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1 BTEC courses So many choices! Electronics Food GCSE History Travel And Tourism ICT Business AS Level - 1 -

2 Contents Introduction... 4 An Explanation of the Curriculum Provision in Years 10 and A Guide to the Core Subjects... 9 Religious Education Citizenship GCSE English, English Language and English Literature Mathematics Functional Maths Modern Languages Physical Education BTEC First Certificate in Sport Science WorkSkills The Diplomas a guide for parents Engineering Environmental and Landbased Studies Hair and Beauty ICT Society, Health and Development The GCSE Option Choices Art and Design Design and Technology: Electronic Products Design and Technology: Graphic Products Design and Technology: Resistant Materials Food Technology - AQA Specification French Geography German History Information and Communication Technology Latin Music Spanish The AS Level Courses

3 AS Level in ICT AS Level Science in Society The Vocational Courses BTEC Applied Science Level BTEC Level 2 Extended Certificate in Business BTEC Level 2 Extended Certificate in Health and Social Care BTEC Level 2 Extended Certificate in Performing Arts BTEC Level 2 Extended Certificate in Public Services BTEC Level 2 Extended Certificate in Sport BTEC Level 2 Extended Certificate in Travel and Tourism Certificate in Digital Applications (CiDA) Food and Drink Studies Young Apprenticeship in the Motor Vehicle Industry The Vocational Courses for Pathway 1 Pupils Level 1 Adventure Sports Level 1 Agriculture and Countryside Level 1 Animal Care/Management Level 1 Business and Travel and Tourism Level 1 Certificate of Personal Effectiveness ASDAN Level 1 Childcare Certificate Level 1 Construction Level 1 Construction Skills Level 1 Equine Studies Level 1 Hair and Beauty Foundation Level 1 Horticulture Level 1 Hospitality Level 1 Motor Vehicle Maintenance Level 1 Sport and Active Leisure

4 Year 9 Pathways Booklet Introduction Please be aware that if you are reading this booklet as a hard paper copy, it only contains an explanation of the Pathways System and details of the option subjects. The full booklet, containing details of the core subjects, is available online on the school website via Moodle. This year is very important for Year 9 pupils as it is the time when they will have to make important decisions regarding the subjects they wish to study for Key Stage 4. These will, in the main, be GCSE subjects but there are also some new courses available, not all of which are GCSEs but they all provide recognised qualifications. The range of subjects available to pupils from September 2012 will be greater than ever before due to continued improvements to our option system. We feel that these changes will give pupils from St. Thomas More Catholic High School an even greater advantage in the job/career market and of course enhance their chances of success in post 16 education. The main focus of the Key Stage 4 curriculum at St. Thomas More Catholic High School is to ensure that every pupil achieves at least 5 GCSE passes but with the opportunity for some pupils to leave with a significantly greater number. As in previous years, there are a number of core subjects which will be studied by every pupil. These are;- Religious Education Citizenship (non-examination) English Maths A Modern Language Science Workskills These are subjects which are considered to be essential for everyday life and also for any career or post-16 course. All pupils will continue to receive lessons in Physical Education. We also aim to provide our pupils with a varied range of optional subjects so that they can pursue their interests and strengths. An explanation of the system that will operate from September 2012 is included in this booklet, and each subject s content and make-up is detailed to enable you and your son/daughter to make an informed choice. Although we aim to offer your son/daughter the widest possible range of courses and subjects, please note that there is a minimum class size in order for a course to run. If a course is under subscribed, your son/daughter will be offered an acceptable alternative

5 An Explanation of the Curriculum Provision in Years 10 and 11 On the following page is a diagram of the Pathways System which will operate from September Please take some time to look at this carefully before reading on. Pathway 1 This Pathway will suit those pupils for whom a greater number of GCSE subjects could prove to be rather onerous and daunting. These pupils would benefit from following a smaller, more selective range of GCSEs, together with more practical or vocational subjects. You will notice that those pupils following Pathway 1 will study 5 GCSE equivalent subjects, which include the core compulsory subjects plus the vocational/level 1 subjects of their choice. Pathway 1 pupils will also follow a course in Modern Languages, which will lead to a certificate, but not a GCSE. These pupils will also receive additional tuition in literacy and numeracy as we believe these skills are vital in order to enhance each pupil s career choices. All Pathway 1 pupils will also follow the Entry Level BTEC Certificate in Skills for Working Life, or the CoPE/ ASDAN course. Pathway 2 This Pathway will suit those pupils who are able to cope with a greater number of GCSE subjects. These pupils will study 8 GCSE subjects plus their option choices. They will also be able to consider carefully whether one of the Diploma courses is suitable for them. As part of the wider range of subjects on offer, pupils following this Pathway are also being offered a range of vocational courses which include BTEC courses, some of which lead to the equivalent of 2 GCSE passes, as well as two Young Apprenticeships which are taught off site at Reaseheath College. Pathway 3 This Pathway will suit those pupils who are comfortable with an academic route. They will follow 8 GCSE subjects plus a further 3 option choices. This year, we are also offering Pathway 3 pupils the opportunity to follow one of the BTEC courses, which can lead to the equivalent of two GCSE passes. In addition, pupils following Pathway 3 will have the opportunity to study one of two AS level subjects. AS ICT AS Science in Society - 5 -

