GCSE Curriculum

Transcription

1 GCSE Prospectus September

2 Content Art and Design... 4 Biology... 5 Business Studies... 5 Chemistry... 7 English Language and English Literature... 8 Geography... 9 History Home Economics Information and Communication Technology Journalism in the Media and Communications Industry Mathematics : Two Tier Further Mathematics Modern Languages French, German and Spanish Moving Image Arts Music Physics Physical Education Religious Studies (Short and Long Course) Technology and Design

3 GCSE Curriculum All pupils will follow the common curriculum of English, English Literature and Mathematics. Pupils will select a number of additional GCSE subjects from the options blocks as indicated in the subject choice letter. GCSE Twilight Courses Pupils may have the opportunity to enroll on one of the twilight GCSE courses that run in conjunction with other Lisburn schools and delivered by SERC, usually at their main campus in Castle Street. A number of pupils in Year 11 this year are following twilight GCSE courses in Photography and Engineering. They run one afternoon per week throughout Years 11 and 12 and usually are timetabled from about pm. Further details on which courses will be available at SERC will be confirmed later in the year. 3.

4 Art and Design The scheme of assessment in Art and Design requires candidates to submit: Coursework Unit 1: Core Portfolio 60% Unit 2: Working to a stimulus 40% Unit 1: Core Portfolio The Portfolio is made up from edited work showing the breadth and depth of a range of experiences using different media and materials. In their Portfolio candidates should include one task that is fully realized. There should also be evidence of a broad and creative range of experiences in both 2 and 3 dimensions in fine art, craft and design. Externally Set Assignment Unit 2: Working to a stimulus Candidates are expected to produce a finished piece of work in response to either a set theme or a given question. The paper is distributed in January allowing for a preparatory period. A supervised time of 10 hours is given in which to produce the final outcome. Pupils are prepared for this by working on the portfolio over the two years. During the course they will be introduced to a broad range of materials, media and processes which may include drawing (pencil, pastels, inks); painting; various forms of printing (screen, mono); lens based media including photography; film and animation; ceramics; textiles including embroidery; batik and felting; modeling with wire/paper mache/card/plaster and computer aided design. Ideas may be developed into one of many areas including painting; sculpture; ceramics; jewellery; interior design; fashion; textiles; lens based and graphics. During the course the pupils will have contact with artists, designers or craftspeople either through visiting speakers or by attending exhibitions or workshops. On completion of the course the candidate assembles their work in the form of an exhibition. The class teacher marks the components. This is then moderated by an external moderator appointed by the Examination Council. For pupils intending to follow this course it helps to have a lively imagination, good technical skills, a willingness to experiment and a lot of enthusiasm. 4.

5 Biology The science course followed is the CCEA specification for Biology. Outline of course: The course is split into 2 units that are assessed through 2 separate papers. These units cover a wide range of topics as outlined in the table below. The controlled assessment element of the course involves a biological investigation designed to allow students to demonstrate planning, carrying out, analytical and evaluative skills. This task is set by CCEA and marked by the staff of the Biology department. Content Assessment Weighting Availability Higher Unit 1: Cells, living processes and biodiversity 1 hour 30 minute examination Externally assessed 35% Summer Higher Unit 2: Body systems, genetics, microorganisms and health 1 hour 45 minutes examination Externally assessed 40% Summer Practical skills: Controlled assessment Internally assessed. One controlled assessment task from a choice of two 25% Business Studies Through studying GCSE Business Studies, students gain business knowledge, understanding and skills. They begin to understand current events in local, national and global contexts. They learn how to use relevant terms, concepts and methods effectively to describe business and economic behaviour. Students also consider business ethics and the impact of business on the environment. Business Studies students develop as independent learners and are encouraged to use an enquiring, critical approach to distinguish facts from opinions, form arguments and make informed judgements. This course prepares students for further study of business and business-related subjects, including Advanced Subsidiary GCE in Business Studies or Economics and Advanced GCE in Business Studies or Economics. This specification has two units: 5.

