essays, a fieldwork study, musical compositions, reports or assignments. Sometimes they submit only the best of these. Students are expected therefore not only to complete the work so that there are no gaps in their
INTRODUCTION
TOTTINGTON HIGH SCHOOL Laurel Street Tottington Bury BL8 3LY
Telephone: 01204 88 2327 Fax: 01204 88 4849 Website: www.tottington.bury.sch.uk Email: tottington.bury.sch.uk
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folios but also to stagger the workload over a two year period so that they are not buried under the demands of several subjects in their GCSE examination year. Controlled assessment now replaces coursework in most GCSE subjects; therefore preparation and organisation are vital if students are to be successful. The subjects studied at Key Stage Four fall into two categories i.e. compulsory subjects and optional subjects. The compulsory subjects are English, Mathematics, Science and Creative iMedia. In addition students study a curricular programme which includes Sex Education, Games and Careers Education/Work Related Learning. Mathematicians will complete GCSE Statistics at the end of Year 10 and GCSE Mathematics at the end of Year Eleven, giving students two mathematics qualifications. The optional subjects include Art, Drama, Geography, History, Physical Education, French and/or German, Business Studies, Leisure & Tourism, Music, Child Development, Food Technology, Resistant Materials, Textiles, Computing, ICT and Religious Studies.
All courses issued by examination boards have been approved by the Department for Education (DfE). Most of the GCSE courses studied at Tottington High School follow syllabuses offered by the A.Q.A. (Assessment and Qualifications Alliance). Mathematics, Science, Religious Education, Drama, ICT, Leisure & Tourism and Physical Education follow syllabuses offered by Pearson (formally Edexcel), English Language follow syllabuses offered by Eduqas (Subsidiary of WJEC). Computing, Creative iMedia, and Business Studies follow the O.C.R. (Oxford, Cambridge and RSA Examinations) syllabus.
The award of grades range from A* for the top performers to the lowest grade G. There is a further Grade, labelled U (unclassified), awarded to candidates who do not achieve the required mark for the award of a grade G.
GRADING SYSTEM G – A*
For subjects other than English & Maths from 2015
EXAMINATION BOARDS
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Since Key Stage 4 covers a wide range of ability and achievement, there may be different
levels or tiers of examination papers.
Foundation Tier
covering grades G to C
Higher Tier
covering grades E to A*
ENGLISH AND MATHS TIERING Your son/daughter will be part of the first cohort to sit new GCSE’s in English Language, English Literature and Mathematics. All other GCSE examinations will follow existing subject specifications. There is significant change to course content for English and Mathematics. One major change is the way in which the new GCSE’s will be graded. Grades 1-9 with 9 being the top grade, will replace the existing grades A*-G. This means that your son/daughter’s examination certificates will comprise of a mixture of the existing A*-G grades and the new grades 1-9. So how does the new GCSE grade map across the existing GCSE grades of A*-G? Broadly speaking, the same proportion of students will get grade 4 and above as currently get grade C and above, and the same proportion of students will achieve a grade 7 and above as currently achieve a grade A and above.
TIERING
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The following table provides a summary of the tiering arrangements for subjects studied at Key Stage 4.
SUBJECT No of Tiers
SUBJECT No of Tiers
English/ English Literature 2 History 1
Mathematics 2 Home Economics: Child Development
1
Science (Core, Additional and Triple) 2 ICT 1
Creative iMedia Cambridge Nationals 1 Leisure & Tourism 1
Art & Design 1 Music 1
Business Studies Cambridge Nationals
1 Physical Education 1
Computing 1 Product Design: Textiles / Resistant Materials
1
Drama 1 Religious Education 1
French & German 2 Statistics 2
Geography 2
The information which follows provides greater detail of GCSE subject requirements. Should
you have any queries or concerns regarding the contents of this booklet or subject specific
issues please do not hesitate to contact the school.
Mr B Duffy
Headteacher
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ENGLISH - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
GCSE English Language and Literature
From September 2015, GCSE English language will:
• be 100% examination;
• allocate 20% of the marks for the written exams to accurate spelling, punctuation and
grammar;
• be untiered;
• be graded 9 to 1
• be fully linear with assessments available in the summer series;
• have spoken language skills assessed - but this will not contribute to the overall grade.
EDUQAS English Language C700QSL
Code Activity Date of
Assessment Assessment
method Value
Component 1
SECTION A Reading prose
SECTION B
Prose Writing
June 2017 1 hour 45 mins
exam 40%
Component 2
SECTION A Reading Non-
fiction
SECTION B Two non-fiction/
persuasive writing tasks
June 2017 1 x 2 hour Exam 60%
Component 3 One speech TBC Teacher
assessment 0
COMPULSORY
EDUQAS (WJEC) ENGLISH LANGUAGE & AQA ENGLISH LITERATURE GCSE
HOW WILL I BE ASSESSED?
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From September 2015, ENGLISH LITERATURE will :
be 100% examination
be untiered
be graded 9-1
be fully linear
be ‘closed book’ exams
Most students will study GCSE English Literature as well as English Language, with the exception of two sets.
AQA ENGLISH LITERATURE 8702
Code Activity Date of Assessment
Assessment method Value
Paper 1 Shakespeare and the nineteenth century novel
June 2017 1 hour 45 mins exam 40%
Paper 2 Modern texts and poetry
June 2017 2 hours 15 mins exam
60%
CONTACT: MRS D DOLMAN : HEAD OF ENGLISH FACULTY
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MATHEMATICS - - - - - - - - - - - - - - -.. - - - - - -- - - - - - - - - - - - - - - -
From September 2015 GCSE Mathematics will be graded 9-1. This specification
offers a traditional linear route to GCSE Mathematics comprising of three terminal
examination papers.
Students will be taught the knowledge, skills and understanding contained in this specification through:
a) extending mental and written calculation strategies and using efficient procedures confidently to calculate with integers, fractions, decimals, percentages, ratio and proportion
b) solving a range of familiar and unfamiliar problems, including those drawn from real-life contexts and other areas of the curriculum
c) activities that provide frequent opportunities to discuss their work, to develop reasoning and understanding and to explain their reasoning and strategies
THREE EXAMINATION PAPERS Weighting 33.3% 33.3% 33.3%
Higher Tier - Grade 4 to 9 (Grade 3 allowed) Foundation Tier – Grade 1 to 5
Paper 1
Non-calculator 1 hour 30 minutes
Foundation or Higher Tier
Paper 2
With-calculator 1 hour 30 minutes
Foundation or Higher Tier
Paper 3
With-calculator 1 hour 30 minutes
Foundation or Higher Tier
COMPULSORY
Pearson GCSE in Mathematics (Linear) (1MA1)
INTRODUCTION
Summary of scheme of assessment
FOUNDATION TIER
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d) activities focused on developing short chains of deductive reasoning and correct use
of the ‘=’ sign
e) activities in which they carry out practical work with geometrical objects, visualise
them and work with them mentally
f) practical work in which they draw inferences from data, consider how statistics are
used in real life to make informed decisions, and recognise the difference between
meaningful and misleading representations of data
g) activities focused on the major ideas of statistics, including using appropriate
populations and representative samples, using different measurement scales, using
probability as a measure of uncertainty, using randomness and variability, reducing
bias in sampling and measuring, and using inference to make decisions
h) substantial use of tasks focused on using appropriate ICT (for example
spreadsheets, databases, geometry or graphic packages), using calculators correctly
and efficiently, and knowing when not to use a calculator.