6 If this seems rather complicated, there is plenty of advice available. Each pupil will be seen individually by a member of staff to discuss their option choices and also which Pathway will be the most appropriate for them. Their academic progress to date, together with their strengths and their career plans, will all be taken into account when finalising their choices. Diplomas All pupils can decide to study one of the five diploma courses currently being offered. Further information about the Diplomas is available in this booklet. The English Baccalaureate and Humanities GCSE option choices The English Baccalaureate (EBacc) was introduced as a performance indicator in It is awarded to any pupil who secures a high grade (A*-C) at GCSE in the following subjects; English, Maths, the Sciences, a Modern or Ancient Foreign Language, and a Humanity subject; History or Geography. This combination of GCSE passes will entitle the pupil to a certificate (the EBacc) recording their achievement. Entry to university for your Year 9 son/daughter is still a long way off, but it is as well to think ahead and take account of the current situation when making option choices. Entry to university is competitive, and it is therefore important that all aspects of entry requirements are considered. The EBacc may be a very useful addition to the qualifications of anyone wishing to apply for a university place, and especially important for those who might be applying for a place at the more established and prestigious universities. Please be aware that at St Thomas More all subjects in the EBacc are part of the core, which all pupils follow, with the exception of History and Geography, which are available as one of the option choices. It must be stressed that although it is important to consider the requirements of the EBacc, the over-riding consideration must be to ensure that your son/daughter chooses the combination of subjects which is best suited to their needs and strengths. If you need any further advice or guidance regarding this matter, please feel free to contact Mrs Gill, Head of Year

7 Pathways Diagrams Pathways at St Thomas More Pathway 1 Pathway 2 Pathway 3 R.E. Maths English GCSE Science BTEC Applied Science AoPE /Project Entry level MFL/Polish BTEC Worskills Functional Skills Up to 1 GCSE OPTION R.E. Maths English and English Literature GCSE Science BTEC Applied Science MFL Either AoPE or Project BTEC Workskills Functional Skills 1, 2 or 3 GCSE OPTIONS GCSE OPTIONS Electronics Music History French ICT Resistant Materials Graphics Art Geography Food R.E. Maths English and English Literature GCSE Science GCSE Additional Science MFL BTEC Workskills Functional Skills Either 1AS +2 GCSE OPTIONS Or 3 GCSE Options DIPLOMAS $Construction, $Hair+Beauty,$Engineering, $Environmental+Landbased, IT, $Society Health+Development, Foundation Learning Construction* Motor Vehicle Maintenance* Animal Care* Agriculture + Countryside* Hair and Beauty* Sport* Hospitality* Adventure Sport* Equine* plus more * Offered at SCC or Reaseheath BTEC Level 2 Extended Certificate Travel and Tourism Business Sport Performing Arts Public Services Health+Social Care Level 2 Single Award AS Level 3 AiDA ICT Level 2 Young Apprenticeship Science in Society The Motor Industry GCSE Food and Drink Studies* Separate Sciences Latin $ Offered at other schools - 7 -

8 Pathway Specific Subjects Pathway 1 Pathway 2 Pathway 3 AoPE Project Entry level MFL or Polish BTEC Applied Science GCSE French/Polish/Spanish English Literature Additional Science for some pupils AoPE or Project for some pupils GCSE Second Language Latin English Literature Separate Sciences Foundation Learning (incl) Construction Motor Vehicle Maintenance* Animal Care* Agriculture + Countryside* Hair and Beauty* Sport* Hospitality* Adventure Sports* Equine* plus more Level 2 Single Award AiDA Level 2 Young Apprenticeship The Motor Industry* Food and Drink Studies* HIGHER DIPLOMA AS Level 3 ICT Science in Society HIGHER DIPLOMA Grade Performance points. GCSE AS BTEC Extended Certificate College Courses Grade Points Grade Points Level 2 Points A* 58 A 52 B 46 C 40 Level 1 D 34 E 28 F 22 G 16 ASDAN Grade Points AoPE 2 23 AoPE 1 12 Level 2 D 220 M 196 P 160 Level 1 D 68 M 56 P 38 AiDA Grade Points Level 2 D 58 M 52 P 46 C 40 Grade Project Grade Level 3 Points A 135 B 120 C 105 D 90 E 75 Level 2 Points A 26 B 23 C 20 Level 1 D 17 E 14 Level 2 D 104 M 92 P 80 BTEC Certificate Grade Points Level 2 D 52 M 46 P 40 BTEC Level 2 Workskills Grade Points Certificate 46 Award 10 Diplomas Grade Points Higher (Level 2) A* 290 A 260 B 230 C 200 Foundation (Level 1) A* 102 A 84 B

9 A Guide to the Core Subjects Religious Education Citizenship English Mathematics Modern Languages Physical Education Science BTEC Workskills - 9 -

