Year 10/11 - North Leamington School - Homenorthleamingtonschool.warwickshire.sch.uk... · Year...

North Leamington School

Year 10/11

Course Guide

January 2015

Contents

Year 10/11 Courses for September

2015

INTRODUCTION Introduction 3 Careers Information, Advice & Guidance 4

CORE English & English Literature 5 Mathematics 6 Science 7-8 Religious Education 9 GCSE OPTIONS Food Technology 10 Resistant Materials 11 Textiles 12 Art 13 French and German and Spanish 14 Drama 15 Geography 16-17 History 18 Physical Education 19 Triple Science 20 Media 21 ICT 22 Computer Science 23 Business Studies 24-25 VOCATIONAL OPTIONS BTEC in Dance 26 BTEC in Health and Social Care 27 BTEC in Music 28-29 BTEC in Sport 30

YE AR 10 FOR SEPTEMBER 2015

This booklet contains essential information about courses on offer to students in Year 10 at North Leamington School. It is a companion to the Options Booklet, which will be available during the Options Process. It is not intended to be a definitive guide to all the information that a student will need in order to make informed choices about future courses; as it is expected that students will have fully participated in careers guidance activities, as part of the Citizenship Programme. We also encourage students to actively seek to inform themselves and talk to their subject teachers. In fact, much useful information is available from a whole range of sources, both within and outside school. This Booklet is organised into three main sections: Core subjects: these are subjects that all students will follow GCSE options: Vocational options: BTEC courses Students will choose four options subjects. These may be entirely GCSE courses or a combination of GCSE and vocational courses. The actual subject combinations that are available are given in the Options Booklet. It is our aim to enable all students to have access to a broad and balanced curriculum which is best suited to their individual needs and abilities. Students with specific educational needs and learning difficulties are catered for by support teaching and/or grouping arrangements. When choosing a subject, students are urged to also consider realistic reserve choices where possible. Any school’s resources are limited, and some subjects may be withdrawn if they prove uneconomical in terms of class size. It is hoped that the timetable will be flexible enough to ensure that the vast majority of students achieve their first choices, but some students may have to accept an alternative subject. This set of choices is one of the most important in your school life and deserves much care and thought. If you need any extra help or advice please do not hesitate to ask for it; consult your Learning Mentor or the member of staff in charge of Careers Education; Mrs Emma Williamson Andy Hawkins Deputy Headteacher

INTRODUCTION

INTRODUCTION

Careers Information Advice and Guidance (CIAG) All students are entitled to careers education and guidance throughout their school career. At NLS, this is part of RE/Citizenship and is covered on Super Learning Days and throughout the curriculum. Students learn about three areas of careers education: self-development, career exploration and career management. By the end of Year 11 students will have been encouraged to think about their own skills, qualities and abilities and the kind of work for which they are best suited. They will also have consid-ered how they could get into the career of their choice and know what qualifications and training are necessary. In Years 10 and 11 we work extensively with NLS Sixth Form and Local Colleges and train-ing providers to ensure all students are aware of their post-16 choices. We also invite specialists in to talk to students about different careers. In general, we would advise all students to keep their options open and keep as broad an education as possible. Students will also be encouraged to think about the ways in which they best learn, and which qualifications are best suited to their own learning style. If students want further advice they are welcome to visit Mrs Williamson in the Careers Office, they can also use the careers section in the Learning Zone on the NLS Website to investigate different careers and the qualifications they require. The lessons in Years 10 and 11 cover the following areas: Finding and applying for jobs and work placements Preparing for and attending an interview The changing world of work Personal development through the use of interactive careers information Programmes such as Fast Tomato Understanding their options post-16 Emma Williamson

Careers and IAG Manager

Careers Information Advice and Guidance

CORE

GCSE E NGLISH & ENGLISH L ITER ATURE

Subject: English Language and English Literature Head of Department: Mr S Hoskin Examination board: AQA Level: GCSE Course Details All students take two separate GCSEs in English: English Language and English Literature. GCSE English Language: Course Details GCSE English Language will be taught alongside GCSE English Literature, as the skills required for the course are often best approached through some of the literary texts we will study for the other course. During the course students will read and be assessed on high quality, challenging texts from the 19th, 20th and 21st centuries. The texts, across a range of genres and types, will then support students in developing their own writing by providing effective models. They will include literature and extended literary non-fiction, as well as other writing such as essays, reviews and journalism (both printed and online). Assessment All texts examined for this course are unseen. Paper 1: Explorations in Creative Reading and Writing 50% of GCSE Section A: Reading – questions of increasing difficulty on one unseen literary fiction text Section B: Writing – one piece of descriptive or narrative writing Paper 2: Writers’ Viewpoints and Perspectives 50% of GCSE Section A: Reading – questions on two linked non-fiction texts Section B: Writing – one extended writing question There is only one tier of entry – all students will be required to sit both these exams.