6 Business Start Up; and Business Development. The content of each unit is split up into the following topics. Business Start Up Business Development Business Start Up Production Marketing Finance Managing People Business Growth Business Plan In GCSE Business Studies, students are assessed against three assessment objectives. Students must: AO1: recall, select and communicate their knowledge and understanding of concepts, issues and terminology; AO2: apply skills, knowledge and understanding in a variety of contexts and in planning and carrying out investigations and tasks; and AO3: analyse and evaluate evidence, make reasoned judgements and present appropriate conclusions. Content Assessment Weighting Availability Unit 1 External written exam 35% Summer Business Start UP 1 hour 20 minutes Format: Structured questions Unit 2 External written exam 40% Summer Business Development 1 hour 40 minutes Format: Three structured questions with an incline of difficulty. *Synoptic Terminal assessment Controlled assessment 25% Summer Format: Candidates complete one task from a range of tasks released in September each year. *Synoptic 6. Terminal assessment

7 At least 40 percent of the assessment (based on unit weightings) must be taken at the end of a GCSE course as terminal assessment. The terminal assessment weighting for this GCSE course is 65 percent, (Unit 2 and controlled assessment). *Synoptic assessment required candidates to identify and use, from across the full course studied, those aspects/elements /knowledge/skills which are required to address a particular task or question. Chemistry Introduction Chemistry offers a range of activities which can engage all learners by linking direct practical experience with ideas, developing Key Skills and encouraging critical and creative thought, through developing and evaluating explanations. Studying Chemistry enables pupils to understand the role of experimental evidence and models in evaluating explanations of phenomena and events. Pupils learn how technologies based on science have been used in industry, business and medicine, and how these developments have contributed greatly to the quality of life for most people. Pupils engage in questioning and discussion about science-based issues which affect their lives, the society in which they live and the world as a whole and, through this, become more confident in expressing views and evaluating decisions about such matters. The course followed is the CCEA specification for Chemistry. The course is split into three units which are assessed through 2 written papers and Controlled Assessment (practical skills). The table below summarises the structure of the Chemistry GCSE Course: Content Assessment Weighting Availability Unit 1 : Structures, An externally assessed written 35% Every Summer Trends, Chemical examination consisting of a number of Reactions and compulsory structured questions that (beginning in 2012) Analysis provide opportunities for short answers, extended writing and calculations. Foundation Tier : 1 hour 15 minutes Unit 2 : Further Chemical Reactions, Organic Chemistry and Materials Higher Tier : 1 hour 30 minutes An externally assessed written examination consisting of a number of compulsory structured questions that provide opportunities for short answers, extended writing and calculations. 40% Every Summer (beginning 2013) 7.

8 Unit 3 : Practical Skills Foundation Tier: 1 hour 30 minutes Higher Tier : 1 hour 45 minutes Controlled Assessment Students complete one controlled assessment task from a choice of two Teachers mark the task and CCEA moderate the results. 25% From September (beginning in 2011) (submitted every May beginning 2013) English Language and English Literature The two subjects, English and English Literature, are taught together but assessed and examined separately. G.C.S.E. grades will be awarded for each subject at the end of the two year courses. These final grades will be based partly on written exams (marked externally), and partly on coursework. The details are as follows: 1. GCSE English Language Unit 1: Personal Writing and Reading Multi-Modal Texts Content Assessment Weighting External examination Foundation and Higher Tiers 20% Unit 2: Functional Writing and Reading Non-Fiction Unit 3: Speaking and Listening 1 hour 30 minutes External examination Foundation and Higher 1 hour 30 minutes Controlled assessment 20% 20% Unit 4: Independent Study Task 1 The study of Spoken Language Task 2 The Study of a Literary Text Task 3 Writing Creatively Controlled assessment Tasks set by CCEA 40% 8.