10 Religious Education The term 'Religious Education' at St Thomas More Catholic High School refers not only to curriculum lesson time devoted to the subject, but also to the spiritual and moral education and guidance experienced throughout all aspects of school life. In our Catholic community, each person is valued and they each have a role to play in contributing to the religious life of the school. Pupils will be offered a wide range of experiences, including Residential Retreats, School Masses, Liturgies and Assemblies, where they are encouraged to participate fully, assisted by committed staff, both RE specialists and others. The RE curriculum delivered by Catholic schools is now governed to a certain extent by the National Curriculum Directory for Religious Education published by the Bishops' Conference of England and Wales. This stresses the importance of academic rigour and relevance of content in RE. The Key Stage 4 curriculum consists of GCSE, and Entry Level. Course content and assessment GCSE candidates sit two examinations as a modular approach (Edexcel) Paper 1 will be sat at the end of Year 10 which is 50% of the GCSE: Unit 10 Catholic Christianity Paper 2 will be sat at the end of Year 11 which makes up the final 50% of the GCSE: Unit 3 Religion and Life based on a study of Catholic Christianity. There is no coursework. The Entry Level Course to be offered is: Entry Level - Religious Studies (Edexcel). Year 10 & 11 - Unit 3: Religion and Life based on a study of Catholic Christianity. The above course is studied over two years and will be examined over the two years, through three pieces of coursework. The outcome will be a Certificate in Religious Studies. This course will be offered to some of the pupils following Pathway

11 Citizenship Citizenship has been a compulsory National curriculum subject since All pupils receive one lesson per fortnight in Year 11. Citizenship enables pupils to become informed, active and responsible members of their communities. The subject includes many varied topics, which help pupils to play a valuable role in the democratic life of this country. Citizenship at Key Stage 4 is an extension of the knowledge, skills and understanding gained during Key Stage 3, with an emphasis on putting into practice what pupils have already learned about becoming active citizens. Citizenship is assessed through the pupil s portfolio of work, which is built up through Year 11. There is no terminal examination but there is a statutory requirement to report an end of Key Stage attainment level. The topics to be covered will be relevant to pupils who are about to leave school and move on to make career and life choices. Most lessons will contain a high percentage of discussion of topical issues and pupils will be expected to take an active part in class

12 GCSE English, English Language and English Literature The study of English at GCSE is compulsory for all pupils. We aim to enter the whole cohort for English Language and English Literature, leading to two separate GCSE qualifications. For some pupils who may find it more difficult to study both, there is the option to enter pupils for Generic English, leading to one GCSE qualification. Aims The GCSE course is designed to allow pupils: to demonstrate their skills in using English in real life contexts. to encourage pupils to experiment with language and to write imaginatively. to explore and analyse literary texts. The two models for delivering the GCSE qualifications are: Either GCSE English Language PLUS GCSE English Literature 2 GCSEs Or GCSE English 1 GCSE Pathways Two and Three pupils will normally study for GSCEs in English Language and Literature. As there is an overlap between the two routes, Pathways One pupils may be entered for the two GCSEs or, if it more appropriate, they could be entered for Generic English. GCSE English Language The examination counts for 40% of the final grade and controlled assessment, completed entirely in school under teacher supervision, counts for 60%. Unit 1: Understanding and producing non-fiction texts: external examination - 40% Section A: Reading 20% At Tier H candidates answer four compulsory questions based on three reading sources. One question will require candidates to compare two sources

13 At Tier F candidates answer five compulsory questions, including those requiring short responses, based on three short reading sources. One question will require candidates to compare two sources. Section B: Writing -20% At both Tiers candidates do two compulsory writing tasks: one shorter task worth 16 marks and one longer task worth 24 marks. Unit 2: Speaking and Listening: controlled assessment 20% Candidates must be assessed on three equally weighted activities: presenting; discussing and listening; and role playing. Unit 3: Understanding spoken and written texts and writing creatively: controlled assessment - 40% Extended reading: 15% Pupils study one text and produce an essay on character or theme. The text may be a text that they are also using for GCSE English Literature. Creative writing: 15% Pupils produce two pieces of creative writing from the bank of published titles for the year in which they are entering this unit. The two tasks do not have to be equal in length. Spoken Language Study: 10% Pupils explore spoken language and its uses in different contexts and produce an investigation based on their study. GCSE English Literature The examination counts for 75% of the final grade and controlled assessment, completed entirely in school under teacher supervision, counts for 25%. Pupils who study English Language MUST also study Literature. Unit 1: Exploring modern texts: external examination 40% Section A: modern prose or drama 20% Section B: exploring cultures 20% Unit 2: Poetry across time: external examination 35% Section A: poetry cluster from the Anthology -23% Section B: responding to an unseen poem 12% Unit 3: The significance of Shakespeare and The English Literary Heritage: controlled assessment-25% One task, where pupils will explore the links between a Shakespeare play and a text from any genre from the Literary Heritage

