PATHWAYS TO SUCCESS 2015

Transcription

1 Up Holland High School PATHWAYS TO SUCCESS 2015 Your guide to making the right option choices

2 Headteacher s Message Dear Parents, This is an exciting time for your son/daughter in deciding on their next steps at Up Holland High School. This booklet provides you with the core subjects your child will be studying in Key Stage 4 and describes the GCSE option courses available for your child to study over the next two years. The pathways available to your son/daughter are designed to maximise success for every child in the school. Success in Years 10 and 11 will prepare your son/daughter for the world of work and further education available at colleges and support university applications in the future. The government have announced a number of changes to GCSEs in the last few years including the introduction of the English Baccalaureate which consists of 6 GCSE subjects from English, Maths, two Sciences, a Humanities subject and a Modern Foreign Language. Up Holland High School is well prepared to offer this qualification to our pupils. Some of these English Baccalaureate subjects form part of our Core Curriculum whilst others maybe be chosen as options. At Up Holland High School we believe that every pupil should have their choices discussed in order to personalise their learning and to ensure that the correct pathway has been identified for them. In order to achieve this we will offer every pupil and their parent an interview to discuss option choices and identified pathways in the coming weeks. We are always here to help and look forward to meeting with you at the Pupil and Parent Interview. Best wishes, Mrs K. Barton Headteacher

3 Introduction Welcome to your Pathways to Success booklet. Over the next couple of weeks you have some important decisions to make and this booklet will help you think about the subject choices which are right for you and will help you to achieve the employment or gain a place on the college course of your choice in the future. It is important that you read this booklet thoroughly and seek help from staff members if you have further questions. We have designed a programme of events to help you make your choices; Mon 19th Jan: Year 9 Pathways to Success assembly. Thurs 22nd Jan: Curriculum Pathways Evening in school (6 pm 8 pm) for pupils and parents to meet with staff and discuss option subjects. w/c 26th Jan: Options Week talks in lessons about the options available. Thurs 29th Jan: Year 9 Parents Evening. w/c 2nd Feb Parent and Pupil Option Choice Interviews held in school. Pupils at Up Holland will follow one of three distinct pathways through their final two years at the school. These pathways will allow individual pupils to choose subjects suited to their talents whilst providing them with the opportunity to follow a broad and balanced curriculum. At your Parent and Pupil Option Choice Interview you will be able to discuss, with a member of staff, the correct pathway for you. The school has used data and teacher assessments in order to be able to advise you regarding the subjects in which you are likely to reach or exceed your target grades at GCSE. Pathways are determined by pupils current attainment and targets and you should talk to your parents, teachers and the staff member at your interview in order to make the final decisions regarding your free option choices. All pupils at Up Holland will follow a core upper school curriculum comprising English, Mathematics, Science, Physical Education, I.C.T and P.E.G.S (Philosophy, Ethics and General Studies). The core curriculum is described in more detail at the back of this booklet. Pupils will take four options. These are the courses which you may be able to choose: some pupils will follow the English Baccalaureate which will mean studying a Humanities and a Modern Foreign Language GCSE for two of their four options. The remainder of the subjects will be divided into option blocks. There may be some pupils who will require a more personalised learning pathway and members of staff will be available to discuss this with you. We hope that you are able to decide on the courses which will allow you to achieve your potential at Up Holland High School and have an enjoyable two years in Key Stage 4. Ms L. Nixon Deputy Headteacher Mr P. Smith Assistant Headteacher

4 The Options Subjects On the following pages are details of the subjects you may be able to choose to study at Key Stage 4. They are listed alphabetically and each page covers one course. Each course page contains the same basic information; Department and Subject Leader: The Subject Leader is the person specifically responsible for that course. This may not be the same person as the Head of Department. Names of Heads of Department are listed at the back of this booklet. Examination Board and Specification: This tells you the exact course you will be following. All of the major exam boards have website where you can find further details of the courses offered. This section gives you an overview of some of the topics you will study. These are some of the ways in which you will learn should you opt for this course. This section contains details of the types of assessment used and, where possible, details of when assessments will take place and what each assessment is worth. This gives you an idea of the kinds of employment and further education pathways open to you after leaving school if you obtain a qualification in a particular subject. The options subjects on offer are as follows. It should be noted that all courses are GCSE single-award courses with the exception of Health and Social Care and P.E. ART AND DESIGN ASDAN BUSINESS AND COMMUNICATION STUDIES CATERING ELECTRONIC PRODUCTS FRENCH GEOGRAPHY GRAPHIC COMMUNICATION HISTORY HEALTH AND SOCIAL CARE I.C.T. MUSIC PHYSICAL EDUCATION RELIGIOUS STUDIES RESISTANT MATERIALS SPANISH TEXTILES

