UNDERSTAND YOUR CHOICES

Transcription

1 KEY STAGE 4 CURRICULUM UNDERSTAND YOUR CHOICES

2 CONTENTS Forward 03 English 07 Mathematics 08 Science 09 Physical Education 10 Core Physical Education 10 GCSE Physical Education 11 Art and Design 13 Dance 15 New Technologies 16 Product Design 17 Textiles 18 Catering 20 Computing 22 ICT 23 Drama 24 Geography 26 History 28 Media Studies 29 GCSE Media Studies 29 GCSE Film Studies 30 Modern Foreign Languages 31 Music 32 Religious Studies 33 Course Form 35 02

3 FOREWARD This booklet represents the beginning of Key Stage 4 which is a very exciting period. I am sure you will take the time to read this document carefully as certain choices will have to be made which could affect students future career pathways. At Toynbee School, we are proud that we can offer a broad and balanced curriculum where all pupils can feel that most of their wishes have been met. Indeed, OfSTED rated the Toynbee School curriculum as a strength of the school. We meet all the statutory regulations and yet, they also said we enhance the curriculum in so many other ways through extra enrichment opportunities. Our aim is to offer a curriculum which brings out the potential of all of our pupils and meets their personalised learning needs. The core is compulsory and taken by everyone. The exam subjects within the core curriculum offer pupils relevant route ways to suit individual needs. These are outlined in this booklet. English Mathematics Science Core Physical Education (no Exam) The 2015 Courses return form at the end of this booklet shows the range of general Level 2 GCSEs. It is possible to follow different pathways of learning, assessment and subjects taken. Pupils, along with parents and teachers, should consider which of these route ways best suits their needs and strengths. On the return form, you should clearly show your order of preference. Although four subjects are followed by the majority of students, you must give preferences one to six. This will allow individuals to still get their choice in the event of subjects over or under take up, or where two subjects cannot be studied at the same time. This could be due to the number of available groups in that subject, a timetable clash or too many similar subjects being selected. We will of course endeavour to ensure where at all possible that students receive their preferences in the order given. We have achieved a high level of pupil satisfaction in recent years. 03

4 An additional consideration is the more recent introduction of the English Baccalaureate qualification. This is a summative award which is given for success at A* to C level only in all elements of a combination of subjects. These include the core of English, Mathematics, Science (two passes at C or higher in Core and Additional Science or Separate Sciences), a Modern Foreign Language (MFL) and a humanities subject, which must be either History or Geography. This suite of subjects if followed and all parts subsequently achieved at A* to C, will gain an English Baccalaureate award. It could be that in the future, university, etc., may look at this as part of an entry, although of course achievement at Level 3 A Level courses post-16, is presently still the major criteria along with GCSE and individuals CVs. The rationale behind this qualification is to demonstrate success in a wide range of areas and to ensure a breadth of choices available to students at all levels. This has been the philosophy Toynbee School has held for a number of years. This is why this suite of subjects can still be chosen alongside additional GCSE courses in areas of pupils particular interests or strengths. Please ensure you read and adhere to the instructions and guidance on the course return form. Some pupils for whom a full suite of four choices (at Level 2 GCSE) may not be in their best interest will be offered a more personalised curriculum to suit their individual needs. This could include Level 1 or entry level courses, or other more appropriate areas to best support the compulsory core subjects. These pupils will be identified by the school and they will receive appropriate guidance throughout this process by relevant staff working alongside their parents. Students should take religious studies in Key Stage 4 in accordance with the statutory regulations in England, unless parents decide to remove their child and indicate as such on the return form. In addition, parents can be assured that with our two hours a week extended tutor programme and personal development learning (PDL) days, we provide components of personal social and health education (PSHE) dealing with issues including spiritual, moral, social and cultural (SMSC) education. This non-examination learning will also include elements of career guidance, enterprise and work related learning as legally required. These course descriptions should be looked at carefully, the amount of practical, written exam, coursework requirement and method of assessment. The strength and motivation of individual pupils should be the prime consideration for effective choice of subjects or route ways. Not surprisingly, pupils who are engaged in both their subjects and the type of learning will achieve better throughout Key Stage 4. Continued. 04

5 KEY DATES The Courses return form should be completed and returned to Mr Way via tutors by Monday 23rd February 2015 at the very latest or at any time before that date. This will allow me to begin to consider pupil preferences as soon as possible. Where necessary, I may need to interview a number of pupils during March and April to explore the rationale behind the subject selections. Your course choices will be finalised by May half-term. I wish all our Year 9 pupils every success as they both start and prepare for Key Stage 4 courses; I hope they enjoy the opportunity to build and plan for their future at Toynbee School and beyond. Mr K R Way Assistant Headteacher, Curriculum 05

6 COURSE DESCRIPTIONS 06

7 ENGLISH All pupils will study both English Language and English Literature. Pupils will receive a separate grade for each subject. From 2017 (courses which start in September 2015) A*-G grades will be replaced by a numerical scale of 1-9 in English Language and English Literature. English Language GCSE Candidates will sit two terminal examinations (100% of total marks) Exams will assess skills in reading and writing. Reading will be assessed through response to 19 th, 20 th and 21 st century fiction and non-fiction texts. All texts will be unseen, prior to examination. Writing will be assessed through creative and transactional tasks in response to the texts and questions in the exam. Examination time: 1 hour 45 minutes / 2 hours. Pupils will also complete a speaking and listening presentation. This will be graded separately to the written examination. English Literature GCSE Candidates will sit two terminal examinations (100% of total marks) Pupils will study one text from each of the following in preparation for examination: A play by Shakespeare Modern Prose or Drama A 19 th Century novel from a British writer Poetry (including analysis of an unseen poem) Examinations will include extracts from texts for pupils to respond to. Complete copies of texts studied will not be available in the exam. There will be no tiered entry after All students are required to sit the same examinations, whatever their ability. Examination Boards: TBC 07