Students will be taught the knowledge, skills and understanding contained in this
specification through:
a) activities that ensure they become familiar with and confident using standard
procedures for the range of calculations appropriate to this level of study
b) solving familiar and unfamiliar problems in a range of numerical, algebraic and
graphical contexts and in open-ended and closed form
c) using standard notations for decimals, fractions, percentages, ratio and indices
d) activities that show how algebra, as an extension of number using symbols, gives
precise form to mathematical relationships and calculations
e) activities in which they progress from using definitions and short chains of reasoning
to understanding and formulating proofs in algebra and geometry
f) a sequence of practical activities that address increasingly demanding statistical
problems in which they draw inferences from data and consider the uses of statistics
in society
g) choosing appropriate ICT tools and using these to solve numerical and graphical
problems, to represent and manipulate geometrical configurations and to present and
analyse data.
HIGHER TIER
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Pearson GCSE in Statistics (2ST01)
This specification widens the provision for Key Stage 4 students and beyond in
mathematically related subjects. The assessment comprises one written exam paper and
controlled assessment.
The principal aim of this course is to increase students. Awareness of the role accurate
statistical representations, calculations, reasoning and interpretation can play in their lives.
This specification comprises the following subject content:
1 Planning and data collection
Planning a line of enquiry or investigation
Types of data
Census and sample data
Sampling techniques
Collecting or obtaining data
2 Processing, representing and analysing data
Methods of tabulation
Diagrams and similar forms of representation
Measures of central tendency
Measure of dispersion
Summary statistics
Scatter diagrams, correlation and regression
Time series
Quality assurance
Estimation
3 Reasoning, interpreting and discussing results
Inference and other reasoning
Interpretation and conclusions
Communication of reasoning
4 Probability
Definitions and calculations
Discrete probability distributions
The written papers will, over a period of time, include questions on all of the above
content but may not cover all in any one examination.
SUMMARY OF THE SPECIFICATION CONTENT
INTRODUCTION
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PAPER 1F PAPER 1H CONTROLLED ASSESSMENT
1 hour 30 minutes
Foundation Tier (G-C)
Section A: Short questions
Section B: Longer questions
2 Hours
Higher Tier (D-A*)
Section A: Short questions
Section B: Longer questions Paper 2: (Both Tiers)
Teacher marked controlled assessment
consists of ONE MAJOR PROJECT
AO1 Analyse the suitability of a potential line of enquiry or statistical
problem, plan an appropriate strategy, describe and use suitable
methods to collect and select data.
AO2 Analyse and interpret data in a form suitable to solve statistical and
probability problems.
AO3 Perform relevant computations and calculations using the facts and
language of statistics and probability
correctly.
AO4 Analyse written and statistical evidence to
identify inferences, deductions, conclusions
and interpretations of statistical information
EXAMINATION PAPER 75%: (EXTERNAL ASSESSMENT) Controlled Assessment : 25%
Foundation Tier: (G -C)
CONTACT: MR P WILKINSON : HEAD OF MATHEMATICS FACULTY
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SCIENCE - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - -
The Science courses can lead to one, two or three GCSE qualifications depending on choice and appropriateness.
Core Science leads to one GCSE qualification. Students
will study 3 core units.
Additional Science, which leads to two GCSE
qualifications, will have three core units to study and
three additional units leading to two GCSE qualifications. ALL
SCIENCE UNITS ARE TAKEN IN THE SUMMER OF Y11.
Those students who have opted to study Triple Science will cover all the
work covered in the Additional science along with three extra units which will provide the
student with three GCSE qualifications, one in Biology, one in Chemistry and one in
Physics. All units for this qualification will be sat in the Summer of Y11.
CORE SCIENCE AND ADDITIONAL SCIENCE UNITS
UNIT TITLE CONTENT
B1 Influences on Life Variation
Responding to change
Inter-relationships
C1 Chemistry in Our World Earth’s sea & Atmosphere
Materials from the Earth
Acids
Obtaining and Using Metals
Fuels
P1 Universal Physics Visible Light & The solar System
Electromagnetic Spectrum
Waves & The Universe
Waves & The Earth
Generation & Transmission of Electricity
Energy of the Future
COMPULSORY
PEARSON GCSE SCIENCE
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ADDITIONAL SCIENCE
UNIT TITLE CONTENT
B2 The Components of Life The building blocks of ells
Organisms and Energy
Common Systems C2 Discovering Chemistry Atomic Structure & Periodic Table
Ionic Compounds & Analysis
Covalent Compounds & Separation Techniques
Groups in the Periodic Table
Chemical Reactions
Quantitative Chemistry P2 Physics for your Future Static & Current Electricity
Controlling & Using Current Electricity
Motion & Forces
Momentum, Energy, Work & Power
Nuclear Fusion & Nuclear Fission
Advantages & Disadvantages of Radioactive Materials
TRIPLE SCIENCE EXTENSION UNITS
UNIT TITLE CONTENT
B3 Using Biology Control Systems
Behaviour
Biotechnology
C3 Chemistry in Action Qualitative Analysis
Quantitative Analysis
Electrolytic Processes
Gas, Equilibria and Ammonia
Organic Chemistry
P3 Application of Physics Radiation in Treatment and Medicine
X-rays and ECGs
Production, uses and risks of ionising radiation from radioactive sources
Motion of Particles
Kinetic Theory and Gases
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CONTACT: MR D WAIND : HEAD OF SCIENCE
FACULTY
Assessment will be in the form of one hour written papers for the units being studied which
are tiered for either higher or foundation level. There will also be internal assessment, based
upon practical investigation, which is worth 25% of the final mark.
ENTRY TIER GRADE RANGE
Higher A* - D
Foundation C - G
The level of entry for the units can be mixed and matched and will determine the final overall
grade.
GCSE CORE SCIENCE
UNIT B1 WRITTEN
PAPER 25%
UNIT C1 WRITTEN
PAPER 25%
UNIT P1 WRITTEN
PAPER 25%
CONTROLLED ASSESSMENT
25%
GCSE ADDITIONAL
SCIENCE
UNIT B2 WRITTEN
PAPER 25%
UNIT C2 WRITTEN
PAPER 25%
UNIT P2 WRITTEN
PAPER 25%
CONTROLLED ASSESSMENT
25%
Those students studying triple science will be examined in all three science areas to give a GCSE in Biology, Chemistry and Physics
GCSE BIOLOGY
UNIT B1 WRITTEN
PAPER 25%
UNIT B2 WRITTEN
PAPER 25%
UNIT B3 WRITTEN
PAPER 25%
BIOLOGY CONTROLLED ASSESSMENT
25%
GCSE CHEMISTRY
UNIT C1 WRITTEN
PAPER 25%
UNIT C2 WRITTEN
PAPER 25%
UNIT C3 WRITTEN
PAPER 25%
CHEMISTRY CONTROLLED ASSESSMENT
25%
GCSE PHYSICS
UNIT P1 WRITTEN
PAPER 25%
UNIT P2 WRITTEN
PAPER 25%
UNIT P3 WRITTEN
PAPER 25%
PHYSICS CONTROLLED ASSESSMENT
25%
All Science units are taken in the Summer of Y11.
HOW WILL I BE ASSESSED?
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CREATIVE iMEDIA - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - -
Cambridge Nationals in Creative iMedia are media sector-focused, including film, television, web development, gaming and animation, and have IT at their heart. They provide knowledge in a number of key areas in this field from pre-production skills to digital animation and have a motivating, hands-on approach to both teaching and learning. Cambridge Nationals deliver skills across the whole range of learning styles and abilities, effectively engaging and inspiring all students to achieve great things.