GCSE English Literature: Course Details The study of GCSE English Literature gives all students an opportunity to read and experience a range of texts, providing an awareness of the heritage of British writing and shape their wider skills of critical thinking and higher order reading. During the course students must study texts from Shakespeare, the 19th century novel, poetry across the last 500 years including the Romantics and modern writing. Assessment All examinations are ‘closed text’, meaning students cannot take copies of the texts into the exam with them. Paper 1: Shakespeare and the 19th century novel Students will have studied one Shakespeare play and one 19th century novel in advance of the exam. For each text they answer one question on an extract and one on the text as a whole. Paper 2: Modern Texts and Poetry

Section A: Modern Texts - Students will have studied one modern prose or drama text in advance of the exam. They will answer an essay question on the whole text.

Section B: Poetry - Students will answer one question on a collection of poems they have studied.

Section C: Unseen poetry – Students will answer questions comparing two previously unseen poems.

There is only one tier of entry – all students will be required to sit both exams.

CORE

GCSE M ATHEM ATICS

Subject: Maths GCSE Head of Department: Miss M Foy Examination board: AQA Syllabus: Linear GCSE Mathematics Level: GCSE

Course Details Students will study a linear GCSE in line with new Government requirements for end of course examination and functionality. This means that students need to have a better understanding of suitable methods and how to apply them in real-life situations. In lessons students will apply their learning to a wide range of contexts and will be encouraged to become more independent with their mathematical thinking, willing to try methods and make logical first steps to solve problems. Students will be examined at either Higher or Foundation level in Year 11. Higher papers are awarded grades A* - D and Foundation papers are awarded grades C - G. The appropriate tier of entry will be decided by the classroom teacher in consultation with the Head of Department. The examination consists of two papers, one calculator based and one non-calculator based, with more marks awarded for the calculator paper. It is important that students are well equipped for lessons. They will be required to bring a scientific calculator, compass, protractor, and other basic stationery to all maths lessons. Homework is set on a weekly basis and the department also subscribes to MyMaths which can be used by students as a consolidation or a resource tool, as well as perhaps a site where homework tasks will be set. Assessment Students will sit two exams at the end of the course. One exam is calculator based the other is non-calculator based. At FoundationTier the non-calculator paper is 1 hour 15 minutes and the calculator paper is 1 hour 45 minutes. At Higher Tier the non-calculator paper is 1 hour 30 minutes and the calculator paper is 2 hours.

GCSE SCIENCE

CORE

Subject: Science Head of Department: Biology: Mr J Dhesi Chemistry: Miss E Cooper Physics: Mr J Rae Examination board: OCR Syllabus: Y10 Gateway Core (Science B) Y11 Gateway Additional (Science B) Level: GCSE Course Details Y10 Gateway Core (Science B) Students study areas of Biology, Chemistry and Physics. The course has an emphasis on explanations, theories and modelling in science along with the implications of science for society. Students research science topics that have been covered in the media along with more traditional practical aspects of science. Y11 Gateway Additional (Science B) This course builds on the foundations of the Year 10 course. It gives students opportunities to: develop their interest in and enthusiasm for science; develop a critical approach to scien-tific evidence and methods; acquire and apply skills knowledge and understanding of how science works in society.

Assessment Percentage examination Y10 Gateway Core (Science B) 75% Y11 Gateway Additional (Science B) 75% Titles of examinations Y10 Gateway core (Science B) Science B unit 1 – modules B1, C1, P1. Science B unit 2 – modules B2, C2, P2. Y11 Gateway Additional (Science B) Additional Science B unit 1 – modules B3, C3, P3. Additional Science B unit 2 – modules B4, C4, P4. Percentage Controlled Assessment Y10 Gateway Core (Science B) 25% controlled assessment Y11 Gateway Additional (Science B) 25% controlled assessment Controlled Assessment Plan practical ways to answer scientific questions and hypothesis. Develop appropriate methods for the collection of numerical data. Assess and manage risks when carrying out practical work. Collect, process, analyse and interpret primary and secondary data. Evaluate methods of data collection and the quality of the resulting data.

GCSE S CIENCE CONTINUED

CORE

Subject: Religious Studies with Citizenship Head of Department: Mr G Collins Examination board: OCR Syllabus: Full course Religious Studies B Level: GCSE Full Course Course Details This exciting and engaging new course will give students the opportunity to learn and discuss issues that affect them today and in the future. It combines two papers, “Religion & Ethics and Religion & Philosophy”. Topical and relevant topics are explored in good detail and will allow students to evaluate and support their own arguments. Areas of study: Religion & Medical Ethics, Religion & the Media, Religion & Equality, Human Relationships Religion & The Deity, Religion & the End of Life, Good & Evil, and Science & Religion In Citizenship the aims are to provide young people with knowledge, attitudes and values that will help them to: Play an effective and active role in society in relation to local, national, and international communities Become informed citizens who are aware of their rights and responsibilities Assessment Examination: 100% 4 papers There are no controlled assessments for this topic.