5 Art and Design Department: Art & Design Subject Leader: Mrs A. Clark/ Mr M. Johnson Examination Board and Specification: AQA 4201 Course content: Pupils studying Art and Design will learn and develop a variety of techniques, exploring a wide range of materials and concepts used in the creation of artwork. These will include sculpture, drawing, painting, textiles, mosaic, craftwork and computer-based design. The course also develops design skills, problem solving, creative thinking, graphic design and independent thought. Pupils will complete a portfolio of coursework based on oriental art, architecture and personal project work inspired by artists and based on their own strengths and interests. This is a wholly practical course. Portfolio work is developed through practical research, collecting and developing images and ideas then creating final pieces in a variety of media. The course is continually assessed by the subject teacher to form a portfolio of coursework then by an externally assessed practical examination. The portfolio counts for 60% of the total grade and should demonstrate the individual talents of each pupil. It must contain more than one project. This work will be completed in lesson time but pupils are encouraged to attend extra-curricular sessions to improve and develop their work. This portfolio will be completed by April of Year 11. The examination is counts for 40% of the total grade and takes place in March of year 11. It is a ten hour fully practical exam, broken down into shorter sessions. The pupils have unlimited preparation time but the final piece(s) must be completed during the exam itself. As well as being a qualification recognised by further education providers and employers, art also develops creative and independent thinking skills. Possible careers pathways include; advertising, graphic design, TV and film, fashion, photography, animation, costume and make-up, fine art, teaching, hair-dressing and jewellery.

6 ASDAN Department: N/A Subject Leader: Mrs S. Mayers Examination Board and Specification: ASDAN The ASDAN course provides pupils with the opportunity to gain credit for what they do both in and out of school. They will complete challenges and provide evidence to demonstrate skills development in a variety of areas; Working with others. Improving personal learning and performance. Problem solving. Planning and carrying out research. Communicating through discussion. Planning and giving a talk/ presentation. The course also complements GCSEs by helping to develop literacy, numeracy, and social skills. Discussion, research, problem solving, I.C.T, reflection, trips and visits. Throughout the course, pupils will be working to achieve the Certificate of Personal Effectiveness (CoPE). The course is assessed continuously and there is no formal examination. Pupils will produce evidence of how they have planned, organised and carried out activities or challenges in the form of a folder. Seeing work develop in their folder raises pupils levels of motivation, achievement and self-esteem. Pupils may achieve a CoPE Level 1 or a CoPE Level 2 qualification at the end of the course. The key skills developed on the ASDAN course will enhance employability for all pupils. In addition, credits gained on the course can be transferred to other post-16 vocational pathways. Pupils can also go on to complete a CoPE Level 3 award.

7 Business and Communication Studies Department: ICT Subject Leader: Mrs J. Charlton Examination Board and Specification: AQA 4134 The GCSE Business and Communication Studies course involved pupils undertaking three independently assessed units. These are: 1. Unit 8 - ICT Systems in Business: Pupils will look at the importance of ICT systems in achieving the objectives of a business and how they improve internal and external communications. They will learn about the Business Environment, Administration and Organisation, ICT Data Systems, Human Resources, Communication and much more 2. Unit 9 - Using ICT in Business: Pupils will consider the range of software applications used to support each function of a business. 3. Unit 10 - Investigating ICT in Business: Pupils will research, plan and create documents on a topic set by the exam board. Working with a variety of software applications such as word processing, spreadsheets, databases, graphics and web-design. Research, team working and independent study. Unit 8 will be assessed through a one hour written examination. It is worth 40% of the total grade and will be carried out at the end of Year 11. Unit 9 will be assessed by a computer-based examination lasting 1 hour and 30 minutes. This exam is worth 35% of the total mark and comes at the end of Year 11. Unit 10 is a Controlled Assessment research project. The work will be written up, under controlled conditions, over 4 hours of lesson time. This is moderated by an external examiner and is worth 25% of the total marks. This qualification provides a platform for pupils to study for a Level 3 qualification in a similar field after leaving school. In addition, the ICT skills developed through this course will help pupils in many other subjects and in a variety of jobs.

8 Catering Department: D.T. Subject Leader: Miss J. Catterall Examination Board and Specification: WJEC 4730 The GCSE Catering course is aimed at teaching pupils about the catering industry, providing an awareness of health and safety issues, developing a knowledge of the relationship between diet and health and nurturing an interest in food preparation and service. Pupils will cover the following topics: 1. The catering industry. 2. Job roles, employment opportunities and training. 3. Food preparation, cooking and presentation. 4. Health, safety and hygiene. 5. Nutrition and menu planning. 6. Costing and portion control. 7. Specialist equipment. 8. Communication and record keeping. 9. Environmental considerations. Individual and group practical work, classroom-based study, research using I.C.T. and other media, presentations. The course is assessed though an examination lasting one hour and fifteen minutes and two practical assessments. The examination accounts for 40% of the total grade and takes place at the end of year 11. The first practical assessment, worth 20%, will be completed in the summer term of Year 10 and the second, worth 40%, in the spring term of Year 11. As well as being a valuable life skill and providing a platform for study at a higher level after leaving school, Catering also has a number of practical, vocational applications. These include working in the food or hospitality industry or training as a chef.