A creative ICT course focussing on how ICT can be used in the media, students learn how to use ICT to create digital media including images, sounds and movies, products you will design include digital images, Computer games, media rich websites, professional photographs and comic strips.
You have to complete 3 pieces of coursework and 1 Exam. The exam is based around Pre-Production Skills. Your coursework units include Photography, Planning and Designing Games, Website Design, Graphic Design, Animation and Interactive Multimedia Products. Lessons are designed to produce independent learners ready for a career in media.
Digital design concepts Digital image manipulation Planning and design skills Workflow planning Resource management Visualisation and concept recording Digital legislation Advantages and disadvantages of file types Storyboarding Methods of technical production for final products
COMPULSORY COMPONENT
WHAT WILL I LEARN ABOUT IN CREATIVE iMEDIA?
WHAT ARE SOME OF THE SKILLS I WILL GAIN?
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The Cambridge Nationals in Creative iMedia have been founded upon the recommendations of the Wolf Report and created in partnership with teachers, students, education specialists and industry leading employers. This collaborative approach has resulted in a qualification that offers students a solid foundation for their future studies and career. The North-West’s position as a centre of excellence for creative media, through such developments as Media City, gives a wide range of career opportunities to which this course directly links.
GCSE GRADE
A* A B C D E F
Distinction* at Level 2
(*2)
Distinction* at Level 2
(D2)
Merit at Level 2 (M2)
Pass at Level 2 (P2)
Distinction at Level 1 (D1)
Merit at Level 1 (M1)
Pass at Level 1 (P1)
QUALIFICATION AWARDING BODY TITLE ENTRY
TIERS COURSEWORK TERMINAL EXAM
CAMBRIDGE NATIONALS OCR CREATIVE
IMEDIA SINGLE TIER 75% 25%
UNIT Method of Assessment % of total
marks
R081 Pre-production skills
1hr 15mins Exam board assessed examination single tier examination
25%
R082 Creating digital graphics
Centre Assessed task 25%
Optional Unit Centre Assessed task 25%
Optional Unit Centre Assessed task 25%
WHAT DO EMPLOYERS THINK ABOUT CREATIVE iMEDIA?
HOW WILL I BE ASSESSED?
CONTACT: MR J DAVIDSON: HEAD OF ICT FACULTY
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ART AND DESIGN - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --
The Art and Design course that we offer here at Tottington is a very broad one. It explores practical and critical work through a range of 2D and 3D processes and new media and technologies.
During their time on the course each student will be encouraged to work with a wide range of art, craft and design activities while exploring a variety of materials and processes, including drawing, painting, batik, collage, digital photograph and ceramic modelling.
Art based study can be defined as practice that usually involves the development of personal work and lines of enquiry determined by the need to explore an idea, convey an experience or respond to a theme or issue.
Craft based study can be defined as practice that usually involves making activities that draw upon knowledge of tools, materials and process and associated intellectual, creative and practical skills.
Design based study can be defined as practice that usually involves developing a response to a specific need, brief or starting point, taking account of established requirements,
constraints and/or parameters.
Unit 1: Portfolio of Work
Over the two year course the pupils will with our help and encouragement, develop a portfolio of practical work.
The portfolio will contain more than one extended project which demonstrates an
ability to sustain work from an initial starting point to a final art work that realises the
individual’s intentions.
Each project should include evidence of research, the development of ideas and links
with the work of other Artists and/or crafts people.
Unit 2: Externally Set Task: 40% of final grade
In the January of Year 11 each Art student will receive a Question Paper with seven
different questions/briefs.
The student will choose one starting point and over a period of several weeks, develop
their own preparatory studies and research exploring their chosen theme.
At the end of the preparation period the students will use their studies and research to
inform a final piece completed over a 10 hour period.
OPTIONAL SUBJECT
A.Q.A. FULL COURSE
SUMMARY OF COURSE CONTENT
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Both the Portfolio of Course Work and the Externally Set Task are internally assessed by the
Art Department and externally moderated by A.Q.A.
Pupils will be marked on their ability to meet FOUR assessment objectives;
Develop their ideas through investigations informed by contextual and other sources
demonstrating analytical and cultural understanding.
Refine their ideas through experimenting and selecting appropriate resources, media,
materials, techniques and processes.
Record ideas, observations and insights relevant to their intentions in visual and/or
other forms.
Present a personal, informed and meaningful response demonstrating analytical and
critical understanding, realizing intentions and where appropriate, making connections
between visual, written, oral or other elements,
Candidates must demonstrate their ability to: AO1 Develop their ideas through investigations informed by contextual and other sources
demonstrating analytical and cultural understanding
AO2 Refine their ideas through experimenting and selecting appropriate resources, media,
materials, techniques and processes
AO3 Record ideas, observations and insights relevant to their intentions in visual and/or
other forms
AO4 Present a personal, informed and meaningful response demonstrating analytical and
critical understanding, realising intentions and where appropriate, making connections
between visual, written, oral or other elements.
QUALIFICATION AWARDING BODY TITLE ENTRY TIERS
CONTROLLED
ASSESSMENT TERMINAL
TASK
GCSE AQA ART & DESIGN
SINGLE TIER 60% 40%
ASSESSMENT
SUMMARY OF THE SPECIFICATION CONTENT
ASSESSMENT OBJECTIVES
CONTACT: MRS L ARTHINGTON : HEAD OF ART & DESIGN
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WHAT WILL I LEARN ABOUT IN BUSINESS STUDIES?
BUSINESS STUDIES - - - - - - - - - - - - - - - - -- - - - - - - - - - - - -
Business impacts on every person economically, culturally and socially. Business Studies will allow you to understand how and why important decisions are made. You will apply them to real business situations and problems. You will develop/ improve many skills and learn new ones. You will get an overview of the different areas of business. It is highly likely that at some time in the future you will work for, manage or even own your own business.
Students will follow the Cambridge Nationals in Business Studies. This is directly equivalent to a full GCSE at grades A* to G. R061 This unit will provide you with knowledge and understanding of how different forms of business ownership operate. It will cover how businesses are run in terms of their form of ownership, the impact of external factors on business success, understanding the different objectives businesses may have, and the key functional areas within a business which enable it to operate effectively. Many areas taught in this unit will also be built upon and additionally assessed in an applied context in unit R063, such as; business objectives, finance, marketing, production/operations, human resources and external factors. This may well influence the way this unit is chosen to be delivered. You will be taught different forms of business ownership and consider which of these forms of ownership are appropriate for different forms of business. You will be introduced to the concept of business objectives and understand how, and why, they are important to a business, and indeed why they may change over time. You will also look at factors which impact on small, medium and large businesses such as basic social and economic factors and understand the restrictions that these factors place on business activity. You will also begin to consider how a business operates in terms of its key functional areas and the specific activities and responsibilities within each area. The unit encourages you to take the knowledge you have acquired from the teaching, and investigate how this relates to businesses in the real world. The external assessment will draw on the learners’ research and assess what they have learned, in an applied context, to a fictional business.
OPTIONAL SUBJECT
OCR CAMBRIDGE NATIONALS BUSINESS STUDIES
WHY STUDY BUSINESS STUDIES?