8 MATHS Mathematics GCSE Mathematics remains a key qualification for all pupils. A degree of competence in Mathematics is desired by employers of all types as well as being a requirement for many college courses. Many pupils will go on from Toynbee School and develop their Mathematics further either through study or through work. We hope that students at Toynbee School are able to acquire the skills necessary for examination success as well as being able to enjoy the subject in its own right. This year there have been significant changes nationally to all GCSE Mathematics examinations which will affect the GCSEs taken by current Year 9 students. We are still awaiting finalised details from the government and the exam boards before we are able to confirm our structure for the new GCSE course. However, pupils will still be set according to mathematical ability and will follow a course suited to their needs. We use a variety of resources, from textbooks, worksheets, activities, projects, research and ICT to ensure a more varied coverage of the syllabus. Homework will be set regularly and will take a variety of forms, from worksheets, research tasks, and online homework to revision. We place great importance on homework as a means of developing confidence, independence and for consolidation. Students are encouraged to take an active role in their learning by always seeking help with homework difficulties from their teacher or from elsewhere. It is vital that each student brings basic items of mathematical equipment to every lesson, including a suitable calculator (preferably a scientific calculator). All such items can be purchased from the Mathematics Department at reasonable prices. Assessment 100% exam based: Three papers, each 1h 30 min in duration (Two calculator papers and one noncalculator paper) Students will be entered either for the Higher or Foundation tier: 08

9 SCIENCE AQA Science: Core, Additional and Triple Science Why Science? The Science courses at Toynbee aim to stimulate your interest in the subject. They should give you a good scientific background, whether or not you go on to study beyond GCSE level. Studying Core Science will help you to: Develop skills and critical thinking. Understand and evaluate the Science that affects you in your everyday life. Studying a Second or Third Science will help you to: Gain access to careers, particularly in Science and Technology. Gain access to further education in science. Which Science? In Year 10: Majority of pupils will take the Core Science GCSE AQA board. This GCSE consists of: Biology, Chemistry and Physics modules incorporating how science works. There will be one internally assessed Investigative Skills Assignment (ISA) worth 25% of the marks. The modules studied are: Human Biology Evolution and Environment Products from Rocks Oils, Earth and Atmosphere Energy and Electricity Radiation and the Universe. In Year 11: The majority of pupils will continue on to take the AQA Additional Science GCSE. Again this GCSE consists of: Biology, Chemistry & Physics (suitable for all pupils). There will be one internally assessed investigative Skills Assignment (ISA) worth 25% of the marks for both Additional Sciences. Selected pupils will study the Triple Science route. This course consists of: Biology, Chemistry & Physics (suitable for pupils who are particularly gifted or able in science). This course is worth three GCSEs and all examinations are taken at the end of Year 11. There will be one internally assessed investigative Skills Assignment (ISA) worth 25% of the marks for Biology, Chemistry and Physics respectively. All of the science GCSE s can be taken at Foundation (C - G grades possible) and Higher (A* - G grades possible). 09

10 PHYSICAL EDUCATION Core Physical Education Physical Education at Key Stage 4 differs from that in Key Stage 3 in many ways. Year 10 Core Physical Education Physical Education in Key Stage 4 aims to concentrate on further developing leadership skills, alongside their own interests in a wide range of sport and leisure activities. Students have the opportunity to further develop specific areas of sport to a higher level of learning and participation. The first half of the Autumn Term pupils will be study an accredited course in leadership. These courses are chosen from the Junior Football Organisers award, badminton leaders, netball leaders, rugby leaders and dance leaders. One group will study a generic leadership skills course. Some students may be given the opportunity to study the Sports Leaders Level 2 course. This is the highest level leadership course that can be taught in secondary schools. During the Spring Term pupils will be able to opt for activities to specialise in those they have covered in Key Stage 3 such as badminton, fitness, football as well as the chance to experience some new activities such as volleyball, climbing, trampolining and squash. In the Summer Term, pupils will compete in an athletics competition. Following this they can opt to study two summer activities chosen from, cricket, rounders, softball and tennis. Sports Day heats will happen in lessons as in Key Stage 3. Year 11 Core Physical Education In the Autumn Term pupils will study an eight week course in an area of specialist interest to them. After this, pupils rotate round a program of activities which aim to include off-site activities if possible. The emphasis of the program is on lifestyle and leisure time after their time at Toynbee School. The way in which the two year program is run puts a lot of emphasis on the pupils organising themselves. Lessons start at different times and are at different on-site and off-site facilities; therefore pupils will need to be in the correct place at the correct time, wearing correct kit. We may ask for a financial contribution to assist us in running this program. Toynbee School does offer one of the best Key Stage 4 programs in the area. We hope that your child can make the most of the activities they will cover. 10