CORE

GCSE RELIGIOUS S TUDIES

GCSE O PTIONS

GCSE F OOD TECHNOLOGY

Subject: Design & Technology: Food Technology Head of Department: Mrs M O’Sullivan Examination board: AQA Level: GCSE Course Details Design and Technology is a practical subject area which requires the application of knowledge and understanding when developing ideas, planning, producing products and evaluating them. The distinction between Designing and Making is a convenient one to make, but in practice the two often merge. For example, research can involve not only investigating printed matter and people’s opinions, but also investigating e.g. proportions, adhesives, colour, structures and materials through practical work. Candidates should build upon the National Curriculum Key Stage 3 Programmes of Study (Strategy) to develop a working knowledge of a wide range of materials, ingredients and standard components appropriate to modelling, prototyping and manufacturing. Candidates should be given the opportunity to gain knowledge and understanding of the functions, working characteristics and the processing techniques when designing and making food products.

Assessment: 60% Coursework – This will require the completion of an A4 portfolio of work (approx. 40 pages) and should reflect approximately 45 hours of work. Candidates should submit a 3 dimensional outcome, which should be supported by photographic evidence at various stages of their making and development. This project portfolio is assessed internally and externally moderated.

40% Examination – A 2 hour single tier paper in two sections, one based on Pre-release material

and the other on the application of knowledge and understanding of materials & components, and

processes & manufacture.

Subject: Resistant Materials Head of Department: Mr G Whiting Examination board: AQA Level: GCSE Course Details Students are encouraged to design and make products with creativity and originality, using a range of (resistant) materials and techniques. Initially this will take the form of smaller projects reinforcing their knowledge and skills from KS3. The coursework element of the GCSE course will require them to produce a portfolio of design and development work, and then manufacture the product, from a range of board set tasks, using appropriate materials and techniques. There is a need to consider sustainability and environmental impact of their designing, and demonstrate innovative work as much as possible. All coursework must be produced under controlled assessment. In addition to coursework students will sit a single tier examination, part of which will be based on Pre-release material issued by the board. Assessment: 60% Coursework – This will require the completion of an A3 portfolio of work (approx. 20 pages) and a practical outcome, and should reflect approximately 45 hours of work. A set number of themes/titles for this project will be issued by the Examination Board and pupils have the opportunity, with guidance, to select an appropriate one. This project portfolio is assessed internally and externally moderated.

40% Examination – a 2 hour single tier paper in two sections, one based on pre-release material

and the other on the application of knowledge and understanding of materials, components and

processes.

GCSE RESISTANT M ATERIALS

GCSE OPTIONS

GCSET EXTILES

Subject: Textiles Head of Department: Miss R Tompkins Examination board: AQA Level: GCSE Course Details Design and Technology: Textiles builds upon knowledge gained in Key Stage 3. Students complete a series of design and make tasks which allow them to develop their skills in garment manufacture and methods of decorating fabric. Students can then use these skills to complete their coursework. 60% of the final GCSE grade is obtained through coursework. This is a single design and make activity which allows students to respond to a choice of exam board set design briefs. Students are given dedicated lesson time and guidance to assist them in completion of the task. The remaining 40% of the marks is obtained through completion of a written paper.

Pre-release material is sent by the exam board, enabling students to prepare design ideas and

a final design solution before the exam. Students are then able to reproduce their ideas in the

exam as well as allowing them to demonstrate other knowledge gained, such as the

construction of fibres and fabrics, modern and smart materials and sustainable materials.

Students receive dedicated ‘theory’ lessons that allow them to fully prepare for the exam.

Assessment: Coursework (60%) – Students choose from a selection of exam board set design briefs. Students complete an A3 design portfolio (approximately 25 pages) and a practical outcome that should reflect approximately 45 hours of work. Coursework is assessed in school and externally moderated by the exam board.

Written Paper (40%) – A 2 hour single tier exam paper based on pre-release exam material sent by the exam board. Students receive theory lessons in preparation for the exam.

GCSE OPTIONS

GCSE O PTIONS

GCSE ART

Subject: Art Head of Department: Mrs C Copeland Examination board: OCR Syllabus: Fine Art Level: GCSE Course Details Students work on a one themed ‘food’ project throughout the course that includes: sculpture, drawing, printing and painting. Students are taught how to skilfully use a full range of materials and techniques. The coursework final outcomes will include a large scale wrapper in Year 10 and a painting or sculpture for Unit 2, which will be completed in Year 11. Students are required to produce research on artists and test out their use of material. All students complete a series of observational studies, collages and investigations, during les-sons in which all work is formally assessed by their Art teacher. Full attendance is therefore es-sential. Students in Year 11 also spend 8 weeks preparing for their final practical exam. This will start in January on a starting point supplied by the Exam Board. Assessment Examination: 40% Prepared practical exam: Independent research into the practical is required. In Year 11 stu-dents are issued with the Terminal Examination Paper. They then have 8 weeks to prepare for their 10 Hour practical examination. Coursework: 60% Coursework tasks: Unit 1 – Wrapper sculpture large scale. Coursework tasks: Unit 2 - Independent food project of students choice.