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R062 This unit will provide you with skills and knowledge which will assist you with planning for your future career and preparing for entering the world of work. You will gain an understanding of job roles within businesses, you will take part in the recruitment process, and evaluate how you currently see yourself in terms of your career aims. You will then create a career plan to help you understand how to achieve these aims. You will learn why it is important for businesses to recruit the right staff with the right skills in order to produce goods/services to meet customer requirements. You will also learn about the recruitment process, including finding out about job descriptions, person specifications and how these are used by businesses to recruit. You will gain knowledge of how businesses use these tools, and then go on to use this knowledge as applicants. You will learn techniques for self-assessment, how to identify employment areas of interest to them and how to match job role requirements to their own self-assessment. You will learn how to apply for a job and how to produce a career plan. R063 This unit will provide you with an understanding of enterprise activities in a business context. You will develop skills which will help to: identify and plan enterprise activities, contribute towards the implementation of an enterprise activity, and review both their own contribution to the enterprise and how successful the enterprise activities were. The teaching and assessment of this unit builds on many of the areas covered in unit R061, including the external factors that affect business enterprises, the key functions of business (finance, marketing, production/operations and human resources), and their relevance to an enterprise activity. It also builds on the skills developed in unit R062 when skill-sets are matched to roles, and encourages the application of these skills during the planning stages of an enterprise. You will look at what an enterprise activity is and factors which make one viable. You will be able to identify any constraints which may affect the success of an enterprise and consider how to overcome these. You will be encouraged to generate your own innovative ideas for an enterprise activity, which if deemed viable, will form the basis for the rest of this unit. The unit encourages learners to work collaboratively and will enhance communication, presentation, team-working and negotiation skills. It also develops time-management and project planning skills, skills that will help you relate what you are learning in the classroom to the real world of work. You will have the opportunity to take on different roles and tasks within the enterprise activity, encouraging you to work towards both team objectives, and to manage individual areas of personal responsibility. Although activities may be largely team-based, it is the learner’s individual contribution to the enterprise activity which will be assessed. It is therefore important that each team member is aware of how each separate business function operates and how these functions must co-ordinate with each other to ensure the overall success of the enterprise
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Team work, role playing, discussions, using ICT, presentations, talking to real businesses.
Application of knowledge and ability to understand, organise and interpret information, evaluate, present, ICT, Numeracy, communication, leadership and teamwork.
Business skills are essential for success in employment and provide fundamental knowledge required by employers, in addition to providing transferable skills for future study.
Year 10 Method of assessment % of total marks
R061 Introduction to Business
1hr Exam board assessed examination single tier examination 25%
R062 Planning for work Centre assessed task 25%
Year 11
Method of assessment
R063 Setting up and Running your
own Enterprise Centre assessed task 50%
QUALIFICATION AWARDING BODY TITLE ENTRY
TIERS
CONTROLLED
ASSESSMENT EXAM
CAMBRIDGE NATIONALS OCR BUSINESS &
ENTERPRISE SINGLE TIER 75% 25%
HOW I LEARN ABOUT THIS SUBJECT?
WHAT SKILLS WILL I GAIN?
WHAT DO EMPLOYERS THINK ABOUT BUSINESS STUDIES?
HOW WILL I BE ASSESSED?
CONTACT: MISS A SELDON : HEAD OF BUSINESS STUDIES MR A ISHTIAQ : TEACHER OF BUSINESS STUDIES
MR J DAVIDSON : HEAD OF ICT FACULTY
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COMPUTING - - - - - - - - - - - - - - - - - - - - - -- - - - - -
Students who take this optional GCSE in Computing will want to extend their understanding of the technology behind the digital world in which we live.
They will want to know how computers work, what hardware and software actually do and want to learn programming skills that they can then use to solve computer based problems.
There will be a focus on Visual Basic.NET to create high level console applications along with the function of low level programming, through conceptual models and the use of assembly code programming.
Unit A451: Computer systems and programming
Fundamentals of computer systems
Computing hardware
Software
Representation of data in computer systems
Databases
Computer communications and networking
Programming
Unit A452: Practical investigation
Planning, carrying out and testing practical activity
Effectiveness and efficiency of solutions
Technical understanding
Testing, evaluation and conclusions
Unit A453: Programming project
Programming techniques
Design
Development
Testing and evaluation
OPTIONAL SUBJECT
OCR GCSE : COMPUTING
WHAT WILL I LEARN IN COMPUTING?
WHY STUDY COMPUTING?
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You will develop skills in managing computer based projects, database design and use,
programming in specific computer languages
There is currently a shortfall in the number of well skilled IT professionals with the workforce. This course is specifically designed to deliver the sort of high level skills that might lead to a successful career in the area.
This course proves is the best first step towards A Level Computing touching on all the key
areas that are covered in greater depth within the A Level course.
Unit A451:
Computer Systems and Programming
40% of the total GCSE
1 hour 30 minutes
written paper
80 marks
Question paper includes short answer
questions and essay type questions.
Unit A452: Practical Investigation
30% of the total GCSE
Controlled assessment
Approx 20 hours
45 marks
Practical investigative task. OCR set
scenario with choice of research tasks.
Unit A453: Programming Project
30% of the total GCSE
Controlled assessment
Approx 20 hours
45 marks
Programming tasks that enable candidates
to design develop and test a solution to a
problem. OCR set tasks.
There is a single tier of entry for this course covering grades from A* - G
QUALIFICATION AWARDI
NG BODY TITLE
ENTRY TIERS
CONTROLLED
ASSESSMENT FINAL EXAM
GCSE OCR ICT SINGLE
TIER
UNIT A452: 30%
UNIT A453 : 30%
UNIT A451: 40%
WHAT ARE SOME OF THE SKILLS I WILL GAIN?
HOW WILL I BE ASSESSED?
WHAT DO EMPLOYERS THINK ABOUT COMPUTING?
CONTACT: MR J DAVIDSON : HEAD OF ICT
24
DRAMA - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
If you enjoy working in a practical way, developing new ideas and solving problems together then you will have the opportunity to do all of these things. You will gain skills which are valuable in all areas of life, from school to the workplace. You will gain confidence from working with others. You will have the opportunity to examine texts and explore how they work in performance.
To develop creativity and imaginative approaches to work. New practical skills and techniques. To create your own performances. To create plot and characters, to convey your ideas to an audience. To work with different people and develop work together. To interpret and analyse ideas, texts and performances, how plays and ideas
relate to their social, historical and cultural context.
Most lessons are practical, but you will spend time recording your ideas and work both in lessons and for homework. You will develop your Drama skills through application in live performance and back of stage support.
Drama is particularly useful if you are interested in the varied opportunities in the Media and Arts e.g. Performer, Director, Designer, Technician, Marketing, Arts Officer, but is equally useful if you are considering a career which involved working with others in any work.
OPTIONAL SUBJECT
PEARSON: GCSE DRAMA
WHAT WILL I LEARN ABOUT IN DRAMA?
WHAT DO EMPLOYERS THINK ABOUT DRAMA?
WHAT SKILLS WILL I GAIN?
25
Regular visits are made to the theatre. We also organise Theatre Companies to come into school to give all students the opportunity to see live theatre, a vital part of the learning process. Of course, we also have regular performances in school, where students can be involved in many different ways
Unit 1 – Drama Exploration 30% • Internal Assessment • Six-hour practical exploration • Documentary response (Max 2000 words)
Unit 2 – Exploring Play Texts 30% • Internal Assessment
• Six-hour practical exploration of the play text • Documentary response to practical exploration (Max 1000 words) • Documentary response to live theatre (Max 2000 words)
Unit 3 – Drama Performance 40% • Externally Assessed • Demonstrate knowledge and understanding of practical drama skills through
their application in a live performance • Communicate to an audience • Students will present their work as either performers or performance support
students in a single performance to an examiner appointed by Pearson Pearson.