11 GCSE Physical Education GCSE Physical Education can be taken in addition to the Core Physical Education course in Year 10 and 11 and consists of both practical and theoretical components. If you want to take this course, you will need to have a keen interest in performing and taking part in physical activity. You do not need to have exceptional abilities in any one area of sport, but a sound knowledge of a range of sports is an advantage. There is a substantial theoretical aspect to the course, particularly the science content which relates to human biology and the effects of exercise and training Full course worth one GCSE Exam: 40% of total marks (1 hour, 30 minutes). Controlled assessment (practical) 60% of total marks (four assessments from two groups). Assessment Practical component (60% of total marks) Students need to hand in four assessments chosen from at least two of the activities below: Outwitting opponents games activities Accurate replication gymnastics activities Exploring and communication ideas dance activities Performing at maximum levels athletic activities Identifying and solving problems life saving/personal survival/outdoor and adventurous activities Exercise safely and effectively fitness and health activities. In these different activities you can choose to be assessed in different roles also from the following list: Player/performer Organiser Leader/coacher Choreographer Official. Theoretical component (40% of total marks) This is assessed by a written examination comprising of multiple choice questions, short answer questions and extended written questions based on some pre-released information. It is divided up into three areas of study: 11

12 The range of physical activities and the different roles that the active participant can choose from Linking physical activity with diet, work and rest for personal health and a balanced healthy lifestyle Making informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs. Examination Board: AQA. 12

13 ART & DESIGN Art & Design GCSE Art and Design is suitable for those who have an interest in and enthusiasm for the subject. The GCSE course involves both critical appreciation of art as well as its practical creation. Work in Year 10 is mostly teacher directed and aims to establish a confident working method amongst pupils, introducing them to a range of artistic materials. Year 11 encourages a greater diversity of responses and pupils are encouraged to work to their own strengths towards their final exhibition in May or June of that year. Art and Design is a sound basis, not only for those careers which have a direct relation to the arts, but also for those which require the ability to perceive and produce a variety of possible outcomes. Through its promotion of independent thinking and creative problem solving it also involves pupils in a wide range of transferable skills. This is a general art course and can include work in 2-D and 3-D and a variety of media such as textiles, photography and ceramics. The flexibility exists for pupils to work to their own strengths under teacher guidance in whichever medium they will have most success using. The Photography endorsement of the Art and Design GCSE is suitable for those who have an interest and enthusiasm for the subject and are excited by the prospect of seeing things in different ways. An important element of this syllabus is an appreciation of other artists and the development of a critical vocabulary. Assessment Unit 1: 60% of the final GCSE grade will come from the coursework modules, which will involve building a portfolio of high quality work. This work will be produced in lesson and as homework. The entire two years worth of work will be submitted as coursework. Pupils are required to produce two projects throughout the two years, most of which will be based on regular folder assessments which will indicate the progress made and provide feedback on future aims, in line with the assessment criteria. Unit 2: The remaining 40% is from the timed test which is selected from a choice of themes set by Edexcel and prepared for in class in the 8 10 weeks leading up to the 10 hour timed test. During the exam a final outcome is produced. 13

14 Examination Board: Edexcel. Knowledge and skills embedded in Unit 1 and Unit Developing ideas Students will: Understand how ideas provide the starting point for art and design practice and form an integral part of the creative process Formulate ideas from a variety of starting points Carry out appropriate research from primary and contextual sources Analyse and evaluate their own and others work in the context of developing ideas Develop insight into selected works from contemporary, historical and cultural contexts. 1.2 Refining ideas and skills Students will: Develop skills through experimenting with appropriate media and methods Use materials and techniques to explore the potential of ideas Use research sources to inform the development and refinement of ideas Review, analyse and select ideas Sustain the development of ideas, building on and developing skills. 1.3 Recording for purpose Students will: Carry out appropriate research from primary and contextual sources Demonstrate skilful use of the formal elements, including line, tone, colour, shape, pattern, texture, form and structure Use media and refer to contextual sources to develop a range of recording skills Develop visual, spatial, textural and other qualities within the context of recording from appropriate sources. 1.4 Presenting and realising Students will: Develop and communicate ideas through an informed use of visual, spatial, textural and other qualities Demonstrate understanding of selected works from contemporary, historical and cultural contexts Show evidence of an ongoing critical and analytical review of their progress, making relevant connections between visual, written, oral and other elements Recognise the important role of individual responsibility and personal development in producing and presenting their response(s) in a meaningful way. 14

15 DANCE This is aimed at pupils who have an interest in the study of dance which is broad based. This includes the ability to develop knowledge, skills and an understanding of performance, choreography and appreciation of a range of dance styles. Pupils will study dance works, including those from a professional repertoire alongside their own personal development of performing skills and choreographic devices. Unit 1: Critical Appreciation of Dance (4301) Written paper: 1 hour (50 marks 20% of total marks) Candidates will study two prescribed professional works and will answer a short concise written paper focusing on critical analysis and an understanding of the two chosen works: Swansong and Perfect. Unit 2: Set dance (4302) Practical examination/solo performance: 1 1½ hours (30 marks 20% of total marks) A 1 minute dance set by the board, for candidates to demonstrate their technical competence, which is recorded and sent away on video for external assessment. Unit 3: Performance in a duo/group dance (42303) (30 marks 20% of total marks) A group 3 3½ minutes performance choreographed in lessons and based upon the set professional work Perfect, where candidates will be assessed in a controlled environment on their performance skills. Unit 4: Choreography (42304) Task 1: Solo composition 1 1½ minutes (20 marks 15% of total marks) Candidates will need to choreograph and perform their own piece of dance based upon the set professional work Swansong. Task 2: Choreography solo/duo/group (40 marks 25% of total marks) Pupils must choreograph either a solo or group dance, which will involve teaching younger pupils and working outside of lessons after school to complete this component. Examination Board: AQA. 15