GCSE M ODERN FOREIGN L ANGUAGES F RENCH , G ER MAN & S PA NISH

GCSE OPTIONS

Subject: French/German/Spanish Head of Department: Miss C Donnellan Examination board: AQA Syllabus: 4658 (French); 4668 (German) 4695 (Spanish) Level: GCSE Course Details Understand and provide information and opinions about the following topics, from the student’s and other people’s points of view, including people in countries/communities where French/German/Spanish is spoken. Lifestyle

Healthy and unhealthy lifestyles and their consequences

Relationships with family and friends

Future plans regarding: marriage/partnership

Social issues and equality

Leisure

Free time activities

Shopping, money, fashion and trends

Advantages and disadvantages of new technology

Holiday plans, preferences, experiences

What to see and getting around

Home & Environment

Special occasions celebrated in the home

Home, town, neighbourhood and region, where it is and what it is like

Current environmental problems facing the planet

Being environmentally friendly within the home and local area

Work & Education

School/College and Future Plans

What school/college is like

Pressures and problems

Looking for and getting a job

Advantages and disadvantages of different jobs

Assessment

Listening – terminal examination (20%) Foundation or Higher. Texts in French/ German/Spanish, questions and

answers in English

Speaking – controlled assessment (30%) – 2 tasks

Reading – terminal examination (20%) Foundation or Higher. Texts in French/ German/Spanish, questions and

answers in English

Writing – controlled assessment (30%) – 2 tasks

GCSE O PTIONS

GCSE DR AMA

Subject: Drama Subject Leader: Mrs D Hill Examination board: Pearson Level: GCSE Course Details Students will complete three units of work. Assessment

Examination: 60% Coursework (Unit 1/2)

40% Practical Examination (Unit 3) No written examination Content: Unit 1 – Drama Exploration (Behind the Wall) Internally assessed and externally moderated Students will use Drama to explore ideas and issues, based on a variety of stimulus material. Students have the opportunity to use Drama forms to deepen their knowledge and understanding of an idea or an issue and to communicate this understanding through the medium of Drama. Group work is an essential part of the practical coursework. Students complete a written response of 2000 words. Unit 2 - Drama Exploration II (Blood Brother by Willy Russell) Internally assessed and externally moderated Students will have the opportunity to explore a play and to gain knowledge and understanding of the ways in which playwrights, performers, directors and designers use the medium of drama to communicate their ideas to an audience. Students complete a written response of 1000 words. Students are also required to attend the theatre and complete a theatre review of 2000 words for their coursework. Unit 3 – Drama Performance (40%) Externally assessed Students will take part in a play that they have created as a group jointly devised and presented by themselves, OR an extract rehearsed from scripted material and jointly directed and presented by themselves. Group work is an essential element. Decisions as to how materials and resources are to be used are the responsibility of the students. You can either be examined on your acting skills in the performance or on your design and technical skills (stage design, costume, masks and makeup or lighting and sound). You will perform the play in front of an audience and the examiner will be present at the performance.

GCSE G EOGR APHY

GCSE O PTIONS

Subject: Geography Head of Department: Joy Ashton Examination board: OCR Syllabus; A Level: GCSE Course Details GCSE Geography encourages learners to be inspired, moved and challenged by following a broad, coherent, satisfying and worthwhile course of study and gain an insight into related sectors. They should prepare learners to make informed decisions about further learning opportunities and career choices. The aims of this specification are for students to: actively engage in the process of geography to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds develop their knowledge and understanding of geographical concepts and appreciate the relevance of these concepts to our changing world develop a framework of spatial awareness in which to appreciate the importance of the location of places and environments from local to global appreciate the differences and similarities between people’s views of the world, its environments, societies and cultures understand the significance of values and attitudes to the development and resolution of issues develop their responsibilities as global citizens and recognise how they can contribute to a

future that is sustainable and inclusive develop and apply their learning to the real world through fieldwork and other out of class-

room learning use geographical skills, appropriate technologies, enquiry and analysis

Unit 1 – Contemporary hemes in Geography Three compulsory themes: Extreme Environments (hot deserts, mountains and earthquakes) The Global Citizen (the impact of the processes of production and consumption, ener-

gy use and population change). Similarities and Differences in Settlements and Population.

