Year 9 Learning Pathways Options Booklet 2015
Your pathway to 2
Contents Message from Mr DJ Lewis Vice Principal 4 Key dates in Our Learning Pathways Options Process 5 Making Choices 6 The English Baccalaureate explained 7 What we need from you 7 Your Core Entitlement ~ Compulsory Subjects 9 Core EBacc Subjects GCSE ENGLISH LANGUAGE 10 GCSE ENGLISH LITERATURE 11 GCSE MATHEMATICS 12 GCSE SCIENCE 13 Science ~ Taking advice and making the informed choice 13 GCSE ADDITIONAL SCIENCE 14 GCSE BIOLOGY, CHEMISTRY AND PHYSICS (Separate Sciences) 14 Short Course Subjects 15 Religious Studies 16 Preparation for Working Life 16 Ancillary Subjects non examined 17 CORE PE and Sport 18 Citizenship 18 Additional English Baccalaureate subjects ~ Options 19 COMPUTER SCIENCE 20 FRENCH 22 GEOGRAPHY 23 GERMAN 23 HISTORY 24 Enhancement subjects ~ Options 27 ART AND DESIGN 28 DRAMA 28 MUSIC 29 PHILOSOPHY & BELIEFS 30 PHYSICAL EDUCATION 30 FOOD TECHNOLOGY 32 GRAPHIC PRODUCTS 33 RESISTANT MATERIALS 33 BTEC BUSINESS 34 BTEC CONSTRUCTION 34 BTEC ENGINEERING 35 3
Message from Mr DJ Lewis, Vice Principal SMCC Dear Pupil There are a number of important issues you have to consider as you come towards the end of Key Stage 3. You will soon embark on a range of two-year courses leading to public examinations at GCSE level (Level 2), which will in turn prepare you for the next step in your Learning Pathway. This may be going on to A levels or other Level 3 courses at college or perhaps employment with training opportunities, apprenticeships. You need to be fully informed before making decisions, Our Learning Pathways Options Evening is the next stage in this process. This is the first opportunity that you have had to make choices in the subjects you study, although there is not complete freedom when making these choices. There is a compulsory element of study, some subjects must come from the EBaac portfolio and there are restrictions as to how many technology subjects can be taken. It is vital that you consider your options carefully and objectively. Do not be influenced by the choices of your friends or whether you like or dislike particular teachers. You must make positive decisions that will ensure you are able to continue on your desired Learning Pathway. As you embark on your chosen courses you should also consider developing a wider range of skills that will further enhance your future prospects. These may include: Negotiating a Work Experience placement and gaining real experience of the world of work. Becoming a member of a school / local team, or take up a sport that interests you. Taking an interest in music and the Arts, join a theatre group or choir, or learn to play an instrument. Doing voluntary work Joining Young Farmers, Army Cadets, Air Cadets or St. John's Ambulance Getting a part time job / Saturday job (but limit the hours). Aiming to become a Prefect or one of the wide range of College Ambassadors. Aspire to achieve your best in your chosen subjects, aim high and take the initiative in developing your personal, as well as, academic skills. In two years time you will be making choices again. At that time we want to be satisfied that you have achieved your full potential and that you are well equipped to proceed to the next stage of your Learning Pathway. Sincere best wishes Mr DJ Lewis, Vice Principal SMCC 4
Key dates in Our Learning Pathways Options Process Learning Pathways Options Booklet sent to parents Late January Learning Pathways Options Awareness Evening 29 th January 2015 (4:30-6:30pm) Learning Pathways Straw Poll collection Deadline Monday 2nd March Learning Pathways Option Blocks published Early April Learning Pathways Option Block review period April FINAL Learning Pathways Option Blocks published Late April Confirmation of choices Early May This booklet contains useful background information about the Learning Pathways Options Process, as well as in depth information about compulsory and option subjects. A chance for pupils and parents/carers to discover more about the Learning Pathways Options Process. Clarify the details of courses with teaching staff and consider which options should be taken. You will be issued with a blank straw poll form, which allows us to draw up option blocks that meet the needs of our learners whilst meeting statutory guidelines and staffing restrictions. If you want your straw poll choices to influence the option blocks then it is essential that this deadline is met. The option blocks arrived at from the results of the straw poll are published. The majority of pupils will find that they preferences are met, however, some pupils will need to consider their reserve choices. Pupils who have difficulty matching their preferences to the option blocks can meet with Mr DJ Lewis to discuss the issues and receive advice. All pupils and parents/carers will receive the final option blocks from which their final selections are made. All pupils and parents/carers will receive a confirmation letter of their final choices. To check for administrational errors. These are the final choices and it is not envisaged that these will be altered unless there are exceptional circumstances that dictate a change. 5