16 NEW TECHNOLOGIES National Curriculum GCSE examinations in: Product Design, Catering, Textiles Technology, Computing and ICT. These are quite separate GCSE examination courses. However, each is based upon 60% course work and 40% examination, with the coursework element involving the production of a portfolio and practical work. Design Technology education is unique because students: Look to the future and are creative and innovative Design and make products and services, using a variety of materials, that work well and look good Make design decisions that matter to the users of the products and services and to the wider world Draw on a wide range of knowledge to solve problems in relevant, real life contexts Develop an enterprising attitude and take risks See opportunities and make things happen. Design plays a very important part in our lives. It controls and affects much of what we do, and is an increasingly important activity as society s demands have become more complex. Designing is an activity which uses a wide range of experiences, knowledge and skills to find the best solution to a problem. Good design involves the rigorous intellectual exercise of identifying and clarifying a problem, analysing demands and making thoughtful responses, creating the solution and then testing its effectiveness. This is a highly creative activity and on the course in Year 10 you will improve upon the knowledge that you have acquired in the lower school and apply it to a range of set problems based on the syllabus requirements. This will prepare you for your individual examination projects which will require mature individual commitment. The nature of learning with these courses prepares pupils for the responsibilities and styles of study in colleges, university and work-based training. 16

17 Product Design OCR Product design offers students the opportunity to combine art, science, and technology to create new products that other people can use. They will use creativity and flair to combine a wide range of materials including resistant materials, textiles, electronic products and smart materials. Designing is a process based activity involving the progressive engagement with a problem which requires thinking, creating, inventing, predicting, experimenting, decision making, constant evaluation and modification. The range of communication methods is wide and becoming wider through increasing use of ICT. Students will use a variety of notes, sketches, formal drawings, photographs, computer programs and 3d modelling to represent their ideas. Far greater emphasis will be given to 3d Modelling and prototyping than at KS3. During the foundation year, students will be encouraged to design, make and model using a selection of materials to ensure breadth of knowledge whilst the final portfolio will reflect their own choices. Practical tasks will develop higher level making skills to enable students to produce quality products. Assessment Single tiered assessment covering grades: A* G to cater for students of all abilities. Unit A551: Developing and Applying Design Skills - portfolio, 20 hours, 30% Unit A552: Designing and Making Innovation Challenge - This is a design, make and model challenge, 6 hours, 20% Unit A553: Making, Testing and Marketing Products practical element, 20 hours, 30% Unit A55: Designing Influences. Exam 1 hour, 20% Progression Routes / Career Pathways This course provides an excellent route into GCE (A level) Product Design or Art & Design along with the Diplomas in Product Design at Level 3. This subject provides the foundation needed for careers in Architecture, Graphic Product Design, Product Design, Automotive Design, Fashion Design and many more. 17

18 Textiles AQA If you have a passion for fashion, being creative and making clothes and accessories; interior design or theatrical costumes, then Textiles is for you. Throughout this course, you will learn new creative skills and techniques in order to make good quality textile products. Textile and clothing production is one of the fastest growing industries in the world, and UK manufacturers now operate on a global scale. There are good opportunities for skilled people within manufacturing, designing, marketing and retail areas. Such people need to be flexible, good communicators and willing to work as part of a team. This course offers opportunities to become a designer. During Year 10, pupils will work on tasks which will focus on such skills as developing ideas, communication, evaluation, materials, tools and equipment and industrial practices. Practical work will be taken from various contexts such as dance wear, accessories, fashion and sportswear. The aim will be to build up and develop practical skills in preparation for the final piece of coursework. You will be able to make clothing for yourself or others and also have an opportunity to look at the work of fashion designers. You will learn lots of new techniques and have an opportunity to develop your own ideas you choose what you make. Your coursework project will be selected from a range of design briefs and is open ended so that you design and make products that interest you and are chosen by you, from a wide range of themes. You will choose your own topic with guidance from your teacher. Do not worry if you feel you need more practice on the machines we will review all of that at the start of the course. Pupils will need to provide appropriate fabric for practical solutions. If expense is an issue when selecting your Design Technology course please advise Mrs Rimmer as special provision can be made. Assessment Written paper (40% of the total marks) 120 marks. 2 hours. One paper with two sections: Section A: 30 marks a design question based on context supplied before the exam (pre-release material is given to students in March of Year 11) Section B: 90 marks covers all aspects of the specification content. Controlled assessment (coursework) (60% of the total marks) 90 marks. 18

19 A single design and make activity, consisting of the development of a made outcome and a concise design folder. The design folder should consist of approximately 20 pages of A3 paper. It is expected that students should spend approximately 45 hours supervised time on this activity. As part of the evidence submitted, students should include photographs of the finished products as well as photographs at various stages of the process. Projects will be selected from a board set context such as, fashion items, vintage clothing, theatrical costume, dance wear, products for children, interior design. Progression routes/career pathways This course provides an excellent route into GCE (A Level) Textiles, Product Design, Art and Design Fashion (when combined with GCSE Art), fashion degrees, fashion journalism, retail, costume design, interior design. 19