14 GCSE English The examination counts for 40% of the final grade and controlled assessment, completed entirely in school under teacher supervision, counts for 60%. There is an overlap with the requirements of the English Language course. This allows some flexibility over which GCSE qualification pupils will be entered for. Pupils who are entered for this exam cannot also do the Literature qualification. Unit 1: Understanding and producing non-fiction texts: external examination - 40% Section A: Reading 20% At Tier H candidates answer four compulsory questions based on three reading sources. One question will require candidates to compare two sources. At Tier F candidates answer five compulsory questions, including those requiring short responses, based on three short reading sources. One question will require candidates to compare two sources. Section B: Writing -20% At both Tiers candidates do two compulsory writing tasks: one shorter task worth 16 marks and one longer task worth 24 marks. Unit 2: Speaking and Listening: controlled assessment 20% Candidates must be assessed on three equally weighted activities: presenting; discussing and listening; and role playing. Unit 3: Understanding and producing creative texts: controlled assessment - 40% Understanding creative texts (literary reading): 20% Pupils will study 3 texts: Shakespeare, a text from the English Literary Heritage and a text from a different culture. They will be assessed on their responses to these texts. Producing creative texts: 20% Pupils produce two pieces of creative writing from the bank of published titles for the year in which they are entering this unit. The two tasks do not have to be equal in length

15 Mathematics Any compulsory subject at the Year 10 and Year 11 level, taken by every pupil, whatever their ability, must have a variety of aims and must answer the needs of each individual. The Mathematics course for the final two years in school has three principle objectives: i) To provide a solid grounding in the Mathematical concepts, skills and language necessary to respond to the demands of society and the needs of the world of work. ii) iii) To present Mathematics as a unified subject, offering as wide a range of Mathematical experience as possible and to interest and stimulate the ability of each pupil. To prepare pupils for external examinations. Content of Course: Each pupil beginning their Year 10 course is regarded as a potential GCSE examination candidate. Entry for the examination will be determined by their ability and response to the work during the two years. The Mathematics course is broadly based, incorporating all the elements of work studied in Years 7 to 9, some of them being: a) Knowledge and use of mathematical signs, symbols, notation & terminology. b) Accurate and efficient computational methods, including calculator use. c) Correct use of units of measurement. d) The processes of estimation and approximation. e) Accuracy in drawing, measuring and use of geometrical instruments. f) Appreciation of spatial relationships in two and three dimensions. g) Ability to establish relationship between data and draw appropriate conclusions, including graphical representation and interpretation. h) The ability to analyse problems and to select and apply appropriate techniques for their solution. i) The ability to talk about Mathematics, to explain and discuss results obtained and to test out hypotheses. The course for the higher ability candidates requires an ability to not only understand all these concepts, but to apply them at an appropriate level. For other candidates, the course involves an ability to cope accurately with the techniques involved

16 Public examinations Edexcel Mathematics A Assessment will be provided by two terminal exam papers worth 50% each. The first of these papers must be completed without the aid of a calculator; the second with a calculator. It is essential that all pupils have their own appropriate calculator. Candidates will enter one of two tiers; Foundation or Higher. Tier Foundation Higher Grades Available G,F,E,D,C D,C,B,A,A* We expect that until the 'mock' examinations in Year 11, Sets 1, 2 and 3 will follow the Higher course, and Sets 4, 5 and 6 the Foundation course. Some pupils in set 6 will also be entered for Entry Level Maths in addition to the Foundation Level GCSE. Our policy will be, as always, that each pupil will be taught and entered at a level most appropriate to their expected achievement. We will strive to ensure that they are realising their maximum potential

17 Functional Maths. As part of the Diploma courses now being offered, it is an essential requirement for a pupil to pass Functional Maths at Level 2 in order to gain a full Diploma qualification. We therefore enter Diploma pupils at the end of Year 10 for Functional Maths

18 Modern Languages Since the importance of learning a language is recognised nationally, and is an integral part of the National Curriculum, a modern language is a compulsory subject for all pupils. Many universities are now demanding a GCSE in a modern language as an entry requirement. Most pupils will be following a GCSE course whilst other pupils will be entered for the FCSE (Foundation Certificate of Secondary Education) or the Entry Level Certificate according to ability. For many pupils, the compulsory language will continue to be French. Those who have studied German in years 8 and 9 may opt for German instead of French, or chose to take both. Those who have begun Spanish in year 9 may continue with this language instead of French. Some pupils following Pathway 1 will continue with French and will also continue with their Literacy and Numeracy lessons. They will study for the Foundation Certificate in Education. For some other Pathway 1 pupils, the Entry Level Certificate in French, German and Spanish will be more suitable and this is compulsory. Pathway 3 Pupils Pupils who have a particular interest in languages and recognise the great potential in the world of work of being skilled in two foreign languages are able to choose both French and German if they have started German in years 8 and 9. This is especially relevant as Europe becomes a more integrated community and businesses are increasingly international in outlook. French GCSE The French GCSE syllabus is highly relevant to all young people. It aims to develop the ability to use French effectively for the purposes of practical communication, to offer insights into the culture and civilisation of French-speaking countries, and to develop an awareness of the nature of the language and language learning