Making Choices South Molton We fully understand that this is a confusing and potentially stressful time for our students. The first chance in their educational career that they have been able to make choices about what they study, making decisions that could affect their educational and career pathway. Unless they have a specific and firm focus about their futures then the sensible advice is to keep their choices as BROAD as possible, do not narrow the pathway too much at this stage. For example it is likely that colleges, universities and employers will look favourably on students who have achieved the EBacc, which encourages pupils to study a range of subjects and become educationally well rounded. To achieve the EBacc you need a C grade or better in Mathematics, English Language, Science (double), History or Geography and a Language. Advice for pupils Make your choices for the right reasons: Research the internet to see what is available to you and what you need to study. Speak to a careers advisor. Consider subjects you enjoy and that stimulate you. Speak to older students about the subjects you are considering Think about the subject combinations and potential workload issues. Consider your ability in a subject, are you capable of studying it at examination level. Speak to your teachers. Keep your options BROAD you will narrow your pathway more later in your education. DO NOT choose subjects just because: your friends are doing it you like that teacher REMEMBER we decide who teaches a group and which pupils are in those groups, friendship is not a factor we consider. 6
The English Baccalaureate explained South Molton The English Baccalaureate (EBaac) is designed to recognise achievement in a range of subjects. It is not a qualification in its own right, however, it is an indication of a well rounded student. To achieve the EBacc you need a C grade or better in: GCSE Mathematics, GCSE English Language, GCSE Science (double award), GCSE History or Geography GCSE French or German It is likely that colleges, universities and employers will look favourably on students who have achieved the EBacc. Our Straw Poll and the subsequent option blocks will allow students to maximise their chances of achieving the EBacc. What we need from you You will be issued with a Leaning Pathways Straw Poll form, you need to complete this and return it via your form tutor by the 2 nd March. Do your research thoroughly and complete the form carefully, all the yellow boxes need your attention, make sure your parents/carer sign the form. If you have any difficulties completing this form please see your Head of Year, Mr DJ Lewis or Mrs Preston who will help you through the process 7
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Year 9 Learning Pathways Options Booklet Your Core Entitlement Compulsory Subjects Core EBacc Subjects GCSE ENGLISH LANGUAGE GCSE ENGLISH LITERATURE GCSE MATHEMATICS GCSE SCIENCE Science ~ Taking advice and making the informed choice GCSE ADDITIONAL SCIENCE GCSE BIOLOGY, CHEMISTRY AND PHYSICS (Separate Sciences) 9
ENGLISH LANGUAGE 8700 South Molton Examination Board: AQA Assessments All texts in the examination will be unseen. Paper 1: Explorations in Creative Reading and Writing Paper 2: Writers Viewpoints and Perspectives Non examination Assessment: Spoken Language What s assessed Section A: Reading one literature fiction text Section B: Writing descriptive or narrative writing What s assessed Section A: Reading one non-fiction text and one literary non-fiction text Section B: Writing writing to present an view point What s assessed (A07 A09) presenting responding to questions and feedback use of Standard English Assessed written exam: 1 hour 45 minutes 80 marks 50% of GCSE Assessed written exam: 1 hour 45 minutes 80 marks 50% of GCSE Assessed teacher set throughout course Marked by teacher Separate endorsement (0% weighting of GCSE Questions Reading (40 marks) (25%) - one single text 1 short form question (1 x 4 marks) 2 longer form questions (2 x 8 marks) 1 extended question (1 x 20 marks) Writing (40 marks) (25%) 1 extended writing question (24 marks for content, 16 marks for technical accuracy) Questions Reading (40 marks) (25%) - two linked texts 1 short form question (1 x 4 marks) 2 longer form questions (1 x 8, 1 x 12 marks) 1 extended question (1 x 16 marks) Writing (40 marks) (25%) 1 extended writing question (24 marks for content, 16 marks for technical accuracy) 10