9 2. GCSE English Literature Content Assessment Weighting Unit 1: External examination The Study of Prose 25% Foundation and Higher Tiers Unit 2: The Study of Drama and Poetry Unit 3: The Study of Linked Texts 1 hour External examination Foundation and Higher Tiers 2 hours Controlled assessment Task set by CCEA 50% 25% Note: For the Examinations in both subjects, there will be two tiers of entry; pupils will be entered for the appropriate tier based on their performance levels achieved in their coursework; in practice almost everyone will be entered for the Higher Tier. Geography Syllabus The specification has been designed to build on the knowledge, understanding and skills acquired through the Geography Area of Learning at Key Stage 3. Throughout the specification there is a diverse range of learning opportunities for students to continue to develop as individuals and as contributors to society, as well as to the economy and environment. The syllabus is presented as two units, each of which contains a number of themes: Unit 1: Unit 2: Understanding Our Natural World (Physical Geography) * Theme A: The Dynamic Landscape * Theme B: Our Changing Weather and Climate * Theme C: The Restless Earth Living in Our World (Human Geography) * Theme A: People and Where They Live * Theme B: Contrasts in World Development * Theme C: Managing Our Resources Examination There are two tiers of entry for the examination; however all pupils will normally be entered for the Higher Tier. 9.

10 Foundation Tier - Grades C G Higher Tier - Grades A* - D Within each tier, candidates are required to sit: 2 written papers (75% of total mark) 1 controlled assessment of approximately 2000 words (25% of total mark) External Examination Paper 1 - Unit 1 (Physical Geography) 1 hour 30 minutes 37.5% weighting (Theme A: 50% ; Themes B and C: 25% each) Each section is made up of multi-part questions. The resource material used in each question may take a variety of forms, such as written text, statistical, and pictorial; students must carry out extended writing in some parts of the question. External Examination Paper 2 - Unit 2 (Human Geography) As Paper 1 but assesses Human Geography Themes Controlled Assessment Controlled Assessment takes the form of an investigative study. The investigation must be a hypothesis-testing task. Candidates can carry out the investigation as a group exercise, but each individual candidate must complete a separate report. Pupils will be given the opportunity to research and collect data and analyse and evaluate their findings. 10.

11 History In GCSE History pupils explore key political, economic and social events that have helped to shape today s society. Pupils have the chance to learn about how the past has been represented, interpreted and given significance for different reasons and purposes. This course develops a range of skills which are highly sought after by employers. These include decision making, working with others, being creative, analytical skills, self management, managing information, as well as ICT and presentation skills. Students take History at either Foundation or Higher Tier. The information covered is the same for both tiers and is examined in June of Year 12. The Course Unit One: Study in Depth 2 hours (50%) Studied in Year 11 Option 1: Germany which includes: Weimar Germany and the Rise of the Nazis The Nazis Consolidation of Power and Control of the People Option 5: Britain, Northern Ireland and Ireland which includes: Northern Ireland in the 1960s and its Relations with the Republic of Ireland Escalation of Political and Civil Unrest Search for a Solution, The Hunger Strikes and the Anglo Irish Agreement. Unit Two: Outline Study 1 hour 15 minutes (25%) Studied in Year 12 The Cold War which includes: The events of the Cold War both in and outside of Europe The Key personalities and developments of the Cold War Unit Three: Investigative Study (Controlled Assessment) (25%) Pupils will research and answer two questions on Controlled Assessment set by the Awarding Body in class time from October to January in Year 12. The issue to be investigated is set by the Awarding Board each year. 11.