9 Electronic Products Department: D.T. Subject Leader: Mr J. Smith Examination Board and Specification: AQA 4542 GCSE Electronic Products aims to provide pupils with the ability to design and make quality electronic products with creativity, originality and flair. Pupils will consider sustainability and environmental impact. They will look at smart materials, circuit board construction, soldering and programming. The course covers the following program of study; Designing (including Computer Aided Design). Making (including Computer Aided Manufacturing). Materials. Electronic Components. This practical course involves making prototype circuits, using computers to design circuits and making PCBs. It would be advantageous if pupils taking Electronics were capable of working at level 2 in Mathematics (grade C or above at GCSE) but this is not a prerequisite of the course. The course is assessed through an examination lasting two hours and worth 40% of the total grade and a Controlled Assessment project worth 60%. The examination is divided into two parts: Section A (25%) consists of a design and make question based on a context which students will be made aware of prior to the exam. Section B (75%) tests pupils knowledge and understanding of theory covered during the course. The Controlled Assessment element takes around 45 hours to complete and requires pupils to complete a single design and make task. Examples of options provided by the exam board in the past include; a snooker scoreboard, an infra-red beam alarm, an electronic games and a musical box. This is due to be completed by February of year 11. Electronic Products can lead pupils to a wide range of higher education courses such as GCE (A Level) Systems and Control Technology, Electronics and Product Design. In addition, it can open the door to many vocational pathways and is especially complementary to careers involving engineering and physics.

10 Department: MFL French Subject Leader: Mr D. Merino Examination Board and Specification: AQA 4658 Pupils will build on and develop the language and skills acquired at Key Stage 3. The course at GCSE covers four key topic areas. These are: 1. Lifestyle; healthy living, family and friends, relationships, future plans and social issues. 2. Leisure time; free time activities, sports, fashion, new technology and holidays. 3. Home and environment; town, local area and environmental issues. 4. Education and work; school and jobs. Pupils develop skills of speaking, listening, reading and writing in French. Listening and reading are assessed through terminal examinations, one for each skill. Each of these is worth 20% of the final mark and they are sat in the summer term of Year 11. Speaking and writing are assessed through two Controlled Assessments for each skill and these are completed throughout Year 10 and 11. Both speaking and writing are worth 30% of the final grade. A Modern Foreign Language is viewed as a strong academic qualification by both employers and further education providers. Some of the many professions where language graduates work and language skills may apply include: business, manufacturing, wholesale and retail, banking, finance, travel and transport, tourism, public administration, the media, hotels and catering, education the voluntary sector.

11 Geography Department: Humanities Subject Leader: Mrs S. Akers-Warburton Examination Board and Specification: AQA 9037 (SPEC B) Pupils will cover a variety of topics including; natural hazards, urban geography, coasts, global tourism, energy in the 21 st Century and water issues For their Controlled Assessment pieces, pupils will study urban issues in Wigan town centre and either an energy or water based issue. Classroom based study, group discussion, data handling involving numeracy skills, use of audio-visual resources, fieldwork, extended writing, peer teaching and reflection. Pupils will be assessed though two separate examinations, each covering two units of study. Each examination will last one and a half hours. The examinations will take place at the end of the course, in May Some pupils will be entered for Foundation level examinations enabling them to achieve grades from G to C. Others will be entered for the Higher paper allowing them to access grades from D to A*. Each examination is worth 37.5% of the final grade with Controlled Assessment making up the remaining 25%. GCSE Geography allows pupils develop many transferable skills such as literacy, numeracy, I.C.T. and communication skills. It is a strong academic subject with a great deal of relevance in a society facing many economic and social problems. Some of the many professions where skills developed through geographical may apply include: cartography, working for National Park or the Forestry Commission, town planning, tourism, sales, marketing and the armed forces.

12 Graphic Communication Department: Art & Design Subject Leader: Mr M. Johnson Examination Board and Specification: AQA 4203 GCSE Graphic Communication is designed to provide pupils with the opportunity to design and make pieces of communication with creativity and originality. Pupils will be taught how to use a wide range of graphic materials and equipment - both traditional and modern. They will be encouraged to learn how to use, understand and apply colour and design. The course also develops skills of problems solving, creative thinking and independent thought. Those following the course will be expected to complete a portfolio of work on topics such as word and image, branding projects and personal work inspired by particular artist and designers. They will also be able to develop their own idea from given starting points. This course is mainly practical involving drawing, painting, computer-aided design and new media, craftwork, use of print making and project work. The course is assessed though an externally assessed practical examination and Controlled Assessment in the form of a portfolio of work. The Controlled Assessment counts for 60% of the total grade. The pupils portfolio of work should contain more than one project. This work will be completed in lesson time but pupils are encouraged to attend extracurricular sessions to improve and develop their work. This work will be completed by April of Year 11. The examination is worth 40% of the total grade and takes place in March of Year 11. It is a ten hour fully practical exam, broken down into shorter sessions. The pupils have unlimited preparation time but the final piece(s) must be completed during the exam itself. Future careers may include; product design, fashion, architecture, art and design, engineering, interior design, CAD/CAM design. Specific careers include; Graphic Designer, Advertising, Brand Identity Designer, Flash Designer, Illustrator, Photo Editing & Manipulation, Multimedia Designer, Photographer, Prepress Technician and Web Designer.