QUALIFICATION AWARDING BODY TITLE ENTRY TIERS
INTERNAL
ASSESSMENT
EXTERNAL
ASSESSMENT
GCSE PEARSON DRAMA ONE TIER A* - G 60% 40%
EXTRA-CURRICULAR OPPORTUNITIES
HOW WILL I BE ASSESSED?
CONTACT: MISS S WILLIAMS: HEAD OF DRAMA
26
FRENCH & GERMAN - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
At Tottington High School we follow the AQA GCSE Specification. The information below applies to BOTH French and German.
All four language skills are tested UNIT 1: LISTENING (20%)
Foundation or Higher (but not both) test set and marked by AQA
UNIT 2: READING (20%)
Foundation or Higher (but not both) test set and marked by AQA
UNIT 3: SPEAKING (30%)
Controlled Assessment
Conducted and marked by own teacher
Moderated by AQA
Students submit 2 tasks for moderation
UNIT 4: WRITING (30%)
Controlled Assessment
Externally marked by AQA
Students submit 2 tasks
QUALIFICATION AWARDING
BODY TITLE(S) ENTRY TIERS
CONTROLLED
ASSESSMENT FINAL EXAM
GCSE AQA FRENCH
& GERMAN
HIGHER: A*
- D
FOUNDATION: B - G
2 SPEAKING
ASSIGNMENTS
30%
2 WRITTEN
ASSIGNMENTS
30%
LISTENING:
20%
READING:
20%
OPTIONAL SUBJECT
EXAM SPECIFICATION
SCHEME OF ASSESSMENT
CONTACT: MRS C CATTERALL : HEAD OF MODERN FOREIGN LANGUAGES
27
GEOGRAPHY - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - -
PAPER 1 – PHYSICAL GEOGRAPHY Units to be covered:
1). The Restless Earth
- Structure of the Earth
- Landforms found at plate
boundaries
- Fold mountains
- Volcanoes
- Earthquakes
- Super volcanoes
- Development and tectonic
events
- Tsunamis
2) The Coastal Zone
- Waves
- Erosion and weathering
- Erosional landforms
- Depositional landforms
- Rising sea levels
- Cliff collapse
- Managing coastlines
- Salt marshes
3) Water on the Land
- River valleys
- River processes and
landforms
- Water fluctuations
- River flooding
- Managing rivers and flooding
- Water supply
To be taught
during Year
10 and Year
11
Examined
Summer of
Year 11.
37.5% of the
total marks
1 hour 30
minutes
OPTIONAL SUBJECT
AQA SPECIFICATION A
28
PAPER 2 – HUMAN GEOGRAPHY The 3 topics that we will be studying are:
Tourism - Global tourism growth - Tourism in different countries - Managing tourism in the UK - National Parks - Mass tourism - Extreme environments and
tourism - Sustainable tourism
Changing Urban Environments - Urbanisation - Land use - Issues in urban areas - Squatter settlements - Rapid urbanisation - Managing urbanisation - Sustainable urbanisation - Rapid urbanisation - Managing urbanisation - Sustainable urbanisation
Population Change - Population growth - Demographic Transition Mode - Population pyramids - Birth control - Ageing populations - Migration
To be taught during Year 10 and Year
11
Examined Summer of Year
11
37.5% of the total marks
1 hour 30 minutes
UNIT 3 FIELDWORK This will be based on tourism in Llandudno and we be linked to the Urban Change and Tourism units in Unit 2. Students will investigate a key hypothesis and carry out an extended piece of work under controlled conditions. This will involve planning, data collections, data analysis, data interpretation and evaluation skills
Approximately 20 hours will be spent on this, with
additional time to collect data.
Completed at the end of Year 10.
25% of total GCSE
QUALIFICATION AWARDING
BODY TITLE
ENTRY TIERS
C.A. PAPER 1 PAPER 2
GCSE AQA GEOGRAPHY
A HIGHER: A* - D
FOUNDATION: C - G 25% 37.5% 37.5%
CONTACT: MRS P EVANS : HEAD OF GEOGRAPHY
29
HISTORY - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - -
Paper 1: Unit 1: International Relations: Conflict and Peace in the 20th Century
Part 1: The Origins of the First World War
Key issue: Why were there two armed camps in Europe in 1914?
Key issue: Why did war break out in 1914
Part 2: Peacemaking 1918–1919 and the League of Nations
Key issue: How did the Treaty of Versailles establish peace?
Key issue: Why did the League of Nations fail in its aim to keep
peace?
Part 3: Hitler’s foreign policy and the origins of the Second World
War
Key issue: How did Hitler challenge and exploit the Treaty of Versailles
1933–March 1938?
Key issue: Why did Chamberlain’s policy of appeasement fail to
prevent the outbreak of war in 1939?
To be taught
during Year
10.
Examined
Summer of
Year 11.
37.5% of the
total marks
1 hour 45
minutes.
PAPER 2: UNIT 2: 20th CENTURY DEPTH STUDIES This unit offers Depth Studies of national or regional issues and
developments. There are two sections, A and B. Pupils need to answer 1
question on each study. Depth Study topics are as follows:
Section A
1. The Roaring 20s: USA, 1919–1929
Key issue: How and why did the USA achieve prosperity in the 1920s?
Key issue: How far was the USA a divided society in the 1920s?
Key issue: Why did the US Stock Exchange collapse in 1929?
Section B
2. Hitler’s Germany, 1929–1939
Key issue: How and why was Hitler able to become Chancellor in
January 1933?
Key issue: How did Hitler change Germany from a democracy to a Nazi
dictatorship, 1933–1934, and then reinforce this?
Key issue: To what extent did Germans benefit from Nazi rule in the
1930s?
3. The USA and Vietnam : Failure Abroad and at Home, 1964–1975
Key Issue: How effective were guerrilla tactics during the Vietnam War?
Key issue: How did the coverage of the Vietnam War in the USA lead to
demands for peace?
Key issue: Why were the US actions to end the Vietnam War
unsuccessful?
To be taught
during Year
11.
Examined
Summer of
Year 11.
37.5% of the
total marks
1 hour 45
minutes
OPTIONAL SUBJECT
HISTORY GCSE: AQA SPECIFICATION B
30
UNIT 3: HISTORICAL ENQUIRY
This unit will be assessed by means of controlled assessment. Pupils will submit their responses to two questions on Britain in the 20th Century, prepared under controlled conditions. Focus will either be:
The British People in War or Britain at War
To be taught at the end of Year 10 and start of Year 11. Approximately 4 hours to write up the assessment. 25%
In History, all pupils sit the same exam. There is no Higher or Foundation tier.
.
QUALIFICATION AWARDING
BODY TITLE
ENTRY TIERS
CONTROLLED
ASSESSMENT FINAL EXAM
GCSE AQA HISTORY ONE TIER 25% 75%
CONTACT: MRS H KLEE : HEAD OF HUMANITIES
FACULTY
31
CHILD DEVELOPMENT GCSE: AQA SPECIFICTION
HOME ECONOMICS: CHILD DEVELOPMENT - - - - - - - - - -
Child Development will give you hands on practical experience of looking after a baby as well as everything else that goes along with it. You will get the opportunity to work independently, in groups and gain vital knowledge from mums, mums to be and parents.