19 The content of the syllabus is geared to the experiences and interests of young people, involves relevant tasks using authentic, up-to-date material and will form a sound base for the skills, language and attitudes required for further study, work and leisure. It also provides a taste of the opportunities for young people in the open European market. In order to assess pupils across the ability range, the two skill areas of Listening and Reading will be tested at either GCSE Foundation level or Higher level or a mixture of both. Speaking and Writing skills are assessed by outcome not the level of entry. A variety of assessment techniques will be used, ranging from reading and listening comprehension tests, prepared written assessments and prepared conversations for the speaking exam. Pupils will attend lessons with our French Assistant to help them prepare for their speaking tests throughout years 10 and 11. Pupils will be taught in groups most suited to their ability to ensure each pupil reaches their potential. Although all pupils will follow the same topic-related syllabus, different teaching styles will be used as appropriate. All pupils are urged to purchase a language dictionary ( 4-7) to enhance their learning. Methods of Assessment Speaking and Writing represent 30% each of the total examination mark, and listening and reading each represent 20%. Writing is tested through written controlled assessments, which are marked externally. Speaking assignments are recorded and these tests are marked internally and then moderated. Pupils will be tested at either Foundation or Higher Level in Listening and Reading only. Coursework and Speaking are not tiered. The grades available to a Foundation Tier candidate range from C G. The grades available to a Higher Tier candidate range from A* - D. German GCSE The GCSE course in German follows the same set of aims and objectives as the French GCSE examination, namely developing the ability to use German effectively for the purpose of practical communication, to encourage positive attitudes to foreign language learning and to speakers of foreign languages and a sympathetic approach to other cultures and civilisations. The pupil's ability to understand the spoken language, to understand written language and to communicate in the spoken and written language, will be assessed both formally and informally throughout the course. Emphasis throughout will be on practical communication, promoting the knowledge

20 needed by a person visiting a German speaking country, meeting or acting as a host to a German speaking person, establishing and maintaining contact with German speaking countries. Pupils are encouraged to purchase their own 'German-English' dictionary ( 4-7) and thus enhance their linguistic capabilities and their final grade. In order to assess pupils across the ability range, the two skill areas of Listening and Reading will be tested at either GCSE Foundation level or Higher level or a mixture of both. Speaking and Writing skills are assessed by outcome not the level of entry. A variety of assessment techniques will be used, ranging from reading and listening comprehension tests, prepared written assessments and prepared conversations for the speaking exam. Pupils will attend lessons with our German Assistant to help them prepare for their speaking tests throughout years 10 and 11. Entry Level Certificate (ELC) Pupils following this course (Pathway 1) will complete the French units in Year 10 and then go on to study the German and/ or Spanish Entry Level Certificate units in Year 11. Pupils will study four units in each language. The course is tested in all four skills at the end of each module. A separate certificate is issued for each language. Foundation Certificate of Education (FCSE) This is for those pupils who need to devote more time to their basic skills in Literacy and Numeracy (Pathway 1). It is not an option but is a compulsory element of the curriculum offered to pupils at St. Thomas More as it is felt that all pupils should study a Modern Foreign Language. The course will be covered in 3 lessons per fortnight and will involve all four of the usual language skills. The emphasis will be on enabling pupils to develop basic French skills. Pupils will be entered for the FCSE for which grades D- G are available. This course is a modular course, with tests in all four skills at the end of each module. 3 modules are studied. Polish Native speakers of Polish sit the Polish GCSE at the end of Year 9 and suitable pupils will then be offered AS Polish in Year 10 /11. Native Polish speakers who have not studied French will study Polish only. Pupils who are continuing with another language will also have the opportunity to take this AS which is taken at the end of year

21 Those pupils in Pathway 1 who have studied French and German in Years 8 and 9 can opt to take the GCSE exam in one or both of these languages, as well as Polish. Pupils who have studied Spanish in Year 9 can opt to study Spanish or French. The GCSE is compulsory for pupils who have Polish as a first language who have not studied French, German or Spanish in Years 7-9. Spanish Spanish can only be followed by those who have begun to study it in Year 9. All four skills will be studied, as in French. The emphasis will be on communication for practical purposes, whether in Spanish or understanding the language in its written or spoken forms. Spanish will be ideal for pupils who wish to develop their language skills for a country often visited on holiday. The ability to understand the spoken language, the written word and to communicate in spoken and written Spanish will be practised and tested both formally and informally throughout the course. As in French, speaking and writing represent 30% each of the total examination mark, and listening and reading represent 20% each. Writing is tested through written controlled assessments, which is marked externally. Speaking is tested by recorded tests which are marked internally and then moderated. Pupils will be aiming for Foundation Level GCSE, Grades C-G

22 Physical Education Physical Education is a compulsory subject in the school curriculum. Pupils will be involved in planning, performing and evaluating a wide variety of sports: a) Team Games: Football, Basketball, Cricket, Netball, Hockey Rounders, Tennis, Softball, Badminton, Volleyball and Rugby. b) Individual Sports: Athletics, Trampolining and Fitness All activities will be aimed at developing skills and applying them in different contexts. Pupils will learn how to select and apply different skills, strategies and tactics. Every pupil will be able to participate regardless of skill level and gain enjoyment and success. Opportunities will be given to work in large and small groups and the pupils will develop a sense of social awareness of the needs of others. The department will encourage self-improvement through analysis and realisation of full potential which will result in a degree of self-confidence. Pupils will endeavour to improve their own and other pupils performance. All activities will be concerned with physical development, muscular strength, endurance, and flexibility essential for later life. All pupils will plan, perform and evaluate a health related fitness programme. The department aims to promote a positive attitude to a healthy lifestyle, fitness, and knowledge of various sports within the community for post-school recreation