12 Home Economics The revised specification aims to help students to develop their knowledge, understanding and skills (including practical skills) required for the study of this subject. Emphasis is placed on diet and health, and consumer awareness: students are given opportunities to develop the knowledge, understanding and skills necessary to enable them to provide healthy diets for family members throughout life and to become discerning and effective managers of resources. Opportunities are provided for the application of knowledge and understanding through a range of practical and theoretical contexts. The specification provides a sound basis for the further study of Home Economics and related subjects at AS and A2 level. It provides a suitable basis for a wide range of courses at a more advanced level and for those seeking employment in a wide range of settings such as management, medicine, education, nutrition and the food industry. Assessment The course is assessed through a single tier of entry and comprises one written paper and two controlled assessment tasks. Written paper The examination paper is externally assessed by one 1 hour 30 minutes examination paper, focusing on Unit 1: Diet and Health, and Consumer Awareness. In the paper, candidates respond to short answer, structured and extended writing questions. All questions are compulsory. Percentage weighting 40% Controlled Assessment Tasks Two controlled assessment tasks will be undertaken, and together these will account for 60% of the overall marks. 1. Unit 2: Diet and Health is internally assessed. It consists of planning activity practical activity and evaluation activity Percentage weighting 40% 2. Unit 3: Consumer Awareness is internally assessed. It consists of identification of issues research-based activity primary investigation and conclusions and evaluation Percentage weighting 20% 12.

13 Information and Communication Technology The subject content is organised as follows: Unit 1: Tools and Applications This is a practical unit covering use of software such as communication, information handling, presentation and spreadsheet applications. It forms 30% of the course and is examined entirely by the completion of controlled assessment tasks. Unit 2: Using Multimedia and Games Technology This is a practical unit covering use of software that includes using graphics, digital video and sound, multimedia assets and games technology. It forms 30% of the course and is examined entirely by the completion of controlled assessment tasks. Unit 3: Understanding ICT Systems in Everyday Life and its implications. This is a theory unit and is about acquiring the knowledge and understanding of ICT systems, how they work and how they are applied to everyday life. It forms 40% of the course and is examined in a 2 hour external written terminal exam which is also a synoptic element of the course. Unit 1 will be taught and examined in Year 11, Unit 2 in Year 12 and Unit 3 will be taught over the two years of the course. Any students not meeting the required standard in Unit 1 will be unable to complete GCSE ICT. Further information can be found at by following the link for Revised GCSE Full. 13.

14 Journalism in the Media and Communications Industry Unit One - Examination (40%) The Journalism Industry and Skills for Journalism Unit Two - Coursework (30%) Communication and Print Unit Three Coursework (30%) Broadcast Media and Communications Students will develop the core skills and knowledge, including the background and context, underpinning the Journalism and Communications Industry. They will apply their developing knowledge in a range of relevant, enjoyable and work related contexts whilst developing their critical thinking and decision making skills. In Unit One they will explore the background to the modern media and differing roles within it. They will also develop journalistic skills and explore the role of Public Relations in a range of contexts. In Unit Two students will explore different print media. They will learn to recognise news values and prepare original stories, developing their skills of research, interviewing and writing. In Unit Three students will explore various branches of broadcast media, including television, radio and online, and will learn about industry laws. This exciting new specification has been developed in partnership with representatives from the media and will provide students with an opportunity to learn in a work related fashion. Mathematics : Two Tier The main strands are Number and Algebra Geometry and Measures Statistics and Probability The emphasis is strongly on understanding and applying skills in real life contexts i.e. functional elements. The course has a modular structure. Assessment There are two tiers of entry Foundation Higher Grades C - G Grades A* - D 14.

15 The vast majority of our pupils will enter at Higher Tier, a few may enter Foundation Tier (this decision will be made in consultation with the Mathematics teacher, the Head of Department and with parents). In each Tier there will be two assessed components. 1. Module Test (T1 or T2 or T3 or T4) 45% 2. Completion Test (T5 or T6) 55% 1. The Module Test written paper is of 1½ hours duration at Foundation Tier (T1 or T2) and 2 hours duration at Higher Tier (T3 or T4). Calculators are allowed. 2. The Completion Test consists of 2 papers and is of 2 hours duration at Foundation Tier (T5) and of 2½ hours duration at Higher Tier (T6). Paper 1 is without calculator and Paper 2 is with calculator. Further Mathematics The components of the course are Pure Mathematics Mechanics and Statistics Assessment There are two papers each of 2 hours duration Paper 1 Pure Mathematics 50% Paper 2 Mechanics and Statistics 50% This subject may be taken by pupils who have demonstrated a high level of achievement and performance in Mathematics in general and/or require it for career consideration or further studies. Pupils will be invited to study Further Mathematics based on their Summer Examination result in Year 10. Modern Languages French, German and Spanish Marks allocation: 30% each productive skill (Writing/Speaking) 20% each receptive skill (Listening/Reading) 60% of the final marks will be available through controlled assessment; this applies to the Speaking exam which will be conducted and marked by the language teacher and then samples sent off to the exam board for external moderation and also the Writing exam, which will be done in class and sent off to be marked by the exam board. 15.