13 Department: Humanities History Subject Leader: Mr S. Watkiss Examination Board and Specification: WJEC 4270 (Route A) Pupils will complete two Studies in Depth and one Outline Study. They will also undertake a piece of Controlled Assessment covering a specific aspect of British or world history. The two Studies in Depth will be chosen from the following topic areas; Germany in Transition, (The Rise of Hitler, life in Nazi Germany, the impact of the Second World War). The Elizabethan Age, Changes in South Africa, (the creation of the apartheid system, Nelson Mandela and opposition, the end of apartheid). For the Outline Study, pupils will focus on The Development of the USA, Topics include changes in American society, changing attitudes towards race and America s role in the wider world. Group debate, discussion, source analysis, use of audio-visual resources, research and presentation. The study of History involves a significant amount of extended writing so a reasonable standard of literacy would be advantageous, although this is not a prerequisite of the course. The course will be assessed though three formal examinations. To be taken at the end of year 11. The Studies in Depth will be examined in two 1 ¼ hour examinations each accounting for 25% of the total grade. There will also be a one and a quarter hour examination worth 25% to assess the USA Development Outline Study. The Controlled Assessment piece makes up the remaining 25% and will be completed throughout Years 10 and 11. GCSE History is a highly regarded as a strong academic qualification by employers and in further education. It gives pupils with a wide range of transferable skills such as logical argument, research skills, analysis of data, problem solving, creative thinking and empathy. Some professions where these skills may apply include; the law, teaching, journalism, research, accountancy, medicine, the police, social work and communications.

14 Health and Social Care Department: D.T. Subject Leader: Miss J. Catterall Examination Board and Specification: OCR J412 Health and Social Care is a vocational GCSE providing pupils with a more practical approach to learning. In Unit 1 pupils will look at health, social care and early years provision. This is about the services available in the community and how people access them. Research projects involve local hospitals and child care providers in our area. Unit 2 deals with understanding personal development and relationships and focuses on the physical, intellectual, emotional and social characteristics of each life stage. The course involves some traditional classroom-based teaching as well as more practical learning approaches. To understand what happens in the work place, pupils will have the opportunity to hear from visiting speakers from key organizations such as nursery nurses, social workers and NHS employees. Group project work and presentations are also used to assess progress. The first unit of study requires pupils to produce a portfolio of work which is internally assessed. This is worth 60% of the final mark. The assessment of the second unit is by a one and a quarter hour written test, involving short and extended answers. This section is worth 40% of the final mark. The overall grade for the qualification is based on the total results for the two units. As well as providing pupils with a platform for further education studies of related subjects, this course also opens up a range of vocational pathways. These might include; nursing, health care work, social work, working for the NHS or other health care providers, working as a nanny, childminder or nursery nurse and working with children or adults with learning disabilities.

15 I.C.T. Department: I.C.T. Subject Leader: Mrs J. Charlton Examination Board and Specification: AQA 4522 GCSE I.C.T. provides pupils with an in-depth understanding of how computer technology works. A total of three units will be studied; 1. Unit 1 Systems and Applications in ICT: This unit looks at computing hardware and software, databases, communications and networking and programming languages. 2. Unit 2 - Applying ICT: Pupils will carry out an investigation into a particular computing issue in the real world. 3. Unit 3- Practical Problem Solving in ICT: In this unit, pupils will create suitable algorithms to provide a solution to a set problem which will then be coded into a suitable programming language. Their solution will need to be tested using a suitable test plan and appropriate test data. Research and project work, project development, analysis, application of I.C.T. skills. The Systems and Applications unit will be assessed through a one and a half hour written examination. This carries a weighting of 40% and will be completed in Year 11 The Applying ICT and the Practical Problem Solving in ICT units are Controlled Assessments. Each is worth 30% of the total mark both of which will be done in Year 11. This course provides an excellent stepping stone for those wishing to go onto higher study or employment in the field of computer science. It will give pupils a sound understanding to progress to study the subject at college or university level. In addition, the ICT skills developed through this course will help pupils in many other subjects and are applicable to a wide range of occupations.