23 BTEC First Certificate in Sport This is a new course which was offered for the first time in September Some pupils will follow this course in their Core Physical Education lessons. This course will provide pupils with the skills, personal qualities and attitudes essential for successful performance in working life. The BTEC course is geared to motivating learners through applied learning and assessment. BTEC qualifications are recognised by employers and education institutions alike. This course is open to pupils of all ability levels who want to further their interest in sport. This qualification will allow pupils who wish to work within the area of sport an opportunity to develop the necessary skills and knowledge. Course Content Units include : Practical Sport Fitness testing and training Contained in the course are ample opportunities for pupils to work independently or as part of a group. Assessment The course is equivalent to 1 GCSE grade A* - C. This course is 100% coursework. The pupils will be continually assessed through small research projects and/or activities, as well as through a maximum of ten major projects. Pupils must be willing and able to contribute both physically and mentally in all lessons. This subject is not 100% practical and some time will be spent in the classroom

24 Science The department will provide a Core Science GCSE in Year 10 which will lead to a GCSE qualification at the end of Year 10. This will be followed by most pupils in the year group. This course covers many of the social aspects of science and its implications. In Year 11, some pupils will follow the AQA Additional Science specification leading to a further GCSE qualification. This course builds on the topics studied in Year 10 and has a greater focus on scientific theories and modelling. As well as the scientific knowledge and understanding gained in these courses, it is expected that pupils will develop their analytical and critical thinking skills. Other pupils will follow the BTEC course in Applied Science. (See later). The specification the pupils will follow is the AQA. - Specification A Common to all the Sciences is the method by which ideas and facts are sought after and established. Science is a core subject and all pupils will experience observing, experimenting, planning and designing, forming hypotheses, communicating, and drawing conclusions, within structured and, where possible, open-ended situations. Advances in Science and Technology are extremely rapid and the body of knowledge is expanding at a rapid rate to enormous proportions. To cope within this ever-advancing technological society, the courses offered will endeavour to encourage pupils to be resilient, adaptable, thinking individuals, able to apply knowledge and initiative to solve problems. SCIENCE AT KEY STAGE 4 In year 10 all pupils, apart from those who opt for Separate Science, will be studying mandatory Core Science GCSE, following the AQA Syllabus A Scheme. The course is suitable for pupils wishing to follow Sciences at A level. This is the minimum amount of Science pupils will study

25 The assessment is shown in the table below: Type of Assessment GCSE Mark Value Date Science A1 - Combined Paper - 1½ hours 35% January 2013 Science A2 - Combined Paper - 1½ hours 40% June 2013 Practical Assessment 25% There will be tiers of entry; Higher (A*- D) and Foundation (C-G). Pupils may have the opportunity to re-sit some of their tests. In Year 11 pupils will follow the AQA Additional Science Specification, continue with Separate Sciences or follow a BTEC course. The weighting of each component for AQA Additional Science Specification is shown in the table below: Type of Assessment Additional Science 1 - Combined Paper - 1½ hours Additional Science 2 - Combined Paper - 1½ hours GCSE Mark Value Date 35% January % June 2014 Practical Assessment 25% N/A There will be two tiers of entry; Higher (A*- D) and Foundation (C-G). Pupils may have the opportunity to re-sit some of their tests. Combined paper contains aspects of Biology, Chemistry and Physics

26 Separate Science Option Biology, Chemistry, Physics Those pupils who are in Sets for Science and are expected to achieve a level 6 or above in their Science at the end of KS3 will have the opportunity to choose the Separate Science Option. The course followed will be AQA Separate Sciences. Pupils who are considering this option should be those who are seriously interested in studying Biology, Chemistry or Physics at A-Level; this will give them a better foundation than the Core and Additional Science provides for studying Science A - Levels. Pupils who choose this option will have the opportunity to study the separate sciences in greater detail and will not be awarded the Core and Additional Science GCSEs. Instead they will be awarded a GCSE in each of the three separate sciences. The method of assessment will involve 3 exams in each subject level throughout the two years of the course plus coursework. Type of GCSE Mark Value Date Assessment Biology B1 Exam 1 hour 25% June 2013 Chemistry C1 Exam 1 hour 25% June 2013 Physics P2 Exam 1 hour 25% June 2013 Biology B2 Exam 1 hour 25% January 2014 Chemistry C2 Exam 1 hour 25% January 2014 Physics P2 Exam 1 hour 25% January 2014 Biology B3 Exam 1 hour 25% June 2014 Chemistry C3 Exam 1 hour 25% June 2014 Physics P3 Exam 1 hour 25% June 2014 Practical Assessment Controlled Assessment 25% N/A There will be two tiers of entry; Higher (A*- D) and Foundation (C-G) for both the objective tests and written papers