16 40% of the final marks are available via external assessment (Reading & Listening) Listening Exam This is worth 20% of the final mark and is available at Foundation (35 mins) and Higher Tiers (45 mins). All questions and answers will be in English but there will also be non-verbal answers (true/false; tick the correct box etc.). Reading Exam This is worth 20% of the final mark and is available at Foundation (30 mins) and Higher Tiers (50 mins). There will be a mix of English and Target Language questions but also non-verbal answers (true/false; tick the correct box etc.) Speaking Exam This is worth 30% of the final mark and is untiered. TWO tasks will be submitted for moderation and these tasks will be done at different times within the GCSE course; each task will concentrate on ONE specific topic area and candidates will plan their task in advance with their teacher. All Speaking exams will be conducted by the teacher and recorded for the purposes of moderation. Writing Exam This is worth 30% of the final mark and is untiered. TWO tasks will be submitted for moderation and will be done at different times within the GCSE course. Each task will be planned in advance and candidates will write their final version with the aid of a plan under exam conditions in their classroom at the end of certain topics. All written work is sent off for marking by the exam board. Topic areas to be studied include: The Individual students lives, families, homes and interests Citizenship lifestyles, attitudes and customs Employability education and employment Moving Image Arts Students have the opportunity to work on a range of creative, critical and technical tasks, including planning and creating moving image products. This linear course provides a solid foundation for progression to GCE AS/A2 Moving Image Arts and other subject-related qualifications. Students develop knowledge, understanding and skills through practical demonstration in a context related to employability. Studying this specification, gives students opportunities to: 16.

17 develop a critical understanding of film language, narrative, representation and audience in both theory and practice; investigate and research others work and demonstrate the ability to analyse and evaluate creative purpose; acquire knowledge and understanding of moving image genres and contexts; develop ideas by investigating and experimenting with film-making techniques and processes; develop the ability to manage resources, processes and equipment at different stages of moving image production; create complete moving image products; develop technical competence in using film-making techniques; and evaluate the effectiveness of their practice as film-makers. The course consists of 3 Components. The features and assessment opportunities for each component are listed in the grid below. Component 1: (Online Examination) Critical Understanding of Creative and Technical Moving Image Production 40% Component 2: (Year 11 Controlled Assessment) Acquisition of Skills in Moving Image Production 20% Features A Range of Previously Unseen Audio and Visual Stimuli and short film sequences. Questions that assess knowledge and understanding of film language, practices, techniques and contexts. Scenario-based questions that assess creative and production management skills. Questions that assess analysis and evaluation of film language, audience and purpose. Students will complete 4 tasks: - 1. Storyboard November hours 30 minutes - 10 marks. 2. Camera and Editing December/January hours 30 minutes 20 marks 3. Sound February/March - 5 hours -15 marks 4. Animation May - 5 hours 15 marks Controlled Assessment Tasks 1-3 will be completed during class time. Task 4 will be completed under exam conditions during the summer examination period. 17. Assessment Component 1 will be assessed in the Summer of Year 12. Assessment will take the form of a 1 hour and 30 minute online examination. Students complete the Component 2 Tasks in Year 11 The tasks will be marked by the Teacher and submitted to CCEA for moderation