ENGLISH LITERATURE 8702 Examination Board: AQA Assessments All assessments are closed book: any stimulus materials required will be provided as part of the assessment. All assessments are compulsory Paper 1: Shakespeare and the 19 th century novel What s assessed Shakespeare The 19 th century novel Paper 2: Modern texts and poetry What s assessed Modern texts Poetry Unseen poetry How it s assessed written exam: 1 hour 45 minutes 64 marks 40% of GCSE How it s assessed written exam: 1 hour 45 minutes 96 marks 60% of GCSE Questions Section A Shakespeare: Students will answer one question on their play of choice. They will be required to write in detail about an extract from the play and then to write about the play as a whole. Section B: The 19-century novel: students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole. Questions Section A Modern texts: students will answer one essay question from a choice of two on their studied modern prose or drama text. Section B Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster. Section C Unseen poetry: students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem. 11
GCSE MATHEMATICS Examination Board: EDEXCEL (TBC) The skills, knowledge and understanding of the course build directly upon the work taught throughout Key Stage 3. The course includes the Mathematics of Number, Ratio and proportion, Algebra, Shape and Space and Handling Data. There are two tiers of entry for the GCSE that cover the upper and lower tiers in the National Curriculum for Maths at KS4. The Higher GCSE Tier follows the programmes of study as laid out in the upper tier of the National Curriculum for Mathematics. Grades that are available from this tier are 4-9. The Foundation GCSE Tier follows the programmes of study as laid out in the lower tier of the National Curriculum for Mathematics. Grades that are available from this tier are 1-5. Please note that the GCSE grades have changed from previous years and are no longer the familiar letter system of old. Broadly speaking, an A* is now a grade 8 and a C grade is 4. The assessment of the GCSE is as follows: Time Exam Description % of Final Grade Yr 10 Summer term Mock Full GCSE mock exam, 3x 1hr 30 minute exam papers. Two of the papers allow the use of a calculator. n/a Yr 11 Autumn term GCSE Second mock exam n/a Yr 11 Summer term GCSE Final GCSE Maths exam. 100 All pupils must be equipped each lesson with a ruler, protractor, compasses, scientific calculator and suitable pens and pencils. 12
GCSE SCIENCE (core) Examination Board: AQA 4405 South Molton This course is designed to be particularly relevant and will equip students with the skills and understanding to help inform everyday decisions. For example there will be topics on food and health and the impact of burning fossil fuels. Lessons will encourage the use of a variety of skills such as practical investigations, ICT, debate and book work. The GCSE will consist of the following components. Component % weighting 3 x 60 minute exams 75 Teacher assessed work based upon investigative skills (internally marked) 25 Science ~ Taking advice and making the informed choice The Science dept will consider your performance in KS3 and make a recommendation as to which science route you should follow. More able scientists will be encouraged to study Biology/Chemistry/Physics as separate subjects. This is a more demanding portfolio of courses but is certainly seen as a better stepping stone to further study in science at Level 3/A Level. All other students will be encouraged to study Science and Additional Science. If a student is struggling with science then at a later stage recommendations may be made regarding continuing to study Additional Science. Studying Science and Additional Science will not prevent a pupil continuing to study Science at Level 3/A Level. The Science department will use pupil attainment and staff professional judgement when making the recommendations outlined, however student and parental opinion will dictate the final choices made. 13
GCSE ADDITIONAL SCIENCE Examination Board: AQA 4408 South Molton This GCSE is structured into Biology, Chemistry and Physics modules and is designed to build on the core science GCSE. This will offer students the necessary grounding to pursue science at a higher level if so desired. Lessons will encourage the use of a variety of skills such as practical investigations, ICT, debate and book work. The GCSE will consist of the following components. Component % weighting 3 x 60 minute exams 75 Centre assessed unit based upon investigative skills (internally marked) 25 SEPARATE BIOLOGY, CHEMISTRY AND PHYSICS GSCEs Examination Board: AQA 4401, 4402 and 4403 This course will result in three separate GCSEs being awarded in Biology, Chemistry and Physics. All the content of core science and additional science will be covered as well as additional topics. Lessons will deal with all three sciences at a much higher level and will suit those who may wish to pursue science at post 16 and degree levels. It will be particularly useful for those wishing to study medicine or veterinary science. Each GCSE will consist of the following components. Component % weighting 3 x 60 minute exams 75 Centre assessed unit based upon investigative skills (internally marked) 25 14