You will learn about the following areas in child development:
• Parenthood • Pregnancy • Diet, health and care of the child • Development of the child • Support for the parent and child
How will I learn about this subject? You will learn information about all of the theory topics via power point presentations, practical’s, videos, visiting speakers and through exam questions. You will also have to complete a research task and a child study. The Research Task (Unit 2) is the smaller, less complex of the two controlled assessment units. This can be presented as a large poster of information booklet based on topics such as: weaning or post-natal care. The Child Study (Unit 3) is a more complex, larger unit which focusses on your observation skills and evaluation of your observations. You will have to find a child to study over a long period of time, looking at how they grow and develop.
OPTIONAL SUBJECT OPTIONAL SUBJECT
WHAT WILL I LEARN ABOUT CHILD DEVELOPMENT?
32
Unit 1: Written Paper (45801) 1 hour 30 mins – 100 marks – 40% 6–8 compulsory questions comprised of short answer, structured and free response questions. Some questions may include stimulus material. Unit 2: Research Task (45802) 30 marks – 20% The Research Task must be completed under supervision within the classroom and should occupy approximately 7 hours of supervised time. Unit 3: Child Study (45803) 60 marks – 40% The Child Study must be completed under supervision within the classroom and should occupy approximately 20 hours of supervised time.
Colleges and employers look on the subject very favorably. You will learn vital information and practical skills that will set you up for the next stage of your education or working life. This course is essential if you wish to study childcare or health & social care in your further education.
The skills you will learn in this subject are:
Practical parenting skills
Communication
Presentation
Life skills
QUALIFICATION AWARDING
BODY TITLE
ENTRY TIERS
CONTROLLED ASSESSMENT
FINAL EXAM
GCSE AQA
HOME ECONOMICS:
CHILD DEVELOPMENT
ONE TIER A* - G
60% 40%
WHAT DO EMPLOYERS THINK ABOUT CHILD DEVELOPMENT?
WHAT ARE SOME OF THE SKILLS I WILL GAIN?
HOW WILL I BE ASSESSED?
CONTACT: MISS J POSTLE: HEAD OF SUBJECT
33
GCSE ICT - -- - - - - - - - - - - - - - - - - - - - - - - - - - - - --
The Pearson GCSE in ICT comprises two units, Unit 1 & Unit 2. You will be taught about current and emerging digital technology and its impact on our lives, working with a range of tools and techniques and exploring interactive digital products such as websites, computer games and databases.
Unit 1 Pupils will explore how digital technology impacts on the lives of individuals, organisations and society. You will learn about current and emerging digital technologies and the issues raised by their use in a range of contexts (learning and earning, leisure, shopping and money management, health and wellbeing and on the move). This unit is assessed through a single tier 1 hour 30 minute exam.
The topics you will cover are: Topic 1. Personal Digital devices
mobile phones, cameras, games consoles Topic 2. Connectivity
wireless, broadcast, email, gaming Topic 3. Operating Online
www, online accounts, profiling, data protection Topic 4. Online goods and services
booking systems for travel, banking, auctions Topic 5. Online communities
social networking, VLE’s Topic 6. Issues
security, privacy, Healthy and safety, legal and ethical, environmental
Unit 2 This is a practical unit where you will work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. You will learn to reflect critically on your own and others use of ICT and will adopt safe, secure and responsible practice. You will complete one Controlled Assessment Brief which will consist of four activities which will vary in context and outcomes.
OPTIONAL SUBJECT
ICT GCSE: PEARSON EXAM BOARD
WHAT WILL I LEARN ABOUT IN ICT?
34
The topics you will cover are: Topic 1. Research and information gathering Topic 2. Modelling Topic 3. Digital publishing Topic 4. Evaluating outcomes Topic 5. Working efficiently and safely
The GCSE in ICT qualification provides students with the opportunity to develop the following skills:
think creatively, logically and critically select, use and integrate ICT tools and techniques to meet needs find, select and evaluate information for its relevance, value, accuracy and
plausibility manipulate and process data and other information, sequence instructions,
model situations and explore ideas communicate data and information in a form fit for purpose and audience adopt safe, secure and responsible practice when using ICT develop appropriate and effective ICT-based solutions in a range of contexts evaluate their own and others’ use of ICT.
This is a traditional ICT GCSE course that develops both the skills needed by students in their further studies and those sought by employers looking for confidence and competence in understanding and using software applications in a business context.
Units Method of Assessment % of marks
Unit 1: Living in a Digital Age 1 hour 30 minute examination paper
40
Unit 2: Using Digital Tools 40 hours controlled assessment 60
QUALIFICATION AWARDING BODY TITLE ENTRY TIERS
CONTROLLED
ASSESSMENT TERMINAL EXAM
GCSE PEARSON ICT SINGLE
TIER 60% 40%
WHAT ARE SOME OF THE SKILLS I WILL GAIN?
WHAT DO EMPLOYERS THINK ABOUT ICT?
HOW WILL I BE ASSESSED?
CONTACT: MR J DAVIDSON: HEAD OF ICT FACULTY MS R KHAN: ASSISTANT HEAD OF ICT
35
LEISURE & TOURISM - - - - - - - - - - - - - - - - - - -
You will learn about the types of places people visit both in the UK and overseas, how people travel to these places and the impacts of tourism on destinations. You will also learn about different leisure and tourism organisations and how they are run.
You will have the opportunity to research leisure facilities and tourism destinations for yourself. You will use the internet, travel guides, holiday brochures, leaflets and maps to support your research, as well as getting the opportunity to visit some of the destinations and attractions that you study. The course offers a mixture of theory and practical work which is assessed by 60% portfolio work (coursework) and 40% examinations.
Unit 1 In this unit you will learn about the leisure and tourism industry. You will explore the different types of leisure and tourism organisations in the UK, gain an understanding of the various employment opportunities available, be introduced to the business operations side of the industry and examine the impact that tourism has on communities and environments. This unit is externally assessed and counts for 40% of the GCSE. Unit 2 In this unit you will learn about sales, marketing and technology in the leisure and tourism industry. You will have to plan and organise a leisure activity for a specific purpose, this is a centre assessed task and will count for 60% of the GCSE.
OPTIONAL SUBJECT
GCSE LEISURE & TOURISM: PEARSON EXAM BOARD
WHAT WILL I LEARN ABOUT IN LEISURE & TOURISM?
36
Students will learn how the industry works, from sales and promotion to operations and customer service, as well as developing an awareness of issues such as health and safety, diversity and sustainability.
MUSIC - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - -
QUALIFICATION AWARDING
BODY TITLE
ENTRY
TIERS COURSEWORK EXAM
GCSE PEARSON LEISURE &
TOURISM ONE TIER
A* - G 60% 40%
OPTIONAL SUBJECT
WHAT SKILLS WILL I GAIN FROM THIS SUBJECT?
HOW WILL I BE ASSESSED?
CONTACT: MISS A SELDON : HEAD OF BUSINESS STUDIES MR J DAVIDSON : HEAD OF ICT FACULTY
37
At Tottington High School we follow the AQA GCSE Specification.
The specification requires candidates to develop their ability in
performing / realising and composing and to develop their listening and appraising skills.
The specification contains five Areas of Study, which define the subject content through
which candidates develop their knowledge and understanding of:
The use of musical elements , devices, tonalities and structures
The use of resources, conventions, processes, music technology and relevant
notations, including staff notations.
The contextual influences that effect the way music is created, performed and heard
including the effect of different intentions, uses, venues, occasions and the cultural
environment.
Across the Areas of Study, students will study music from the past and present, from the western tradition and from other world cultures as indicated in the three strands of learning.