16 Music Department: Music Subject Leader: Mr J. Lyon Examination Board and Specification: AQA 4272 Pupils taking music will gain the opportunity to develop a wide variety of musical skills in composition, performance, listening and appreciation. Throughout the course a wide range of musical styles are studied, which will give pupils an increased confidence and understanding of music. These include music for dance, descriptive music and shared music. Pupils will also learn how to use digital recording equipment to record their compositions. An ability to read musical notation is desirable, but not essential as this will be taught in lessons. An ability to play an instrument to a reasonable standard will be useful but is not essential. The course is designed to enable those who have only learnt an instrument in class to succeed as long as they are prepared to practise. Performance of instruments, creating ideas through composition, using digital recording equipment, developing listening skills The course is made up of four units; two are Controlled Assessment and two are externally assessed. They are as follows; 1. Performance: two performances, a solo and ensemble performance 40% 2. Composition: A composition in any style of your choosing 20% 3. Composition and appraisal: create a composition with a write up on your composition process and analysing your choices. Composition 10%, appraisal 10% 4. A written paper assessing knowledge and understanding on key words taught throughout the course and analysing music 20% A qualification in music can lead to pupils studying the subject at a higher level after leaving school. In addition, music is a very desirable subject due to the creativity, team skills and communication skills which are developed. Possible careers paths might include; teacher, performer, media occupations requiring composition, music therapist or work in the armed forces.

17 Physical Education Department: P.E. Subject Leader: Miss S. Fraser Examination Board and Specification: AQA 4892 The new GCSE P.E. course continues with the programme of study pupils have been following through Key Stage 3. Pupils are provided with opportunities to lead a healthy and active lifestyle by choosing from a variety of roles and activities in which to participate in physical activity. The course includes a theory component which counts for 40% of the final mark. Topics covered include Injuries, The Circulatory System, Skeletal and Muscular Systems, Leisure and Recreation, Diet and Exercise, Principles of Training, The Olympic Games and Media in Sport. For the Knowledge and Understanding part of the course classroom-based learning techniques such as group work, presentations, note-taking, textbook work and discussion are used. For the Active Participation component pupils will take part in a variety of practical physical activities where they will develop techniques, tactics and skills. Pupils may also gain marks through organising, officiating or coaching in their chosen sports. Knowledge and Understanding is assessed through a written examination 1 hour 30 minutes (Full Course). Pupils will have prepared in advance for the scenario section of the examination. The written paper accounts for 40% of the final grade. Pupils will also complete end of topic tests every half term. The practical component makes up 60% for the mark and is assessed through continuous Controlled Assessment. Pupils are assessed in all practical activities that they take part in during the course and their top four scores count towards their final grade. They may also choose to be assessed in another role if they wish. Pupils will also complete a short piece of written coursework based on the analysis of a performer in their chosen activity. As well as the opportunities for studying Physical Education at a higher level, a P.E qualification provides pupils with a variety of career pathways including: coaching, physiotherapy, teaching, the leisure and fitness industry, youth work, sports development, sports psychology, outdoor education and the Armed Forces.

18 Religious Studies Department: Humanities Subject Leader: Mrs S. Akers- Warburton Examination Board and Specification: AQA 4057 Pupils studying this course must cover two units. They are; Religion and Morality: This unit includes topics such as medical ethics, crime and punishments and attitudes towards the elderly. Religion and Citizenship: This unit includes topics such as relationships, sport and leisure, work and identity. Group debate and discussion, classroom-based study, use of audio-visual resources. research and presentation. The course will be assessed though two formal examinations. Both will take place at the end of Year 11. Each examination lasts 1 hour and 30 minutes and assess one of the units described above. Each paper is worth 50% of the total grade. Religious Studies enables pupils to develop a wide range of skills such as logical argument, empathy and communication skills. Some of the professions where skills developed through Religious Studies might apply include; public service, the law, teaching, journalism, research, the police and social work.

19 Resistant Materials Department: D.T. Subject Leader: Mr I. Jones Examination Board and Specification: AQA 4562 This course provides opportunities for pupils to design and make products. It requires the study of wood, metals and plastics but allows additional materials to be used in project work. The course also involves looking at simple mechanisms and allows pupils to incorporate elements of electronics in their project work to broaden their product design opportunities. Mainly practical activities, use of CAD/CAM, production of design folder. The course will be assessed in two ways. Firstly, through a written examination aimed at testing the knowledge and understanding of skills and processes needed to make products. The written component makes up 40% of the total grade and will take place in the summer term of Year 11. Secondly pupils will carry out a coursework project. This is an integrated design and make project which should result in the production of something usable and useful. 40 hours is allocated for this project and it carries a weighting of 60%. The project will be completed by the Easter of Year 11. Pupils with a qualification in Resistant Materials could find employment in a variety of industries ranging from construction and carpentry to building and plumbing. This qualification can also lead to apprenticeships with local companies or further study.