Year 9 Learning Pathways Options Booklet Your Core Entitlement Compulsory Subjects Short Course Subjects GCSE PHILOSOPHY & BELIEFS CERTIFICATE IN PREPARATION FOR WORKING LIFE 15
PHILOSOPHY & BELIEFS South Molton Examination Board: AQA Syllabus B Unit 4 If you have an interest in life s ultimate questions: Does God exist? Why is there suffering? Did God design the Big Bang? Are miracles coincidences? If you look at issues from a philosophical and secular point of view and understand other people s views as well as expressing your own then the full GCSE Philosophy & Belief course might be for you. Philosophy & Belief equips pupils with a wide range of skills demanded in the work place. The course is recognised by those professionals who deal with a variety of people in different situations e.g. the Police, Health Service Professionals (Doctors, Nurses, Physiotherapists), Teaching, Law, Management, the Media, etc. It teaches the key skills of presenting information, empathy, evaluation and balanced debate. It prepares pupils for further courses of study at all levels. PREPARATION FOR WORKING LIFE Examination Board: AQA Pupils work towards a GCSE points equivalent examination in preparation for working life. Level 1 or level 2 award. The national requirements for PHSME are mostly delivered within the preparation for working life course 16
Year 9 Learning Pathways Options Booklet Ancillary Subjects non-examined 17
ANCILLARY SUBJECTS NON-EXAMINED CORE PHYSICAL EDUCATION & SPORT All pupils in years 10 and 11 are required to take part in PE as part of the National Curriculum. Most activities will be compulsory as in Key Stage 3 but at various times of year pupils will have the opportunity to choose what they undertake. Pupils will follow blocks of work. They are encouraged to apply and extend skills previously learned and are introduced to increasingly advanced techniques (including coaching and officiating). They are guided to develop an increased knowledge and understanding in each activity, and all students are encouraged to make informed choices about leading a healthy and active lifestyle. Students continue to have access to fantastic opportunities such as Ten Tors, the Duke of Edinburgh award and our other extra-curricular activities. CITIZENSHIP This will be delivered through collapsed timetable days throughout the 2 years and through other year and whole school activities. 18
Year 9 Learning Pathways Options Booklet Additional English Baccalaureate subjects - Options GCSE COMPUTER SCIENCE GCSE FRENCH GCSE GEOGRAPHY GCSE GERMAN GCSE HISTORY 19
COMPUTER SCIENCE South Molton Examination Board : OCR Cambridge Level 2 GCSE in Computer Science has been developed in response to a number of recent initiatives aimed at promoting computer science as a rigorous, knowledge-based subject discipline that should be part of every young person s education. These initiatives include: Recommendation 7 of the Royal Society report Shut down or restart? The way forward for computing in UK schools (January 2012) Computer Science: A curriculum for schools produced by the Computing at School (CAS) Working Group (March 2012) Computing: Programmes of study for Key Stages 1 4 (draft) published by the Department for Education (July 2013) Course objectives The aims of the Level 2 GCSE in Computer Science are to enable learners to: develop knowledge and understanding of the fundamental principles and concepts of computer science develop and apply computational thinking skills to analyse problems and design solutions across a range of contexts gain practical experience of designing, writing, and testing computer programs that accomplish specific goals develop the ability to reason, explain and evaluate computing solutions develop awareness of current and emerging trends in computing technologies develop awareness of the impact of computing on individuals, society and the environment, including ethical, legal and ownership issues communicate computer science concepts and explain computational solutions clearly and concisely using appropriate terminology. The Computer Science GCSE examination course followed in key stage four is provided by the OCR syllabus J275. The Computer Science GCSE provided by OCR is now part of the English Baccalaureate. Assessment is by means of a terminal exam accounting for 40% of the marks, an investigative exercise worth 30% of the marks, and a controlled assessment Programming project worth 30% of the marks.. 20