20 Catering WJEC A course in Catering offers a unique opportunity in the curriculum for candidates to develop their knowledge and extend the skills they have learnt at KS3. It will provide opportunities to develop candidates in a range of key skills, including their capacity for imaginative, innovative thinking, creativity and independence. This is a hands-on practical cooking and vocational course. Pupils will also have the opportunity to gain a Level 2 Food Hygiene and Safety Certificate. It is a suitable qualification for those who want a broad background in this area and for those who wish to progress to further education in Hospitality and Catering. It will also offer valuable preparation for those entering the world of work. The specification encourages the investigation and study of hospitality and catering in a variety of contexts. In addition, the specification also uses a range of assessment techniques to enable the candidate to respond through practical and investigative work. Pupils should acquire their knowledge and experience through focused practical tasks and individual and group assignments which enable a range of skills and processes to be developed. The emphasis is on teaching real cooking skills and recipe development with a high level of practical presentation. Pupils will be required to cook each week and bring their Catering Whites (a uniform purchased at the start of the course). Pathways for progression There are good opportunities for skilled people to work in the food industry in product development, manufacturing, retailing and catering. Such people need to be flexible, good communicators, willing to work in teams and to be computer literate. Parents should be aware that some expense will be involved in providing ingredients for practical tasks each week. Assessment Written paper (40% of the total marks): Food and the consumer 120 marks. 1¼ hours. An un-tiered paper externally set and assessed. Candidates will be required to respond to short-answer, structured and free response questions drawn from all the areas of study of the unit. 20

21 Some questions will require extended writing and will assess the quality of written communication. The paper will be presented in the form of a question and answer booklet. Controlled assessment (coursework) (60% of the total marks: 45 hours in total) Catering skills related to food preparation and service (Controlled Assessment (45 hours 60%) TASK 1: (20%). One task to be selected from a bank of three tasks set by WJEC. Internally assessed using WJEC set criteria and externally moderated. Duration: up to 15 hours. (This is split as research and development time along with a three hour practical test followed by and evaluation session) TASK 2: (40%). One task to be selected from a bank of three tasks set by WJEC. Internally assessed using WJEC set criteria and externally moderated. Duration: up to 30 hours to commence in the second half of the course. (This takes place in Year 11 and the time is again divided into research, development, practical test and evaluation. It involves cooking and serving a two course meal) Progression Routes / Career Pathways Catering, hotel management, food technologist, teaching, chef, food development (product design), GCE A Level. 21

22 Computing OCR Would you like to know how computers work and be able to take a look inside one and know what each of the different parts do? Would you like to learn a computer language or develop your skills with programming in a fun way? Would you like to have a subject that is relevant to the modern world of technology? Are you considering further study in college or university in this area so that you can: be a game programmer, fix computers, set up networks, write phone applications, etc.? We are offering a course in computing that covers these areas. Course structure The OCR GCSE in Computing is offered in three units. Unit 1: Computer systems and programming which will contain an exam worth 40% of the qualification and will be a mixture of short and long answer questions, some of which will require students to write program code. Unit 2: Practical investigation where students carry out a 20 hour practical investigation of a topic chosen in a controlled assessment. This section is worth 30% of the qualification. Unit 3: Programming project where students create solutions to computing tasks chosen from a set of options. This is also a 20 hour controlled assessment and is worth 30% of the qualification. Level: GCSE results are awarded on the scale A*-G. Progression routes/career pathways Information technologies continue to have a growing importance. This means there will be bigger demand for professionals who are qualified in this area. If learners want to go on to higher study and employment in the field of computer science, they will find that this course provides a superb stepping stone. Learners who have taken a computing GCSE and who then progress to study the subject at A Level or university will have a sound underpinning knowledge of this subject area. 22

23 ICT Edexcel This exciting new ICT GCSE gives you fantastic opportunities to work with a variety of technologies and offers you choices such as web design, games design or computing, making it engaging and enjoyable to study. The qualification has been designed to nurture digital literacy, and provide you with up-to-date skills, knowledge and understanding of the rapidly developing digital world around you. This new GCSE specification will: Improve your confidence in areas such as mobile phone applications, web page design and games design Improve your understanding of social networking and its impacts Enable you to keep up to date with IT and digital developments, at home and in the shops Explain how IT can help improve your career options Provide you with IT skills that you can use to solve practical problems Allow you to develop technical skills which will give you a foundation for achieving ICT and Computing A Levels. Course Structure The course will be split into two units: UNIT 1: Living in a Digital World - External Exam 40% In this unit, students explore how digital technology impacts on the lives of individuals, organisations and society. Students learn about current and emerging digital technologies and the issues raised by their use in a range of contexts (learning and earning, leisure, shopping and money management, health and wellbeing, on the move). They develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice. UNIT 2: Using Digital Tools Controlled assessment 60% This is a practical unit. Students broaden and enhance their ICT skills and capability. They work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. Students learn to reflect critically on their own and others use of ICT and to adopt safe, secure and responsible practice. They put into practice what they learned about digital technology in Unit 1. Progression routes/career pathways GCSE ICT will support any future career. Today, virtually all workers need to be confident operators of digital devices. Taking GCSE ICT will give students valuable digital know-how which is a key skill that you can use in all walks of life. 23