18 Component 3: (Year 12 Controlled Assessment) Planning and making a Moving Image Product 40% Students produce a Film or animation portfolio from a selection of genre specific production briefs. The portfolio will include: - 1. Research analysis 2. Pre-production material (Storyboard, script etc) 3. A completed Moving Image Arts product (Film) 4. An evaluation. Component 3 will be assessed in the Summer of Year 12 The Component 3 portfolio will be marked by the Teacher and submitted to CCEA for moderation. Music The G.C.S.E. syllabus represents a continuation of the experiences promoted by the Programmes of Study for Music at Key Stages 1-3. It reflects the key elements of a musical education i.e. listening, composing and performing activities, critical appraisal and articulate responses. Length of Course: 2 Years Aims To develop an understanding and appreciation of a range of different kinds of music. To express a personal response to music in an articulate and literate manner. To acquire the knowledge, skills and understanding needed to: * make music both individually and in groups * develop a life-long interest in music * progress to further study e.g. AS Level Music, A2 Level Music and / or follow a music-related career To develop broader life skills such as critical, independent and creative thinking, aesthetic sensitivity and cultural awareness. Course Elements: Students take one core area of study and two optional areas from a choice of three. Assessment covers composing, performing, listening and appraising. Composing and Appraising 3-6 minutes, two compositions each with a composition log, at least one composition must be related to one area of study, internally assessed and externally moderated, 30% weighting, available Summer only. Performing and Appraising - up to 12 minutes, at least one solo and one ensemble performance, to include one piece related to one of their areas of study, externally assessed, 35% weighting, available Summer only. 18.

19 Listening and Appraising One test of aural perception, Part 1 based on the core area and Part 2 based on the two chosen areas, total listening time approximately 90 minutes, 35% weighting, available Summer only. Course Content: All elements of the course are explored through the following areas of study * Patterns in music (core) * Incidental music (choice favoured by WHS) * Musical traditions in Ireland (choice) * Vocal music (choice) Students will have the opportunity to listen to and study a range of pieces of music from all eras. They will develop the skills and understanding necessary to compose their own music. They will also perform music (both solo and ensemble). All these activities will be related to the three areas above. Entry Requirement: Show ability to achieve Grade 3 Associated Board standard or equivalent on a musical instrument/voice by Easter of Year 12. Physics The table below summarises the structure of this GCSE course: Content Assessment Weighting Availability Unit 1: 3:1 Force and Motion 3:2 Energy 3:3 Moments 3:4 Radioactivity An externally assessed written examination consisting of a number of compulsory structured questions. These provide opportunities for short answers, extended writing and calculations. Foundation: 1 hour 15 minutes Maximum raw marks = 80 Higher: 1 hour 30 minutes Maximum raw marks = % Summer only Unit 2: 3:5 Waves, sound and Light 3:6 Electricity 3:7 The Earth and An externally assessed written examination consisting of a number of compulsory structured questions. These provide opportunities for short % Summer only

20 Universe answers, extended writing and calculations. Foundation: 1 hour 30 minutes Maximum raw marks = 90 Higher: 1 hour 45 minutes Maximum raw marks = 115 Practical Skills Controlled Assessment Internally assessed. One controlled assessment task from a choice of two. 25% Physical Education The GCSE Physical Education course builds on the broad objectives of the Northern Ireland Curriculum. It promotes students physical, mental and spiritual development while also helping to prepare them for adulthood. It equips students with knowledge, understanding and skills to make informed and responsible decisions as contributors to society, the economy and the Environment. Aims This specification helps students to: be inspired by following a broad, clear, satisfying and worthwhile course of study be aware of and appreciate their own and others cultures in the area of physical education be creative and develop decision making skills to help them plan for performances and respond to changing situations make informed decisions about further learning opportunities and career choices improve their fitness levels and skills through a range of physical activities improve their performance in different types of physical activity and roles such as player, participant, leader and official develop the ability to take part independently and successfully in different types of physical activities develop and continue their involvement in physical activity as part of a healthy, active lifestyle Components The specification comprises three components 1 Component 1 covers knowledge, understanding and skills for balanced, healthy lifestyles and participation in physical activities 2 Component 2 gives the students the opportunity to develop and maintain a balanced, healthy lifestyle 3 Component 3 focuses on practical performance in physical activities 20.