20 Spanish Department: MFL Subject Leader: Mr D. Merino Examination Board and Specification: AQA 4698 Pupils will build on and develop the language and skills acquired at Key Stage 3. The course at GCSE covers four key topic areas. These are: 1. Lifestyle; healthy living, family and friends, relationships, future plans and social issues. 2. Leisure time; free time activities, sports, fashion, new technology and holidays. 3. Home and environment; town, local area and environmental issues. 4. Education and work; school and jobs. It should be noted that GCSE Spanish is only open to pupils currently studying the subject in Year 9. Pupils develop skills of speaking, listening, reading and writing in Spanish. Listening and reading are assessed through terminal examinations, one for each skill. Each of these is worth 20% of the final mark and they are sat in the summer term of year 11. Speaking and writing are assessed through two Controlled Assessments for each skill and these are completed throughout Year 10 and 11. Both speaking and writing are worth 30% of the final grade. A Modern Foreign Language is viewed as a strong academic qualification by both employers and further education providers. Some of the many professions where language graduates work and language skills may apply include: business, manufacturing, wholesale and retail, banking, finance, travel and transport, tourism, public administration, the media, hotels and catering, education the voluntary sector.

21 Textiles Department: D.T. Subject Leader: Mrs H. McPhail Examination Board and Specification: AQA 4572 This course provides pupils with the opportunity to consider technological advances in textiles, as well as building up traditional textiles skills, knowledge and understanding. The subject involves; learning about fibres, fabrics and components, being creative and understanding designers and manufacturing techniques. This course also provides pupils with the opportunity to design and make products. Pupils will learn about a variety of natural and synthetic fabrics used in fashion or in furnishings.??? Testing, developing and evaluating ideas using working drawings and ICT. Practical work to explore new techniques for example working with dyes, fibres, threads, yarns, fabrics and components. The course will be assessed through a written examination worth 40% to be taken at the end of Year 11. The Controlled Assessment project is worth 60% and completed by the end of the Spring Term in Year 11. The written paper will test pupils knowledge and understanding of the skills and processes required to make textile products. The project (Approximately 40hrs) is an integrated design and make activity which should result in a useful and usable product. As well as providing a platform for further study and some practical life skills, this course gives pupils the skills required to work in a variety of industries. These include: textile or fashion designer, trend forecaster, fashion merchandiser, pattern maker or grader, fashion stylist, fashion editor, fashion illustrator, fashion photographer, costume designer, personal stylist and interior designer.

22 West Lancs Courses Pupils are able to opt for a range of courses offered by providers across West Lancashire. These courses require separate application forms and interviews and places will be confirmed later in the summer term. COURSE AND QUALIFICATION Pathways Vocational Sampling (BTEC Certificate) Construction (Ascentis Award) Construction (Building Craft Occupations) Dance (Extended Certificate in Performing Arts) Hair and Beauty (City and Guilds Diploma) Introduction to Hair and Beauty (City and Guilds Diploma) Public Services (BTEC Certificate) Travel and Tourism (BTEC Certificate) Light Vehicle Maintenance (Diploma) Hospitality and Catering (City and Guilds Certificate) PROVIDER West Lancashire College West Lancashire Training and Learning Centre West Lancashire College Construction Academy West Lancashire College BDS Training West Lancashire College West Lancashire College West Lancashire College West Lancashire College West Lancashire College Pupils interested in these courses should see Ms Nixon for further information and application details. It should be noted that if a pupil is successful in securing a place on one of the above courses, it will affect the number of lessons they receive in their other standard options subjects as these courses take up to two days per week and usually involve pupils travelling to different locations across West Lancashire. Consequently, we advise only Level 1 learners to consider the West Lancashire courses. The full West Lancashire course prospectus is available from Ms Nixon or Mr Smith.

23 The Core Curriculum All pupils at Up Holland High School will follow the upper school core curriculum. These core subjects will ensure all pupils share the same basic provision and are well equipped for employment or further education at post-16. The core curriculum comprises the following subjects; ENGLISH I.C.T. MATHEMATICS P.E.G.S (PHILOSOPHY, ETHICS AND GENERAL STUDIES) PHYSICAL EDUCATION SCIENCE As with the options subject pages, each page covers one course and contains the same basic information (detailed below). It should be noted, however, that pupils may be entered for different levels of qualification depending on ability and progress made. Department and Subject Leader: The Subject Leader is the person specifically responsible for that course. This may not be the same person as the Head of Department. Names of Heads of Department are listed at the back of this booklet. Examination Board and Specification: This tells you the exact course you will be following. All of the major exam boards have website where you can find further details of the courses offered. This section gives you an overview of some of the topics you will study. These are some of the ways in which you will learn should you opt for this course. This section contains details of the types of assessment used and, where possible, details of when assessments will take place and what each assessment is worth. This gives you an idea of the kinds of employment and further education pathways open to you after leaving school if you obtain a qualification in a particular subject.