27 BTEC The BTEC courses have been designed for pupils whose learning preferences have not been met by more traditional courses and methods of assessment. Pupils will be selected for these courses dependent upon the progress they make in Year 10. BTEC Level 2 Extended Certificate in Applied Science The BTEC Level 2 Extended Certificate in Applied Science have been designed to provide a broad educational basis for further training, further education or for moving into appropriate employment within the science sector or into an organisation that uses science. The qualification is 100 per cent internally assessed. Learners may progress to a BTEC National in Applied Science or related BTEC Nationals, GCE Applied Science or related NVQ qualifications, or enter employment. This qualification is based on Achievement and Attainment table points and tasks can be awarded a pass, merit or distinction. The qualification offers an approach based on the learner taking on the role of being employed within the science industry. Teaching strategies reflect the nature of the work within science based industries, using a series of assignments and activities encouraging learners to take responsibility and ownership for their learning. The qualification is 100 per cent internally assessed. Learners may progress to a BTEC National in Applied Science or related BTEC Nationals, GCE Applied Science or related NVQ qualifications, or enter employment. The BTEC course involves 180 guided learning hour qualification which offers a bitesized opportunity for learners to experience a vocational qualification. The BTEC Certificate offer a focused vocational qualification for learners who wish to follow a shorter programme of study related to an aspect of employment that they might wish to move into; or a taster qualification which can extend their programme of study and provide an initial experience of a vocational area. This will also enable learners to progress to a higher level qualification relevant to the sector. BTEC First Certificate Grade Pass Merit Distinction Distinction* CC BB AA A*A* GCSE Grade Equivalence

28 WorkSkills Course content WorkSkills offers a wide-ranging package of bite-sized learning units at Entry Level, Level 1 and Level 2. WorkSkills allows pupils to build credits to gain BTEC Award and Certificate qualifications. In this way the pupils will have the opportunity to gain a qualification for the work that they already do as part of their PSHE and Work Related Learning curriculum. All pupils will have the opportunity to study at least 3 units. To gain the qualifications pupils will have the opportunity to experience units from 4 skills pathways. Alternatives to Paid Work Searching for a Job Self- Management Skills Working as a Volunteer Applying for a Job Self- Assessment 1. Personal Life Skills: Managing Your Being Own Money Responsible for Other People s Preparing for an Interview Career Progression Money Interview Skills Developing Personal Skills for Leadership Practising Leadership Skills with Others Learning with Colleagues and Other Learners Communicating Solutions to Others Conduct at Work Building Working Relationships with Colleagues Positive Attitudes and Behaviours at Work Investigating Rights and Responsibilities at Work 2. Sustainable Employability Skills Effectiveness at Work Working in a Team Managing your Health at Work Learning from More Experienced People Setting and Meeting Targets at Work Building Working Relationships with Customers Solving Work- Related Problems Presenting Accurate Taking Notes at Meetings Summarising Documents Speaking Confidently at Contributing to

29 Documents Work Meetings Preparing for Work Placement 3. Work Placement Skills Learning from Work Safe Learning in the Placement Workplace Planning an Enterprise Activity 4. Skills for Business Running an Enterprise Activity Producing a Product Each unit = 1 credit BTEC Award = 3 credits BTEC Certificate = 13 credits (equivalent to a higher grade GCSE)

30 The Diplomas a guide for parents Diplomas are an exciting new qualification designed to give students valuable skills for life. They involve hands-on learning which is fun, exciting and teaches skills your child will need in the future. Diplomas have been developed by schools, colleges, universities and employers working together. They are set to become one of the three main education options alongside GCSEs and Apprenticeships and they can take students on to college, university or the career of their choice. The Diploma subjects available to your son/daughter from September 2012 include: * Engineering * Environmental and Land-based Studies *Hair and Beauty * Information Technology * Society, Health and Development Please be aware that if your son/daughter wishes to follow one of these diploma courses, they may have to travel to another school or college one day per week, and the Diploma will take up two of their option choices. Diplomas are offered at three different levels. Level 1 is aimed at Pathway 1 pupils, Level 2 is aimed at Pathway 2 and 3 pupils and the Level 3 Diploma is offered post 16. Each Diploma will involve a mix of: * Principal learning which focuses on developing the knowledge and skills that are needed for the Diploma subject your child has chosen, with a real emphasis on learning by doing. * Generic learning, which is the same for all Diplomas. This will help your son or daughter gain a good standard in the English, Maths and ICT skills needed to deal with everyday life as well as giving them a good grounding in the personal, learning and thinking skills which they will find useful, both at university or college and in the workplace. * Additional and Specialist Learning which allows your son or daughter to choose extra subjects to study. These subjects could be related to their Diploma, or simply ones that reflect their interests and ambitions. These will be determined by St.Thomas More