Unit A451: Computer systems and programming This unit covers the body of knowledge about computer systems on which the examination will be based. The main exam covers important Computing concepts and their understanding of current and emerging technologies and how they work Look at the use of algorithms in computer programs Become independent and discerning users of IT Acquire and apply creative and technical skills, knowledge and understanding of IT in a range of contexts Develop computer programs to solve problems Evaluate the effectiveness of computer programs/solutions and the impact of computer technology in society 80 marks 40% (1 hour 30 minutes - Written paper) Unit A452: Practical investigation An investigative computing task; Controlled assessment which assesses research, technical understanding, analysis of problem, historical perspective, use of technical writing skills, recommendations/evaluation. Investigative task; OCR- set scenario - choice of research tasks. 45 marks 30% Unit A453: Controlled assessment Programming Project Students will need to: Understand standard programming techniques Be able to design a coded solution to a problem including the ability to: - Develop suitable algorithms - Design suitable input and output formats - Identify suitable variables and structures - Identify test procedures. Create a coded solution fully annotating the developed code to explain its function - Test their solution: - To show functionality - To show how it matches the design criteria - Identifying successes and any limitations. Controlled assessment Programming task: Design, develop and test a solution to a problem within the OCR-set scenario. 45 marks 30% SSESSMENT OBJECTIVES The link below gives access to the full specification of the course. You can also view past papers, mark schemes and examiners reports: 21
http://www.ocr.org.uk/qualifications/gcse-computing-j275-from-2012/ South Molton It is suitable for young people who want to explore and investigate how computers work, and how they are used. You are most likely to enjoy the subject if you have a real interest in how computers work and if you are a logical thinker and enjoy problem solving. The course is open to students of all abilities. However, students opting for this subject will need to meet the requirements of the examinations, and also to show a commitment and a willingness to learn. FRENCH Examination Board: WJEC A GCSE in French prepares students for practical communication in the language and to be able to continue to further study. The 4 skills of Listening, Speaking, Reading and Writing are developed around 5 topics; Home life and local area Health and sport Leisure and entertainment Travel and the wider world Education and work The language required is relevant to your age group and to the sorts of situations you might meet on a visit to a country where the language is spoken. You will learn grammar to help you to use the language more effectively and will learn something about French and German speaking countries and culture. The different skills will have new weightings: Speaking and writing 30% and listening and reading 20% Both the speaking and writing assessments will be done on an on-going basis rather than in an end-of-course exam for each of these two skills you will need to submit 2 pieces of work. The speaking assessments will consist of you having two separate 5 7 minute conversations on topics you have learned and will be recorded by your teacher. The written assessment will consist of your writing 2 separate essays about topics you ve covered under exam conditions but in the classroom. The reading and listening exams are the only assessments you will take in the summer of Year 11. As you will be aware, the new English Baccalaureate requires students to study a foreign language and there is a growing requirement by colleges and universities for students to have at least a GCSE in a foreign language. As this is clearly the benchmark by which students leaving school are to be measured by further education establishments and future employers, students are encouraged to pick a language for GCSEs. 22
GEOGRAPHY Examination Board: OCR B (Code J385) The Geography GCSE examination course followed in key stage four is provided by the OCR syllabus B. Assessment is by means of a terminal themes exam accounting for 50% of the marks, a terminal decision making exercise worth 25% of the marks, and a fieldwork investigation worth 25% of the marks. The main exam covers important geographical concepts at local, national and international scales, and is based on the study of four key themes: 1) Rivers & coasts; 2) Population & settlement; 3) Natural hazards; 4) Economic development. The decision making exercise is based on a resource booklet that forms part of the exam paper, and designed to develop real life skills relevant to future decision making. The fieldwork investigation follows a full fieldwork day - on Exmoor, on the north Devon coast, on the Dorset coast or at another location within the local area. Students also have the option of joining a week long residential field course in the Lake District, or a 10 day trip to Uganda (alternate years). The link below gives access to the full specification of the course. You can also view past papers, mark schemes and examiners reports: http://www.ocr.org.uk/qualification/gcse-geography-b-j385-from-2012/ The study