24 DRAMA All the world s a stage. If you are reading this page, you are probably interested in Drama already. You may enjoy performing in front of others, being creative, reading scripts or devising your own ideas. You may enjoy a practical style of learning. Perhaps you also enjoy watching Drama, and evaluating how and why a performance worked. If the above apply to you, you should consider opting for GCSE Drama. Many people think that GCSE Drama is simply for those who want to be an actor, or follow Drama later on in their education. This is simply not the case. Drama can help you to develop many personal skills that are very useful for anyone, such as: communication skills, teamwork, leadership skills and time management. Being able to present yourself confidently and effectively is extremely important in the modern world, and as you move into college or employment, you will realise that the skills you have learnt within drama can help you. The underlying principles of the Drama course are: To work imaginatively in groups, generating, developing and communicating ideas To evaluate their own work, that of their peers, and of professional companies To develop and demonstrate a range of practical, creative and performance skills To consider and explore the social, historical and cultural influences on drama Please note that it is a requirement of the course to perform in front of a public audience. If this fills you with absolute fear and dread, then GCSE Drama is probably not for you. Assessment Written exam (40% of total marks) During the course, you will write regularly in a journal. You will also complete regular written exercise and assessments to support your practical work. You will evaluate your own work and that of others. You will study a playwright and a script in detail. At the end of Year 11, you will sit a 90 minute written exam about practical work you have done on the course. You will answer one question about a piece of improvisation. You will answer one question about a play, such as Blood Brothers. Practical work (60% of total marks) During the two years, you will complete a minimum of five practical performances. These will be a mixture of scripted and improvised work. 24

25 You will take part in a large scale class play in Year 10. The class teacher will assess and grade you according to GCSE criteria. An external examiner may wish to see you perform one piece. At the end of the GCSE, your best scripted mark and your best improvisation mark will go forward to the exam board to make 60% of your GCSE grade. Examination Board: AQA. 25

26 GEOGRAPHY Geography is a subject that is both modern and forward thinking. It acts as a foundation that provides skills and opportunities valid in virtually all areas of future study or career pathways. There has never been a more important time to have a qualification in Geography, especially with the introduction of the English Baccalaureate. Toynbee School s Geography Department is one of only 27 schools nationwide to be awarded the Geographical Association s Quality Mark and our GCSE results place us in the top seven Hampshire schools. Requirements for the course an interest in the modern world and its future. Course Content Geographic enquiry (25% of total marks): One piece of controlled assessment conducted in class testing data and analysis skills. Sustainable decision making (25% of total marks): 1 hour 30 minute exam sat at the end of Year 11. Key geographical themes (50% of total marks): 1 hour 45 minute paper sat at the end of Year 11, examining both human and physical geography. Optional field trip to Italy in the Summer Term of Year 10 studying human and physical themes such as volcanic activity, coastal landforms and tourism. Levels of Entry Higher (A* D). Foundation (C G). GCSE Grades One full GCSE grade from A* G. Progression Routes / Career Pathways Geography is almost limitless in its progression and career opportunities. At colleges, traditional AS Level Geography is widely taught, alongside alternative options such as Environmental Science, Earth Sciences, Geology, Leisure and Tourism, Economics and Politics. Geography is a strong academic subject highly prized by many universities as an excellent skills based subject suitable for progression to virtually all university degree courses. The skills taught in Geography are decision making, understanding of modern world issues, data handling and analysis, reasoning and understanding of cause and effect. These skills are highly desirable in all career choices and options. Friends who have studied alongside Toynbee School s Geography staff at University, have gone to work in diamond mining, environmental research, law, crisis management, armed forces, accountancy, sports management, construction industry landscape design, politics, advertising, oil, civil engineering, publishing, airlines, travel, banking, marketing and many more diverse areas. 26

27 Geography is no longer just about maps, and knowing where places are. It studies the human interaction with a modern and fast changing world. Indeed it is the only subject that considers, in detail, the future, economics, globalisation, and our place in the modern world. As Simon Jenkins wrote in the Guardian Newspaper Geography in the widest sense of the concept remains to me the queen of sciences. It is hard to think of a geography subject that does not affect people and that is not affected by their actions. What people do affects the natural world as never before. In fact geography is the one practical discipline we really need to tell us how the Earth is progressing. The evidence shows that students who study geography through their school lives become some of the most employable people in our society. The recent OfSTED report praised the department for having consistently above average results and providing our pupils with the ability to make good progress. Examination Board: OCR Syllabus: Geography B 27

28 HISTORY GCSE History (OCR B Modern World) People study History because they enjoy learning about the past. It helps us to understand our heritage and enables us to learn about people; it allows us to make sense of the world around us and makes us aware of our rights and how we can play an effective role in society. History gives us the opportunity to develop important skills; the written and oral communication of thoughts and ideas; working independently and with others; organisation, research, adaptability and the ability to criticise. All these skills help to create a mature and employable person. Apart from being interesting, History is very useful. Employers who see that you have a qualification in History know certain things about you. They will know that you can analyse evidence, construct clear written arguments, evaluate the impact and consequences of events and individuals, and be able to see both sides to the story. History is a useful, and often a necessary subject for a lot of careers, and not just the obvious ones. Conservation and environmental work, town planning, building restoration and tourism all require some knowledge of history. History is also a good qualification for journalists, TV researchers, police and lawyers and if you want to be a scientist you will need to communicate effectively, work with and manage other people. Employers and universities like to see that you have followed a balanced course at school. History is an important part of keeping that balance. Techniques to cope with the controlled assessment, examinations and revision are also built into the course. History is not just about remembering facts though you will get a balanced general knowledge of the world in which you live it is also about historical skills such as helping you to be critical about what is read and heard and learning how to make balanced judgements based on knowledge, which after all, are valuable in any walk of life. Key features of course Core content: Aspects of International relations. The Cold War; Depth study of Germany focusing on key features and characteristic of this period. How w as Br it ish societ y changed, ? Controlled assessment: The USA (essay of 2,000 words). Assessment Controlled assessment (25% of the total marks) completed in Year 10. Paper 1: Core content with Germany depth study: Exam: 2 hours (45% of the total marks) June Paper 2: British depth study: Exam: 1 hour 30 minutes (30% of the total marks) June Examination Board: OCR. 28