1. Rhythm and Metre
2. Harmony and Tonality
3. Texture and Melody
4. Timbre and Dynamics
5. Structure and Form
Strands of Learning
1. The Western Classical Tradition
2. Popular Music of the 20th and 21st Centuries
3. World Music
MUSIC GCSE – AQA
EXAMINATION SPECIFICATIONS
AREAS OF STUDY
38
Composing & Appraising Music – External Assessment 20%
A composition and a written evaluation linked to one of the three strands of learning.
Strands of learning rotate and are set by the exam board each year.
Performing Music - Controlled Assessment 40%
Candidates are required to perform throughout the course and will two recordings for
final assessment; one SOLO performance and one ENSEMBLE performance.
Composing Music – Controlled Assessment 20%
A ‘free choice’ composition. Candidates should explore instrumental combinations
and capabilities, within the chosen style or genre.
Listening Examination Paper (1hr 30 mins) 20% - Completed in Year 11
A written exam paper assessing knowledge and understanding of the Areas of study.
Candidates respond to excerpts of music chosen from the three strands of learning.
QUALIFICATION AWARDING
BODY TITLE
ENTRY TIERS
CONTROLLED
ASSESSMENT EXTERNAL
ASSESSMENT FINAL EXAM
GCSE AQA MUSIC ONE
TIER A* - G
60% 20% 20%
PHYSICAL EDUCATION - - - - - - - - - - - - - - - - - - - - - - - - - -
OPTIONAL SUBJECT
HOW WILL I BE ASSESSED?
CONTACT: MRS J WRIGHT : HEAD OF CREATIVE ARTS FACULTY
MR J STEVENS : HEAD OF MUSIC
GCSE – PEARSON
39
Physical Education seeks to give young people a positive approach towards physical
activity and recognise its contribution to their personal, social, physical and emotional well-
being. At Tottington High School we follow the PEARSON GCSE Specification.
1.1 Healthy Active Lifestyles looking at influences
on participation, exercise and fitness testing.
1.2 Your Healthy Active Body looking at effects of
exercise on the body systems
The examination is 1 hour 30 minutes and contains multiple choice, short and longer answers (40%)
2.1 Practical Performance
Students will study a variety of activities and will be marked on four activities. Two activities may be assessed as a leader or official. (48%)
2.2 Analysis of Performance This will include planning, performing and evaluation a personal exercise plan. (12%)
QUALIFICATION AWARDING
BODY TITLE
ENTRY TIERS PRACTICAL FINAL EXAM
GCSE PEARSON PE
(GAMES) SINGLE
TIER 60% 40%
PRODUCT DESIGN: RESISTANT MATERIALS ELEMENT - - - - - - - - - - -
UNIT 1: THE THEORY OF PHYSICAL EDUCATION
UNIT 2: PERFORMANCE IN PHYSICAL EDUCATION
CONTACT: MRS J WRIGHT : HEAD OF PHYSICAL EDUCATION
OPTIONAL SUBJECT
40
GCSE D&T: Product Design encourages students to design and make products with creativity and originality using a range of materials such as paper/card, plastics, electronics, timber-based materials and ferrous and non-ferrous metals. Students will develop a variety of techniques for working with these materials.
You will design using
traditional pencil, colours etc., and a computer. You will spend lots of time making items, in wood, metal, plastics and modelling card. You will compile a theory file ready for an end of course exam. The study of packaging, branding and marketing tools are included in the course as part of the process of understanding commercially viable products.
The course has a practical approach that encourages students to design and make products with creativity and originality in a variety of practical activities
The AS and A2 levels in Product Design or Electronics, which are great courses
giving candidates valuable knowledge, understanding and skills, this in turn
could lead on to University courses
A-level: D&T Product Design course can be studied at colleges and there are
various university courses such as Product Design, Architecture and Engineering.
Some careers using D&T are: biomedical, structural, aerospace and domestic
appliance service engineers, computer games, medical and product designers.
AQA PRODUCT DESIGN : RESISTANT MATERIALS
WHAT SKILLS WILL I GAIN FROM THIS SUBJECT?
WHAT DO EMPLOYERS THINK ABOUT PRODUCT DESIGN?
41
The GCSE D&T: Product Design course has two units:
Unit 1: Written Exam (40%) Unit 2: Controlled Assessment (60%) Unit 1 – Written paper 40% of total marks 2 hour exam 120 marks Candidates answer all questions in two sections. Pre-release material issued.
Unit 2 – Design and Making Practice 60% of total marks approximately 45 hours 90 marks
Consists of a single design and make activity.
We follow the AQA GCSE Design Technology: Product Design course and the exam board website is at www.aqa.org.uk/dt
QUALIFICATION AWARDING
BODY TITLE
ENTRY
TIERS
CONTROLLED
ASSESSMENT EXAM
GCSE AQA PRODUCT
DESIGN ONE TIER A* - G
60% 40%
HOW WILL I BE ASSESSED?
CONTACT: MR A JACKSON: HEAD OF TECHNOLOGY FACULTY
42
PRODUCT DESIGN : TEXTILES ELEMENT- - - - - - - - - - - - - - - - - - -
This subject will give you the opportunity to explore the world of fashion and textiles. If you like being creative and have an interest in fashion and trends, this is the course for you. You will get the chance to design and make your own fashion garment as well as learning about how the industry works. Textiles is a great subject for developing both your practical skills and expanding your knowledge from KS3 textiles.
When working with textile materials candidates should:
• be able to identify common natural and synthetic fibres such as cotton, wool, silk, linen, polyester,
• Polyamide (nylon), Tactel, acrylic, elastane (Lycra); • understand the difference between woven, knitted and bonded fabrics and
the different properties and uses of such fabrics; • understand the stock forms for yarns and fabrics i.e. fabric roll size, weight,
ply; • understand that many textile fabrics are mixtures or blends of different fibres
and that the composition can be adjusted to create different properties for specific purposes;
• have a basic understanding of the source of textile fibres and the primary processes involved in conversion to workable materials.
During the course you will learn how to produce commercial patterns, understand pattern markings. Learn how to insert sleeves, zips and other construction techniques. You will also learn a wide range of decorative skills such as applique, dying, CAD CAM, embellishments and free machine embroidery.
OPTIONAL SUBJECT
AQA PRODUCT DESIGN: TEXTILES
WHAT WILL I LEARN ABOUT IN PRODUCT DESIGN: TEXTILES?
WHAT SKILLS WILL I GAIN FROM THIS SUBJECT?
43
Textiles are looked on very favourably within the industry and to other employers. If you are thinking of studying anything creative at college such as; Art & Design, Photography or Textiles, then this course would be a great starting point for you. Employers look for creativity and innovation which is what the course encourages you to develop.
Unit 1: Written Paper (45551)
40% of total marks 2 hours -120 marks Candidates answer all questions in two sections. Pre-Release material issued
Unit 2: (45552) Design and Making Practice
(Textiles Element)
60% of total marks Approximately 45 hours - 90 marks Consists of a single design and make activity selected from a range of board set tasks
QUALIFICATION AWARDING
BODY TITLE
ENTRY
TIERS ASSESSMENT EXAM
GCSE AQA PRODUCT
DESIGN ONE TIER A* - G
60% 40%
WHAT DO EMPLOYERS THINK ABOUT PRODUCT DESIGN: TEXTILES?
HOW WILL I BE ASSESSED?