24 English Department: English Subject Leader: Mrs E. Perry Examination Board And Specification: WJEC 4190 COURSE CONTENT: Students will study both English Language and Literature. Pupils will study several texts during the course, including: A Shakespeare play A selection of poetry from 1789 to the present day Post 1914 prose and drama 19 th Century prose 19 th and 21 st Century Non-fiction texts Prose writing Transactional writing Persuasive writing Pupils will study literary heritage poetry and prose, contemporary prose and drama. They will develop skills in responding to texts critically, sensitively and in detail and consider different approaches to texts and alternative interpretations. Pupils will be taught to analyse how language is used in different contexts and adapted to suit different listeners. They will be taught how to analyse a variety of texts and how to then emulate those styles in writing. GCSE English Language Pupils will be assessed through two examination papers: - A 1 hr and 45 minutes examination on 20 th Century Literature Reading and Creative Prose Writing (40%) - A 2 hr examination on 19 th and 21 st Century Non-Fiction Reading and Transactional/Persuasive Writing (60%) GCSE English Literature: Pupils will be assessed through two examination papers: - A 2 hr examination on Shakespeare and Poetry (40%) - A 2 hr 30 minute exam on Post-1914 Prose and Unseen Poetry (60%) English is a valuable qualification no matter what future aspirations pupils may have. A good command of spoken and written English also benefits other GCSEs. An English qualification can also provide pupils with a platform to study the subject at a higher level and can lead to careers such as journalism, film and television, research, writing and teaching.

25 I.C.T. Department: I.C.T. Subject Leader: Mrs J. Charlton Examination Board and Specification: Level 2 Award IT is designed to enable pupils to meet the needs of employers and to ensure that the most academically able can be stretched and routed to appropriate academic progression at Level 3. The qualification is made up from units in the Qualifications and Credit Framework (QCF), and has grading across 4 levels from A*-C. This qualification is equivalent to one GCSE qualification. Pupils will develop practical skills and the skills needed for employment. They will gain practical experience and competence with contemporary technologies including programming where appropriate enhancing their creativity and problem solving skills. They also gain an understanding of the legal, social, economic, ethical and environmental issues raised by IT, including the safe, secure and responsible practice when using IT. Coursework assessed in terms of competence in using technology to support learning. An externally set examination to assess knowledge and understanding that underpins user competence Research and project work, application of I.C.T. skills and knowledge The course is designed to enable learners to meet the needs of employers and to ensure that the most academically able can be stretched and routed to appropriate academic progression at Level 3.

26 Mathematics Department: Mathematics Subject Leader: Miss A. Sharples Examination Board And Specification: EDEXCEL 1MA0 /OCR J567 Pupils are able to obtain a GCSE in Mathematics following the EDEXCEL Linear Higher course or the OCR Linear Foundation course. Higher Edexcel offers grades A*-C Foundation OCR offers grades C-G Areas of study include; algebra, number, data-handling and shape, space and measure. Functional Mathematics (looking at the use of Maths in the real world) is now an integral part of the GCSE pathway with specific examination questions written to reflect this field of study. Problem solving, independent learning, peer teaching, group work, research, use of I.C.T, project work. Pupils are assessed through a formal examination at the end of Year 11. This examination accounts for 100% of the total grade. Mathematics can help pupils looking for a career in areas such as engineering, accountancy, medicine, science and research. Maths is also seen as being an important qualification by employers and further education providers.

27 P.E.G.S. Department: Humanities Subject Leader: Mrs S. Akers-Warburton Examination Board And Specification: N/A The Philosophy, Ethics and General Studies course begins in Year 9 and continues at Key Stage 4 in the form of timetabled lessons, form time activities and assemblies. Pupils will also take part in wider whole-school activities throughout Years 10 and 11 which are linked to the P.E.G.S curriculum. P.E.G.S gives pupils the opportunity to explore a variety of moral, ethical and spiritual questions in the context on their own lives whilst also considering the views of various faith groups. Pupils will cover a variety of topics including human rights, genetic engineering, drugs and crime, poverty, issues of citizenship and fertility treatment. Group discussion, independent thinking, reflection, argument and debate. The P.E.G.S curriculum is not formally assessed. However, work will be regularly marked and exam-style questions may be set to assess progress. As well as providing pupils with an understanding of some of the big questions they may encounter in day to day life, the P.E.G.S course provides pupils with a platform for further study if they so wish. Many of the caring professions such as the police, social work, medicine, teaching and the law recognise the importance of a grounding in ethics.

28 Physical Education Department: P.E. Subject Leader: Miss S. Fraser Examination Board And Specification: N/A The aim of the core P.E. program at Key Stage 4 is to promote a healthy lifestyle, develop a sense of purposeful enjoyment and build physical ability and fitness. All pupils will be given the opportunity to take part in a variety of activities throughout Key Stage 4. Activities include cricket, golf, football, hockey, tennis, athletics, badminton, dance, rugby, swimming and gymnastics. In some of these activities, pupils will be offered the opportunity to achieve external awards. Pupils can also achieve the following awards through their P.E. lessons; Level 2 Award in Sports Leadership: This award aims to use various activities as a platform for pupils to lead sports sessions. Pupils will develop leadership skills applicable to both sport and life in general. All units are delivered though practical lessons. Level 1 Award in Dance Leadership: This award enables successful candidates to lead small groups in dance activities under the supervision of the tutor. It will give pupils the opportunity to build a range of leadership skills. The Dance Leadership Award is a practical qualification with no final examination. Pupils will learn in a similar style to that established in Years 7, 8 and 9, taking part in a variety of practical activities and roles. School PE kit remains the same throughout Years The core P.E. program is not formally assessed. Both the Sports Leadership and Dance Leadership awards are assessed through practical lessons. The aim of the core P.E. program is to promote a healthy lifestyle and develop a sense of purposeful enjoyment which can have a positive impact on pupils lives after leaving school.