Unit 2 – Geographical skills. The assessment of Geographical Skills will be in the form of a question paper that requires candidates to demonstrate their skills and to extract, interpret, analyse and evaluate information from a range of previously unseen resources. The question paper will be based on a geographical

scenario with unseen resources. This scenario may or may not be directly linked to one of the three themes or one of the contemporary geographical issues included in each theme. They may also be asked to draw diagrams and maps. The question paper will include a compulsory section on Ordnance Survey (OS) map interpretation which will be relevant to the un-seen geographical scenario. Unit 3 - Local Geographical Investigation The focus of the content for this unit is the process of geographical investigation set in the context of a local investigation. This will allow students to develop an in-depth awareness of their local environment by applying their understanding of Geographical skills and processes. Fieldwork will have to be carried out. It will require them to identify relevant geographical questions and issues and establish appropriate sequences of investigation, incorporating geographical skills including enquiry skills. It will require them to interpret evidence, make decisions and justify conclusions. It will require them to communicate in a variety of ways that are appropriate to their audience, including extended writing and graphical forms. It will require them to evaluate methods of collecting, presenting and analysing evidence, and the validity and limitations of evidence and conclusions. Assessment Unit 1 ContemporaryThemes in Geography Written paper (exam) 1 hour 45 minutes – 112 marks 50% of the qualification

Unit 2 Geographical Skills Written paper (exam) 1 hour 15 minutes – 50 marks 25% of the qualification

Unit 3 Local Geographical Investigation Controlled assessment 50 marks 25% of the qualification

GCSE G EOGR APHY CONTINUED

GCSE O PTIONS

GCSE H ISTORY (MODERN WORLD H ISTORY)

Subject: History Head of Department: Mr D Bowker Examination board: OCR Syllabus: Modern World History (J417) Level: GCSE Course Details

1. International Relations 1919-1989:

The Cold War – the ideological struggle between capitalism and communism

2. How British society changed between 1906-1918:

How the poor were helped

How women got the vote

The First World War and life on the Home Front

3. Germany 1918-1945

How Germany coped with the loss of WWI

The challenges to Weimar democracy

Gustav Stresemann and the response to hyperinflation

The ‘Golden Years’ 1924-1929

The Great Depression and the rise of the Nazis

4. USA 1919-1941

America in the 1920s, including the changes to industry, entertainment, American gangsters and the

treatment of Black Americans

Depression in the 1930s

President Roosevelt’s New Deal SKILLS

Interpretation:

How to analyse and evaluate historical sources of information, looking for bias, reliability and usefulness.

Communication:

How to communicate different historical knowledge, both verbally and through writing.

Analysis:

Interpretation and understanding of historical events. Assessment Examination: 75%

Paper 1 (45%) – this will examine your knowledge of topics 1 and 4. There is a choice of questions, with a mixture of structured and source-based questions.

Paper 2 (30%) – this is a source-based paper. You will be asked to investigate an issue from Topic 2 (Britain 1906-1918) and then demonstrate how well you can analyse historical sources.

Coursework / controlled assessment

The controlled assessment is 25% of the final mark.

Coursework task: The coursework is an investigation of an aspect of Germany 1918-1945 (Topic 3).

GCSE O PTIONS

GCSE PHYSIC AL EDUC ATION

Subject: Physical Education Head of Department: Miss G Jephcote Examination board: Edexcel Level: GCSE Course Details A variety of teaching and learning techniques are used to deliver GCSE PE including a combination of collaborative and independent learning tasks. Lessons vary but include activities which are based on the use of ICT, practical sporting experiences and laboratory research based work. Through the delivery of the Theory of Physical Education, students will learn about the following topic areas:

Reasons for taking part in sport Health related exercise Skill related fitness Principles & methods of training Diet, health & safety. Anatomy and Physiology including:

The skeletal system The muscular system The cardiovascular system The respiratory system

The GCSE Physical Education course prepares students well to continue to study within the field of sport / sports science / sports coaching and specifically links to topics covered within the Level 3 BTEC Programme and A Level Physical Education qualification at Sixth Form. Assessment One written exam paper at the end of Year 11 (worth 40% of the overall grade). Controlled assessment (worth 60% of the overall grade). The Controlled assessment is further broken down into:

Practical performance (48%) – assessed in FOUR performances (Sports) as a player, official or leader. These must be selected from at least TWO different activity groups. Analysis of Performance (12%) – assessed as an oral interview in ONE chosen activity. Students demonstrate their knowledge and understanding of:

the rules and terminology of the sport the technical and tactical skills of the sport by observing and analysing another performer and making suggestions on how to improve their performance based on their strengths and weaknesses how to design a Personal Exercise Plan to improve their fitness and performance.

Subject: Triple Award Science Head of Department: Biology: Mr J Dhesi Chemistry: Miss E Cooper Physics: Mr J Rae Examination board: OCR Syllabus: Y10 Biology B, Chemistry B and Physics B Y11 Additional Biology B, Additional Chemistry B and Additional Physics B Level: GCSE Course Details Students will study three separate GCSEs in Biology, Chemistry and Physics. The course is ideal for those students who wish to extend their study of Science into greater breadth. Assessment Examination: 75% Titles of examinations Biology B Unit 1 – modules B1, B2, B3 35% Biology B Unit 2 – modules B4, B5, B6 40% Chemistry B Unit 1 – modules C1, C2, C3 35% Chemistry B Unit 2 – modules C4, C5, C6 40% Physics B Unit 1 – modules P1, P2, P3 35% Physics B Unit 2 – modules P4, P5, P6 40% Controlled assessment: 25% Controlled assessment tasks: There is a controlled assessment task for each of the three sciences. Plan practical ways to answer scientific questions and hypothesis. Develop appropriate methods for the collection of numerical data. Assess and manage risks when carrying out practical work. Collect, process, analyse and interpret primary and secondary data. Evaluate methods of data collection and the quality of the resulting data.