CONTACT: MR A JACKSON: HEAD OF TECHNOLOGY MISS J POSTLE: SUBJECT TEACHER
44
CONTACT: MR A JACKSON: HEAD OF TECHNOLOGY
FOOD TECHNOLOGY - - - - - -. - - - - - - - - - - -- -
This course gives candidates the chance to develop an awareness of the importance of Food Technology in a rapidly changing society. It calls for creative problem solving, looking at consumer needs, developing ideas and making food products and encourages students to become discriminating and informed users of products. Because producing healthy food safely is a skill relevant to all adults. We all need food and knowing how it is manufactured in a contemporary society will help us to make more informed choices about what we eat. The Food Industry is one of the few in this country that is expanding, so this course gives a good basis for further study at Higher Education or for employment.
You will learn about the mass production of food products by food manufacturers.
This will include how new products are developed and how to use tools and equipment safely and effectively. Health and Safety will be taught including Basic Food Hygiene and Systems and Control and Quality Assurance, together with how food is marketed.
Unit 1 : (45451) 2 hour Written Paper
40% of total marks – 120 marks Pre-released Material issued
Unit 2 : (45452) Design and Making Practice
60% of total marks – 90 marks Approximately 45 hours Consists of a single design and
make activity from a range of board set tasks.
QUALIFICATION AWARDING
BODY TITLE ONE TIER
ASSESSME
NT FINAL EXAM
GCSE AQA FOOD
TECHNOLOGY A* - G 60% 40%
DESIGN AND TECHNOLOGY AQA
OPTIONAL SUBJECT
WHAT WILL I LEARN ABOUT IN FOOD TECHNOLOGY?
HOW WILL I BE ASSESSED?
45
CONTACT: MS. N. SESTANOVIC : HEAD OF RELIGIOUS EDUCATION
RELIGIOUS EDUCATION - - - - - -. - - - - - - - - - - --
PAPER 1: Religion and Life based on a study of Christianity
This Unit requires students to study the relationship between religion
and life and its effect on the lives of believers, especially those living in
the United Kingdom.
This paper is split into four subsections:
Section 1 Believing in God (Creation theories, evil and
suffering)
Section 2 Matters of Life and Death (Paranormal,
abortion and euthanasia)
Section 3 Marriage and the Family
Section 4 Religion and Community Cohesion
Students will be required to demonstrate knowledge and understanding
of the specification, express their own responses to the issues and
questions raised using reasons and evidence and evaluate Christian
points of view about these issues and questions.
To be taught
during year 10.
To be
examined
summer year
11.
50% of marks
PAPER 2: Religion and Society in Christianity and Islam
This Unit requires students to study the relationship between religion
and society on the lives of believers, especially those living in the
United Kingdom.
This paper is split into FOUR subsections:
Section 1 Rights & Responsibilities (Human Rights)
Section 2 Environmental & Medical Issues (Global
warming, cloning)
Section 3 Peace & Conflict (War, Weapons)
Section 4 Crime & Punishment (Death sentence, Drugs)
Students will be required to demonstrate knowledge
and understanding of the
specification, express
their own responses to
the issues and questions
raised using reasons and
evidence and evaluate
Christian and Muslim points of view about these issues and questions.
To be taught
during year 11.
To be
examined
summer year
11.
50% of marks
OPTIONAL SUBJECT
PEARSON: RELIGIOUS STUDIES
46
Geography: GCSE Field Trip 17th March 2016
DATE EXAMINATION AM/PM START DURATION
JANUARY 2016
12 Jan GCSE French Writing assessment week In Lesson Time
FEBRUARY 2016
5 Feb French MFL Speaking Test (Mrs Dumas-Glover)
All Day Individual Appointments
8 Feb French MFL Speaking Test (Miss Duke) All Day Individual Appointments
9 Feb French MFL Speaking Test (Miss Duke) All Day Individual Appointments
10 Feb French MFL Speaking Test (Miss Hill) All Day Individual Appointments
12 Feb French MFL Speaking Test (Mrs Dumas-Glover)
All Day Individual Appointments
24 Feb German MFL Speaking Test (Mrs Catterall)
All Day Individual Appointments
25 Feb German MFL Speaking Test (Mrs Catterall)
All Day Individual Appointments
26 Feb German MFL Speaking Test (Mrs Catterall)
All Day Individual Appointments
22 Feb GCSE German Writing Assessment week In Lesson Time
MARCH 2016
2 - 15 Mar
Y10 Internal Exams Period Separate Timetable issued February 2016
SUMMER 2016
6 June GCSE French Writing assessment week In Lesson Time
13 June French MFL Speaking Test (Miss Duke) All Day Individual Appointments
14 June French MFL Speaking Test (Miss Duke) All Day Individual Appointments
15 June French MFL Speaking Test (Miss Hill) All Day Individual Appointments
16 June French MFL Speaking Test (Mrs Dumas-Glover)
All Day Individual Appointments
17 June French MFL Speaking Test (Mrs Dumas-Glover)
All Day Individual Appointments
27 June Statistics GCSE Exam Higher AM 9.00 am 2 hours
29 June German MFL Speaking Test (Mrs Catterall)
All Day Individual Appointments
30 June German MFL Speaking Test (Mrs Catterall)
All Day Individual Appointments
1 July German MFL Speaking Test (Mrs Catterall)
All Day Individual Appointments
27 June GCSE German Writing assessment week In Lesson Time
Year 10 GCSE EXAMS & CONTROLLED ASSESSMENTS: 2015/2016
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WHAT TO DO IF YOU ARE ILL ON THE DAY OF AN EXAM
If you are ill and are unable to attend an exam it is
vital you phone the school first thing in the morning
(01204 882327) to inform us.
You must also obtain a note from your doctor detailing the reason for
non-attendance. There is the possibility of submitting this note to the
Examinations Board to ask for special consideration. The Board looks at
this in conjunction with other exam marks from the student in that
particular subject, coursework marks and mock exam marks. This will
then sometimes enable them to adjust the mark and grade accordingly.
If you are feeling unwell, but still able to travel, we suggest you come to
the exam and we can assess the situation then. In most cases it is better
to take the exam if you can.
If in doubt – PHONE THE SCHOOL
If you do not attend an exam without a valid reason, it is possible that
you will be charged for that exam.
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WHAT IS SPECIAL CONSIDERATION? There is a lot of misunderstanding about Special Consideration. Special Consideration can be given to candidates who are present for the examination but are at a disadvantage. The size of the allowance given depends on the timing, nature and extent of the illness or misfortune.
THE MAXIMUM ALLOWANCE GIVEN WILL BE 5% of the total raw marks available in the component concerned, including controlled assessment/coursework. 5% is only given in exceptional circumstances i.e. death of a parent, or the candidate is terminally ill. The majority of special consideration cases are awarded 2% of the total marks. Each case is assessed individually by the awarding body.
Below are extracts taken from the JCQ special consideration guidance for exam officers:- Special consideration can only seek to go some way to assist a candidate affected by a potentially wide range of difficulties, emotional or physical, which may influence performance in examinations. It cannot remove the difficulty faced by the candidate. There will be situations where candidates should not be entered for an examination. Only minor adjustments can be made to the mark awarded because to do more than this would jeopardize the standard of the examination.
All examinations are measuring what a candidate knows and can do. The overall grades awarded must reflect the level of attainment demonstrated in the examination. The grades awarded do not necessarily reflect the candidate’s true level of ability if attainment has been considerably affected over a long period of time.
It is not necessarily the case that the grade issued will match the estimated/forecast grade. Where long term circumstances have prevented the candidate from reaching the competence standards it may not be possible to make an adjustment.
Special consideration cannot be applied in a cumulative fashion, e.g. on the basis of a domestic crisis at the time of the examination and the candidate suffering from a viral illness.