29 MEDIA STUDIES GCSE Media If you think Media is watching endless films or spending loads of time reading magazines and comics, then Media is not for you! Media requires you to consider how society communicates with itself. Today the world is saturated by the mass media. To study media is to understand the world we live in. Overview Media Studies GCSE involves the rigorous study of a variety of media forms, such as: newspapers, magazines, film and television. The course: Develops critical thinking, analytical and decision-making skills Develops appreciation and critical understanding of the role of the media in daily life Combines practical and theoretical knowledge and skills through opportunities for personal engagement and creativity Encourages an understanding of how to use key media concepts to analyse media products and their various contexts. Students who opt for this course will need to be able to analyse how media texts work and also must possess good creative skills. To gain a place on the course it is essential that you are able to work and learn effectively as part of a team and you must be completely trustworthy and responsible regarding the use of expensive equipment. Assessment Unit 1: (40% of total marks) Examination: 1 hour 30 minute. Pre-release materials are given to students a month before the exam takes place so they are able to prepare and research. Previous topics have been: sitcoms, action adventure film and comics. Summer 2015 examination topic is Game Shows. Unit 2: (60% of total marks Controlled Assessment. Three pieces of supervised coursework: Assignment 1: Introduction to the media (15 marks): Analyse two media text (500 words) Research and planning Assignment 2: Cross-media study (30 marks) -Analyse two texts as part of a campaign (1,000 words) -Research, plan and design your own cross-media campaign. Assignment 3: Practical Production (45 marks) Produce your own media text. Research and plan. Evaluate your work (800 words) 29

30 GCSE Film Studies If you think Film Studies is about casually watching films whilst your teacher serves up popcorn, then Film Studies is not for you! Film is widely acknowledged as the major art form of the 20th century and today film continues to be an important part of most people s cultural experience. This course is designed to build upon students own experience of film as consumers and creators and to encourage recognition of the complexity of this experience within an increasingly globalised, interconnected environment. Overview Film Studies GCSE involves the rigorous study of the film industry. Students need to have an interest in film and have an appreciation of how films impact upon audiences. Students will develop an understanding of the power the industry has at influencing people s beliefs and ideologies. The course: Develop a critical and investigative approach to films, the film industry and film audiences. Recognise the ways in which films represent people, places, ideas, issues and events to different audiences. Engage with aesthetic, technical, economic, ethical and moral issues as they arise in their study of film, film audiences and the film industry. Students who opt for this course will need to be able to analyse how media texts work and also must possess good creative skills. To gain a place on the course it is essential that you are able to work and learn effectively as part of a team and you must be completely trustworthy and responsible regarding the use of expensive equipment. Assessment Unit 1: (50% of total marks) Two examinations. Exam 1: Exploring film 30%(1 hour and 30 minutes) Four compulsory questions on a film genre. Examination topic in 2015 is the Superhero genre. Exam 2: Exploring film outside of Hollywood. 20% (1 hour) Three compulsory questions on a film produced outside of Hollywood. Unit 2: (50% of total marks) Controlled Assessment. Two sections: a film exploration (two task) and a production (four tasks). Exploring a film of the candidate s choice (30 marks) An exploration of a film of a student s choice consisting of (i) industry research ( words) and (ii) a micro analysis of a short extract from the film ( words). Production (70 marks) Students create (i) a pitch for an imaginary film (approximately 150 words), use the created pitch to form the basis of (ii) a preproduction and (iii) a final production. They then complete (iv) a brief evaluative analysis of the final production. 30

31 MODERN FOREIGN LANGUAGES A knowledge of languages is becoming increasingly important in the world of work so a qualification in one or more modern languages is a great help in finding employment in many different careers. Pupils are encouraged to study a language especially if they wish to gain the additional English Baccalaureate qualification. At Key Stage 4 you can study Spanish, French or German at Toynbee School. You can also opt to study French and Spanish if you have chosen one of those languages as an option this year. The aim is for pupils to be able to communicate effectively and confidently in the language, and to develop a positive awareness of the people and culture of the country. These courses provide a good foundation for the study of A Level in Foreign Languages. You will learn to understand the spoken and written language and to speak and write opinions on the following subjects: Holidays Future plans Education Work Leisure Home life Youth problems Environment. A wide range of teaching styles is offered and you will have access to videos, magazines, computers, the internet and audio tapes to support learning. Syllabus AQA GCSE French Specification A. AQA GCSE Spanish Specification A. AQA GCSE German Specification A. Assessment Writing and speaking controlled assessments are marked and graded by outcome and make up 60% of the total marks. You will submit two pieces of writing controlled assessment and two speaking controlled assessments. Reading and listening are assessed at the end of the course in Year 11 and can be taken at foundation (G -C) and higher (D -A*) level. These make up 40% of the overall grade. Examination Board: AQA. 31