GCSE OPTIONS

GCSE T RIPLE AWARD SCIENCE

GCSE I N MEDIA S TUDIES

Course title: Media Studies Head of Department: Mr J Lowe Examination board: WJEC Level: GCSE Course Details What is Media Studies? ‘Media’ is all around us. It means mediums of communications and in media studies we explore how meaning is generated in a range of differ-ent platforms, such as film, advertising, the internet, newspapers/ magazines and computer games. Media Studies GCSE is designed to enable students to:

develop their appreciation and critical understanding of the media and its role in their daily lives

develop their practical and creative skills through opportunities for personal engagement and creativity

develop investigative, critical thinking and decision-making skills through consideration of issues that are important, real and relevant to learners and to the world in which they live

understand how to use media concepts and ideas to analyse media productions in their various contexts. There are three interdependent study areas: Products of the media – media texts (explored in terms of genre, narrative and representation), the organisations behind those texts (explored in terms of production, distribution and regulatory issues) and the audiences for, and users of, those texts. Those study areas are also designed to encourage students to explore the convergent nature of the media across its various forms and plat-forms. This course is organised in terms of the two central activities:

thinking about the media, involving investigating media texts and their various contexts and

creating for the media, involving planning, producing and presenting media texts. Assessment UNIT 1: (40% of final grade) is an externally assessed examination (2hrs 15 mins) divided into two sections: A—Thinking about the media investigating (students respond to stimulus material chosen from a topic set by the exam board) B - Thinking about the media - planning (students demonstrate planning and creative skills designed to demonstrate knowledge of the convergent nature of contemporary media) UNIT 2: (60% of final grade) is controlled assessment, with three pieces of work from at least two different media, including at least one production with relevant research, planning, production and evaluation. What topics will I study? Students will study a range of different media and topics throughout the course. The examined topic changes each year, and in each section of the exam. For example in 2014, section A of the exam’s topic is TV drama (crime) and section B is magazines. However in 2015, section A is about print advertising and section B is about TV advertising. What skills do I need? It certainly helps if you take an active interest in the media and have an open mind as to what media you consume. It also helps if you follow events in the news and/ or produce media in your spare time (for example, practise photo or video editing skills) What will it help me with when I’m older? Broadly speaking it helps to develop both practical production skills and an analytical approach to the media around us. You will develop: re-search skills, team-working skills, practical skills, examination skills and more. Having a GCSE in Media Studies may give you an advantage when applying for media-related courses at colleges and universities, and clearly demonstrates your interest and aptitude for the media. It also offers students opportunities to develop their media portfolios. Who can I speak to for more information? Mr Lowe (Head of Media/ Film Studies) or Mrs Carter or Mr Myers.

Course title: GCSE ICT Head of Department: Mr C Deane Examination Board: WJEC Level: 1/2

Course Details Following a course in GCSE ICT enables students to have a broad understanding of the use of computers and other technologies in the world around us. The GCSE ICT allows students to become confident, independent users of common office based and multimedia IT applications.

Assessment Unit 1: Understanding ICT (1½ hour written exam - 20% of final grade) Topics including use of ICT in business and organisations, staying safe with ICT, ICT communication systems and use of ICT for entertainment.

Unit 2: Solving Problems with ICT (Controlled assessment – 30% of final grade) Using a variety of ICT applications including Email, Presentation Software, Word Processors, Spread-sheets and Databases to solve problems from a given scenario

Unit 3: ICT in Organisations (1½ hour written exam - 20% of final grade) Topics including applications, networks, user interfaces, social impact of ICT and multimedia uses of ICT

Unit 2: Developing Multimedia ICT Solutions (Controlled assessment – 30% of final grade) Using multimedia software including web design, graphics and animation software (Adobe

Dreamweaver, Fireworks and Flash) to create a website for a given scenario

GCSE I N ICT

Course title: GCSE Computer Science Head of Department: Mr C Deane Examination Board: WJEC Level: 1/2

Course Details Following a course in GCSE Computer Science enables students to have a deep understanding of how computers work and how to create programs and solve problems using programming languages.