29 Science Department: Science Subject Leader: Mrs L. Pennington Examination Board and Specification: OCR J241/J262 Science is offered as a double award subject and gives pupils the opportunity to achieve two GCSEs. Pupils will study GCSE Science and GCSE Additional Science (the codes for these courses are given in the box above). Each course contains elements of Biology, Chemistry and Physics and is taught in six modules two for each science. In addition, the GCSE Science course looks at how science works, helping pupils engage with and challenge the science they come across in everyday life. Pupils will learn how to question, develop critical thinking and will look at how science impacts on society and on their own lives. Dependent on ability and prior attainment, some pupils will take Triple Science rather than the double award science course described above. These pupils will study Biology, Chemistry and Physics as separate sciences and will take examinations in all three of these sciences (the codes for these courses are: Biology J243, Chemistry J244 and Physics J245). Each unit is assessed through both formal examination and Controlled Assessment. The examinations account for 75% of the total grade whilst the Controlled Assessment will be internally assessed and is worth 25%. The double award course leads two GCSEs at the end of Year 11 and pupils may attain different grades for the two GCSE courses. Triple Science is assessed at the end of the two year course and there are separate coursework assessments for each separate science. These Controlled Assessments count for 25 % of the overall grade in each science subject. Each separate science carries a separate grade. Use of I.C.T, problem solving, practical experiments, decision making, project work, discussion, critical thinking. A qualification in Science can help prepare pupils for a variety of post-16 Science courses. The types of career paths open to pupils with Science qualifications might include; medicine, dentistry, forensics, microbiology, zoology, robotics, geology, veterinary medicine, meteorology, nutrition, aeronautics, physical trainer, psychiatry, engineering.

30 Contacts Address: Up Holland High School, Sandbrook Road, Orrell, Wigan, WN5 7AL Telephone: (01695) Fax: (01695) Website: uhhs.co.uk L. NIXON Deputy Headteacher P. SMITH Assistant Headteacher OPTIONS SUBJECTS A CLARK/ M. JOHNSON Head of Art and Design. J. CATTERALL Head of D.T. S. AKERS-WARBURTON Head of Humanities. J. CHARLTON Head of I.C.T. D. MERINO Head of M.F.L. J. LYON Head of Music. S. FRASER Head of P.E. CORE SUBJECTS (Heads of I.C.T and P.E. as above) E. PERRY Head of English A. SHARPLES Head of Mathematics L. PENNINGTON Head of Science. S. AKERS-WARBURTON Head of Humanities (inc. P.E.G.S) SPECIAL EDUCATION NEEDS D. MURPHY Assistant Headteacher (S.E.N Co-Ordinator) S. MAYERS Assistant S.E.N. Co-Ordinator

31 Curriculum Pathways When making your options choices, you must do so according to the pathway you are going to be following through Key Stage 4. These pathways are determined by your current attainment. Below you will find a brief explanation of each pathway and an example of what your option choices might look like. Every pupil will get at least two free options. Remember too that, even if you are not required to take a particular subject there is nothing to stop you taking it as one of your free options, as long as it is available in that particular option block. THE RED PATHWAY: Pupils who are in Set 1 in both English Baccalaureate subject areas (MFL and Humanities) will be required to study either French or Spanish and Geography or History. This pattern will also apply to those pupils who are in Set 1 for either MFL or Humanities and Set 2 for the other subject. Pupils on this pathway will have two free choices. FRENCH or SPANISH GEOGRAPHY or HISTORY FREE OPTION CHOICE FREE OPTION CHOICE THE BLUE PATHWAY: Pupils who are in Set 2 for both MFL and Humanities will be required to take either French, Geography or History. This pattern will also apply to those pupils who are in Set 2 for either MFL or Humanities and Set 3 for the other subject. Pupils on this pathway will have three free choices. FRENCH, GEOGRAPHY or HISTORY FREE OPTION CHOICE FREE OPTION CHOICE FREE OPTION CHOICE THE GREEN PATHWAY: Finally, pupils who are in Set 3 for MFL and Set 3 for Humanities will not be required to take MFL or Humanities subjects, although they may choose to do so. FREE OPTION CHOICE FREE OPTION CHOICE FREE OPTION CHOICE FREE OPTION CHOICE

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