32 MUSIC Should I take GCSE Music? If you are enjoying Key Stage 3 Music, then Music, could well be right for you. If you are already having instrumental or singing lessons, then Music, is right for you. What is GCSE Music? Performing 40% of your GCSE is about performance. Composing 40% of your GCSE is about composing. Music appreciation and understanding: 20% of your GCSE is about listening. What if I do not play a musical instrument? If you have not started learning an instrument or having singing lessons, you need to think about what you would like to do. Come and have a couple of taster lessons to see what you enjoy. Every year, a number of students start music with no prior instrumental experience. With hard work, you should still be able to achieve an A grade in performance. What if I am already pretty good at playing/singing? If you already play, you will be expected to develop your skills throughout the course. You will really begin to develop the ability to play/sing with a more mature understanding. Providing you work hard, you should be able to achieve an A* in performance. What if I am not good at composing? You do not need to be able to compose before you start. We have great fun teaching you all sorts of skills and tricks. By Christmas of Year 10, you will be amazed at the exciting work you will already be producing. We have not had a student who has not been able to learn how to compose. Most students achieve an A or an A* for their composition coursework. What if I cannot read music? Any note reading you require will be learned during the course. It is not an essential skill for GCSE. What if everyone else is better than me? Music classes are always mixed ability. For Year 10, most of the work is done in pairs so that you can help each other. When you are feeling more confident you will begin to work independently. Music explores a large range of musical styles and genres. You will learn to understand how music is created and how to identify elements within the music. We have our own book which will guide you through everything you need to know and our results in the listening exam are excellent. Do come and chat to any of the music staff if you need any more reassurance. It is also a good idea to come and ask questions of the current Year 11. They will be able to tell you how much they are enjoying the course, be willing to give you taster sessions on instruments and would love to play you their compositions. 32

33 RELIGIOUS STUDIES WJEC GCSE IN RELIGIOUS STUDIES (Full Course) SPECIFICATION B What is in it for you? Students are able to use different methods of investigation, in order to select and use the relevant information. Students have the opportunity to use their knowledge, skills and understanding of religion and philosophical ideas, through an exploration of the significance and impact of beliefs, teachings, practices and ways of life, and expressing meaning. They also get to learn how to express and apply their personal responses and informed views on important questions, basic rights, and issues about: belonging, meaning, purpose, truth, values and commitments. Expectations Students do not have to be religious or come from a religious background but they do need an open and enquiring mind and be prepared to have their views or ideas challenged. They must be prepared to work hard, be involved in class debates and discussions. It will also help them develop skills such as analysis and research across the multimedia spectrum. Syllabus WJEC GCSE in RELIGIOUS STUDIES B Believing and Living for WJEC Specification B Unit 1 Topic 1 Topic 2 Topic 3 Topic 4 Relationships Issues of love, marriage and divorce Is it Fair? Issues of justice and equality Looking for Meaning Issues about God, life and death Our World Exploring creation and our place in the world Believing and Experiencing for WJEC Specification B Unit 2 Topic 1 Topic 2 Topic 3 Topic 4 Religion and Conflict Issues of peace, forgiveness and conflict Religion and Medicine Issues of medical ethics and the sanctity of life Religious Expression Issues of expressing one's faith Authority-Religion & State Issues of law and order in religion and society The two religions studied are Christianity and Islam 33

34 Assessment Assessment is by exam only. Award certificates are not given out until the end of the two year course. Please note there is no controlled assessment for this course. 1st Written Paper: 1 hour 45 minutes 50% Four structured questions consisting of visual stimuli used as a basis for a series of paragraph and extended writing answers 2nd Written Paper: 1 hour 45 minutes 50% Four structured questions consisting of visual stimuli used as a basis for a series of paragraph and extended writing answers. Textbook/resources Pupils are not required to purchase any textbooks but the following are available if they wish to: Believing and Living for WJEC Specification B Unit 1 Believing and Experiencing for WJEC Specification B Unit 2 GCSE and beyond Opportunities and related topics in further and higher education: Religious Studies is widely accepted as an entry qualification for both further and higher education courses. It develops a wide range of skills including those essential for enquiry, interpretation, reasoning, evaluation and communication. It is also accepted as an entry qualification by universities and for further vocational courses. Some examples are given below: AS/A Level Religious Studies; AS/A Level Philosophy; AS/A Level Psychology; AS/A Level Law; AS/A Level Sociology. Careers In many areas of work, employers look for someone with an enquiring mind, understanding and appreciation of other people s point of view, and an ability to come to clear, informed decisions; all skills which you can develop in Religious Studies. It can lead to opportunities in: law; journalism and media; nursing and health; social services; police and armed forces; public relations; to name just a few areas. 34

35 2015 COURSES RETURN FORM Name Tutor Group Parent Signature Instructions: Students will study up to 4 additional subjects plus the core. You must indicate your subject choices in your clear order of preference, numbered 1-6 (1 being first preference) in the box next to the subject. In the event of over subscription, curriculum clash or group numbers not being viable, the order of preference will be used to determine the curriculum offer given. A language alongside History or Geography will be a requirement for those students wishing to qualify towards the E Baccalaureate. Anyone not choosing Religious Studies must sign the declaration at the bottom of this return form signed by a parent or guardian. This form must be returned to tutors by Monday 23 rd February 2015 AT THE VERY LATEST or earlier if possible. GENERAL QUALIFICATIONS: GCSE LEVEL 2 ART & DESIGN MEDIA STUDIES With photography CATERING Please Tick if a Preference GCSE Media GCSE Film Studies Please Tick if a Preference DANCE MUSIC DRAMA PRODUCT DESIGN FRENCH PHYSICAL EDUCATION GEOGRAPHY * RELIGIOUS STUDIES GERMAN SPANISH HISTORY TEXTILES COMPUTING & PROGRAMMING ICT * I wish my son / daughter to be withdrawn from GCSE Religious Studies in Year 10 & 11 Parent Signature Date 35

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