Assessment Unit 1: Understanding Computer Science (1½ hour written exam - 45% of final grade) Topics including computer systems, binary, software, networks, programming and algorithms

Unit 2: Solving Problems using Computers (2 hour online exam – 30% of final grade) Solving problems using HTML and programming with two different languages (Visual Basic and Java)

Unit 3: Developing Computing Solutions (Controlled assessment - 25% of final grade) Using a programming language such as Visual Basic to solve an exam board set problem

GCSE I N COMPUTER SCIENCE

Course title: GCSE Business Studies Exam Board: Edexcel Subject Leader: Mrs J Sandhar and Mrs M Fear Level: Level 2 This qualification introduces students to both the practical and theoretical side of starting up and running a business. They will also learn how businesses manage both their finances and the people who work for them. The course is designed to enable candidates to progress to further education, employment or training. Course details: GCSE Business Studies enable students to:

actively engage in the study of business and economics to develop as effective and independent students and a critical and reflective thinkers with enquiring minds

use an enquiring, critical approach to distinguish facts and opinions, to build arguments and make informed judgements

develop and apply their knowledge, understanding and skills to contemporary issues in a range of local, national and global contexts

appreciate the range of perspectives of different stakeholders in relation to business and economic activities

consider the extent to which business and economic activity can be ethical and sustainable What topics will I study? Business start-up Economic factors Marketing Finance Human resource management Customer needs Enterprise Units There are three core units that all students study: First module - Introduction to small business (25%) Assessed with a 45 minute multiple choice exam. Students will study how to spot a business opportunity. They will consider options such as being a franchisee. Stu-dents will look at where to get finance and the importance of planning cash flow. Students will learn about customer service. They will also look at how changes in inflation, interest rates and exchange rates affect businesses.

Second module - Investigating small businesses (25%)

Assessed with a controlled conditions assessment.

Students will be given a title such as 'Choose a local business and investigate how it competes with other firms'. Stu-

dents will then be required to plan and research the topic and produce a folder of research. They will then have three

hours under exam conditions in class, to produce their final piece of work.

Third module - Building a business (50%)

Assessed with a 90 minute written exam. Students will study marketing, in particular how firms carry out market re-

search. They will study Human Resource Management - how firms recruit and motivate their workers. Students will

study Finance and Accounts in more depth and will look in more detail at how firms give good customer service. They

will also investigate the effects of being in the European Union on firms, which includes business ethics.

GCSE I N BUSINESS S TUDIES

How will I be taught? Teaching styles vary depending on the topic but will involve discussions, presentations, investigations and interpret-ing data. Real life case studies will be used wherever possible to make it easier for students to relate to and apply their knowledge and skills developed throughout the course. How will I be assessed? The course is assessed both externally and internally via controlled assessments. The written exam will comprise of a combination of multiple-choice, short and extended answer, data response and scenario-based questions. The controlled assessment tasks are internally marked by teachers and moderated by Edexcel. What next? Students usually go on to study A-Levels if they have completed the course with a grade C. Business students also develop the key skills that employers are looking for and these can lead to a very wide range of employment oppor-tunities. Who should I contact for more information? Mrs J Sandhar or Mrs M Fear

GCSE I N BUSINESS S TUDIES

VOC ATION AL OPTIONS

LEVEL 2 BTEC AWARD IN D ANCE

Course title: BTEC Level 2 First Award in Performing Arts (Dance) Subject Leader/Dance Teacher: Miss Lane Examination board: Edexcel Level: Level 1/2

Course Details Students will learn about dance through practical and theoretical study. Assessments and tasks will focus on current practices within the professional world of dance involving performances, case studies of professional dancers and companies. Students must be prepared to perform in front of an audience in the theatre and undertake an individual presentation, which will be recorded for external examining. Assessment Students will undertake three units to complete the course over two years. Unit 1 will be externally assessed and video recorded to be sent to an examiner. Units 2 and 4 will be assessed by the teacher and then moderated. (Pass = grade C, Merit = grade B and Distinction = grade A, Distinction* = A*) Units Students will complete 3 units of work: 2 Core, 1 Specialist, Core Unit Unit C1: Individual Showcase Learners will study the progression opportunity within dance and the process of audition. The process will be as realistic as possible. They will write a letter of application and prepare two performance pieces both of 2 minutes in length in response to pre-released progression opportunities provided by Edexcel. Unit C2: Preparation, Performance and Production Learners will learn how to prepare for a live performance including the organisational side of ensuring performances are ready. Learners will be fully involved in, and responsible for, the creation of the performance piece from undertaking research to creating movement material and structuring the dance. Specialist Units Unit C4 – Dance Skills Learners will develop their dance skills through rehearsing and perform choreographed dance pieces. It will also enable learners to demonstrate different dance styles in short performances.