31 Diploma students will also get the chance to do at least 10 days work experience and to work on a project to put into practice what they have been learning. Diplomas are assessed through a mix of exams and work marked by a teacher, to reflect the practical nature of the learning. The different parts of the Diploma are assessed separately and the results combined to make the whole Diploma. This means that your child will get credit for each part that they achieve as well as a grade for the whole thing. The Diplomas can be worth up to 7 GCSE grades equivalent, and as they will require one full day s study, your son/daughter will only be able to choose one other subject. Hence, your son/daughter will study one diploma subject plus Maths, English, Science and R.E and one other subject. Please be aware that not all these Diploma courses are guaranteed to run, as their viability will depend upon the up take of pupils from other educational establishments across South Cheshire East. In the event of a course not being offered, you and your son/daughter will receive details of a suitable alternative. The Diploma in ICT will be taught at St Thomas More

32 1 2 3 in Engineering Delivery Partners: Malbank The Diploma in Engineering opens up the ideas and concepts behind engineering, and how they impact the modern world. You ll be introduced to key engineering principles such as design, materials, electronic systems, maintenance and manufacturing. You ll also get lots of practical experience and study what makes innovations succeed, how new materials contribute to design and how to develop and launch new ideas. The Diploma in Engineering focuses on three main themes:.foundation Diploma Higher Diploma The engineered world You ll learn how engineering The engineered world You ll learn about the different has shaped the world in which we live. You could, for engineering sectors and engineering s diverse role. You could, example, look at a microlight aircraft. You could take for example, research and examine the use of microprocessor apart its engineered parts and put them back together technology in CGI movies, theme park rides or a music sound again using a manual. studio. Discovering engineering technology Discovering engineering technology Amongst many other topics, you ll learn how to produce In addition to a range of other subjects, you ll learn how to use simple engineering drawings and diagrams. You could, computer software packages and systems to design and for example, produce sketches, plan and produce a manufacture engineering components. You could, for example, multifunction tool for a mountain bike.. set up and use computer systems to design a one-off artificial limb for an Olympic athlete. Engineering the future As well as other subjects, Engineering the future You ll learn about the relationship you ll learn about the impact of recycling. You could, for between innovative engineering design and business success. example, look at how products are recycled or safely You could, for example, find out how to develop innovative and disposed of at the end of their useful life creative ideas and get all-important finance for a project. You will also study an additional or specialist learning option as well as Functional skills in English, maths and ICT You will develop your personal, learning and thinking skills as well as having the chance to complete at least 10 days work experience. knowledge that you have learnt

33 1 2 3 in Environmental and Landbased Studies Delivery Partners: Reaseheath The Diploma in Environmental and Land-based Studies will give you first-hand experience of the opportunities, occupations and career paths offered by the sector. The Diploma has been developed to give you a broad understanding of the current needs of the sector s diverse businesses. You will learn through doing and this will give you a clear idea of what working life might be like. It will also help you question and challenge outdated stereotypes of what this sector is all about. The Diploma in Environmental and Land-based Studies focuses on three main themes:.foundation Diploma Higher Diploma Productive and working environments Productive and working environments You ll learn about the different work environments You ll learn about the threats to natural environments. in the natural world. You could, for example, You could, for example, learn about the types of identify common soil types and carry out basic organism that cause disease and damage to plants, the soil tests. economic problems this causes and how hygiene and healthcare addresses the threat. Plants and animals You ll learn about different Plants and animals You ll learn a lot about the animal animal habitats. You could, for example, survey a and plant kingdoms. You could, for example, identify and pond, identify the wildlife and prepare a report for classify common plants and animals. the local council explaining how it would be affected if the pond was drained. Developing the sustainable environment Developing the sustainable environment You ll learn about the different sources of energy You ll learn about how human lifestyles affect the we use. You could, for example, carry out a environment. You could, for example, analyse the simple energy audit on your school or college... impact a community like your school is having on the environment and work out how to protect it better.. You will also study an additional or specialist learning option as well as Functional skills in English, maths and ICT You will develop your personal, learning and thinking skills as well as having the chance to complete at least 10 days work experience. During your Diploma, you will complete a student project to demonstrate the skills and knowledge that you have learnt

34 1 2 3 In Hair and Beauty Delivery Partners: St Thomas More, Shavington and South Cheshire College The Diploma (in Hair and Beauty studies) will allow learners to develop transferable employability skills, coupled with the important basics such as English, Maths and ICT that employers require them to have. Course Content The Diploma in Hair and Beauty Studies will encourage you to develop your skills and creativity as you come up with new looks and experiment with products. The course will be delivered by three education providers within the area (St Thomas More, Shavington High, South Cheshire College) At Foundation level, you ll study the six industries that make up the hair and beauty sector: hairdressing, barbering, African-Caribbean hairdressing and barbering, beauty therapy, spa therapy and nail services. This will give you a good understanding of how each of them relate to other industries. For example, as part of a team, you could look at the different job roles in a salon and decide what changes you would need to make to improve the service you offer to customers. You could identify suitable requirement of a salon for a specific client group, taking into consideration any special needs this group might have. You could develop a skin care routine for a friend or family member, after assessing their skin type and lifestyle needs. At the Higher level, you ll be introduced to the work of the different professions in more detail. You ll investigate how culture, diversity, science, anatomy, physiology, marketing and sales affects the industry. You could study the make-up and hairstyling of an ancient civilisation such as the Romans or Egyptians. You could carry out a risk assessment on a local hair and beauty business. You could manage bookings and payments for a salon in your school or college

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