21 Assessment Component 1 External Assessment One written question paper lasting 1 hour and 30 minutes worth 40% of final mark Component 2 Controlled assessment internally worth 20% on pupils ability to analyse, evaluate, plan, implement, and monitor actions to maintain a balanced, healthy lifestyle Component 3 Controlled assessment internally worth 40%. Pupils are assessed on evidence of improving skilled performance and must also complete three individual performances in three different physical activities from at least two of the categories below: Athletic activities Dance activities Games activities Gymnastics activities Outdoor adventure activities Specialist activities Pupils opting for this course must play at least one major school sport for a school team for the duration of the course. (Cricket, Hockey, Netball or Rugby) or play at a representative level in another sport. Religious Studies (Short and Long Course) Pupils will sit the appropriate GCSE examination at the end of both Year 11 and Year 12. Each examination lasts 90 minutes. Pupils are selected for the Half GCSE course based on their Jan Year 11 mock marks. Year 11 and 12 - taught over two periods per week Module One: An introduction to Christian Ethics (8) All students will study this modules an introduction to ethics within the study of religion. Students will explore: Personal and family issues Matters of life and death Care for the environment Equality War and peace Assessment One external paper: 1. An introduction to Christian Ethics 50% 21.

22 Success Criteria In this unit students must be able to develop two attainment targets: AO1 Describe, explain and analyse using knowledge and understanding. AO2 Use evidence and reasoned argument to express and evaluate personal responses, informed insights and differing viewpoints. Module 2 An introduction to Philosophy of Religion (9) This module aims to introduce students to a number of themes surrounding the study of religion. It enables students to explore issues surrounding the existence of God, the nature of God, how human beings relate to God and the problem of evil/and or suffering. The themes studied include: The existence of God The nature of God The problem of evil/and or suffering Experiencing God Life after Death Assessment This module is examined with one external paper: An Introduction to Philosophy of Religion (1 Hr 30mins) which is 50% of the Full Course Grade. Success Criteria In this unit students must be able to develop two attainment targets: AO1 Describe, explain and analyse using knowledge and understanding. AO2 Use evidence and reasoned argument to express and evaluate personal responses, informed insights and differing viewpoints. Technology and Design Technology and Design encourages students to be inspired, moved and challenged by following a broad, coherent, satisfying and worthwhile course of study. It allows them to gain insight into related sectors such as manufacturing and engineering. It also prepares them to make informed decisions about further learning opportunities and career choices. Scheme of Assessment. The subject is assessed through coursework and by examination. Pupils at The Wallace High School will be assessed in the common Units 1, 4 and 5 and will also be entered for the optional Unit 2 Systems and Control. The weighting for each unit is as follows. 22.

23 Unit 1: Technology and Design Core Externally assessed written paper 20% Unit 2: Systems and Control (Electronic and Microelectronic Control Systems) Externally assessed written paper 20% Unit 4: Design Assignment Controlled assessment 1 Coursework 20% Unit 5: Design Project Controlled assessment 2 (Element 1: Systems Design) Coursework 40% During the first year of the course the pupils will cover the common core of the subject. (Unit 1) and will take an examination at the end of Year 11. They will also complete Unit 4, the first of the controlled assessments. They will learn about: Materials and Their General, Physical, Aesthetic and Structural Characteristics Tools, Processes and Techniques Electronics Mechanical Control Systems Computer Control Systems Pneumatic Control Note : Unit 4 - Students have 13 hours to complete a design assignment. The assignment enables students to demonstrate their capability to design a product under controlled conditions. During the second year of the course the pupils will cover Units 2 and 5 Unit 2 (Systems and Control) allows pupils to study Electronic and Microelectronic Control Systems in more depth. Unit 5 the second of the controlled assessments is a design project that carries a weighting of 40% and has a time limit of 30 hours. 23.