What next? AS Dance A2 Dance Degree in Dance What career? Dance Performer Dance teacher – School or dancing school Work within the Arts Industry Community Arts worker Education Officer for a dance company Skills learnt as well as dance: Team work Communication Confidence Creative thinking


LEVEL 2 BTEC AWARD IN HE ALTH & SOCI AL CARE

Course title: BTEC Award in Health and Social Care Head of Department: Miss C Howard Examination board: Edexcel Level: Level 1/2 Course Details BTEC Awards are different from GCSEs in several ways. In addition to the differences in content, the way the topics are taught and the tutors’ expectations of their students are also often different. BTEC Awards are related to work. All the topics you learn relate to the skills and knowledge you will need in the workplace. They are practical and you will learn how to apply your knowledge, both on your own and as a member of a team, to develop your skills and abilities. Assessment Evidence for assessment may be generated through a range of diverse activities, including assignment and project work, case studies, role play and presentations. At least 25% of the course will be assessed by an external assessor. The rest of the course will be assessed internally. Externally assessed units have the same grades as internally assessed units: Level 2 – Pass, Merit, Distinction, Distinction* Level 1 Unclassified. Note: The final grade awarded for Level 2 will be either Pass, Merit, Distinction or Distinction* (Pass = grade C, Merit = grade B, Distinction = grade A and Distinction* = grade A*)

What next? Students usually go on to study A-Levels if they have completed the course with a Merit. The course also provides opportunities for learners to progress onto more specialised vocational pathways.

Units Assessment

Human Lifespan Development External/ Exam

Health and Social Care Values Internal/ Coursework

Effective Communication in Health and Social Care Internal/ Coursework

Healthy Living Internal/ Coursework

LEVEL 2 BTEC AWARD IN M USIC


Subject: BTEC Award in Music Head of Department: Miss V Francis Examination board: Edexcel Level: Level 1/2 Course details Students will study performance, composition and the music industry. Assessment At least 20% of the course will be assessed by an external assessor. The rest of the course will be assessed internally. The final grade awarded will be either pass, merit, distinction or distinction* (Pass = grade C, Merit = grade B and Distinction = grade A) Students will study 2 core units of work: Unit 1: Working in the Music Industry (5 credits) Students will learn about the types of organisations in the music industry and the job roles within them. Unit 2: Professional Development in the Music Industry (5 credits) Students will investigate career and progression opportunities within the music industry, and design and monitor a professional development plan. Students will study one optional unit: (bold are current units being studied) Unit 4: Solo Musical Performance (10 credits) Students will choose and prepare appropriate pieces of music for a solo performance, and per-form to an audience. Unit 5: Exploring Musical Composition (10 credits) Students will build upon musical ideas, compose their own compositions and present them ap-propriately. Unit 6: Working as a Musical Ensemble (10 credits) Students will learn about the roles and responsibilities of members of musical ensembles. They will prepare and present ensemble performances. Unit 7: Exploring computer systems used by musicians.

Students will learn about the operation of computer systems designed for music and create music using

these systems

Unit 10: Developing as a musical performer, students will become aware of, and develop elements of,

image, style, health and well-being as they are applied in the working life of musical performers.

Coursework tasks: A portfolio/file of Music Industry assignments, composition tasks and solo or ensemble performances An investigation of types of organisations and job roles within the music industry A portfolio of Professional Development tasks e.g. a professional development plan A series of composition tasks A series of assessed performances – either solo or ensemble Practice and Composition log books

LEVEL 2 BTEC AWARD IN M USIC CONTINUED


LEVEL 2 BTEC AWARD IN SPORT


Course title: BTEC Award in Sport Head of Department: Mr D Wood Examination board: Edexcel Level: Level 1/2 Course Details During the course students will complete four units which will focus on a range of different areas related to sport. They will understand how sports performance is measured and how different types of training can enhance performance as well practically demonstrating their own skills and tactical understanding in a range of different sports. Another area covered within this qualification is the development of student’s leadership skills through sport by working independently and in small groups to deliver activities to peers or younger students. The human body systems including muscular, skeletal, circulatory and respiratory systems; they will gain knowledge of a selection of injuries and illnesses which may affect sports performance and take part in practical sessions where a number of sports and activities are studied in depth. In addition, fitness testing will be carried out to assess fitness levels to make improvements Assessment Unit 1 – Fitness for Sport & Exercise is externally assessed and students will complete an online examination consisting of multiple choice questions all related to the content of the unit. The remaining three units are all internally assessed and are 100% coursework with no examination. Units Students will complete 4 units of work: Unit 1 - Fitness for Sport & Exercise – You will gain an appreciation and understanding of the different fitness components, training principles, training methods and fitness tests which can be incorporated into a training regime to further enhance and improve sports performance.

Unit 2 - Practical Sports Performance - A number of sports and activities are studied in depth. You will perform the sports and will then be assessed on your ability to perform, knowledge and understanding of tactics and rules/laws and your analysis of a variety of performances

Unit 6 - Leading Sports Activities - You will be introduced to the basics of sports leadership and then will be required to plan, deliver and evaluate your ability to lead a sports activity session or component of a session.

Unit 5 - Training for Personal Fitness – You are required to develop a training programme to maintain

your fitness levels while taking the opportunity to safely explore other training methods you might not usually experience.

What next? This course will enable access into the sport and leisure industry which may range from leisure centre management to the teaching of physical education. The qualification is recognised by many further education institutes which could ultimately lead to progression into higher education.

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