of Geography helps students develop a wide range of skills applicable to a variety of situations and other subject areas, as well as giving them an essential knowledge and understanding of what is taking place in the world around them. Geography also equips students with a wide range of skills demanded in the workplace. The course is open to students of all abilities. However, students opting for this subject will need to meet the requirements of the examinations, and also to show a commitment and a willingness to learn. GERMAN Examination Board: WJEC A GCSE in German prepares students for practical communication in the language and to be able to continue to further study. The 4 skills of Listening, Speaking, Reading and Writing are developed around 5 topics; Home life and local area Health and sport 23
Leisure and entertainment Travel and the wider world Education and work South Molton The language required is relevant to your age group and to the sorts of situations you might meet on a visit to a country where the language is spoken. You will learn grammar to help you to use the language more effectively and will learn something about French and German speaking countries and culture. The different skills will have new weightings: Speaking and writing 30% and listening and reading 20% Both the speaking and writing assessments will be done on an on-going basis rather than in an end-of-course exam for each of these two skills you will need to submit 2 pieces of work. The speaking assessments will consist of you having two separate 5 7 minute conversations on topics you have learned and will be recorded by your teacher. The written assessment will consist of your writing 2 separate essays about topics you ve covered under exam conditions but in the classroom. The reading and listening exams are the only assessments you will take in the summer of Year 11. As you will be aware, the new English Baccalaureate requires students to study a foreign language and there is a growing requirement by colleges and universities for students to have at least a GCSE in a foreign language. As this is clearly the benchmark by which students leaving school are to be measured by further education establishments and future employers, students are encouraged to pick a language for GCSEs. HISTORY Examination Board: Edexcel. Specification Number: History B SHP (2HB 01) Aims of the subject at GCSE This course gives students opportunities to: acquire knowledge and understanding of selected periods and aspects of history, explore the significance of historical events, people, changes and issues use historical sources critically in their context, recording significant information and reaching conclusions develop understanding of how the past has been represented and interpreted organise and communicate their knowledge and understanding of history draw conclusions and appreciate that historical judgements are liable to reassessment in the light of new or reinterpreted evidence. Topics covered in Year 10 Germany 1918 1945 The focus here is on the rise to power of the Nazi Party and the nature of life in Germany under Nazi rule The Vietnam War The focus here is on American involvement in Vietnam from the early 1950 s through to US withdrawal in 1973. This is the focus of the controlled assessment. Topics covered in Year 11 Medicine Through Time The focus of this part of the course is on the development of medicine, surgery and 24
public health from ancient times through to today. South Molton Examination There are 3 examination papers. Enquiry in depth - Germany 1918-1945. This is examined at the end of year 11. The exam is 1hour 15 minutes and is worth 25% of the overall final grade. Study in development: Medicine through time. This is examined at the end of year 11. The exam is 1hour 15 minutes and is worth 25% of the overall final grade. Source based enquiry: This paper will comprise an extended source-based investigation on the transformation of surgery between 1845 and 1918. The exam is 1hour 15 minutes and is worth 25% of the overall final grade. This is examined at the end of year 11. Controlled assessment Controlled assessment has now replaced coursework. Students use lessons to prepare for a single assessed task which is done under controlled conditions (i.e. timed and supervised). The controlled assessment will be on the Vietnam War. It is worth 25% of students overall mark and will be completed in year 10. Homework Homework will be set on a weekly basis. It will usually be comprised of extension to classwork or stand alone tasks such as practice exam questions. 25
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Year 9 Learning Pathways Options Booklet Enhanced subjects - Options GCSE ART & DESIGN GCSE DRAMA GCSE MUSIC GCSE PHILOSOPHY & BELIEFS GCSE PHYSICAL EDUCATION GCSE FOOD TECHNOLOGY GCSE GRAPHIC PRODUCTS GCSE RESISTANT MATERIALS BTEC BUSINESS BTEC CONSTRUCTION BTEC ENGINEERING 27
ART AND DESIGN South Molton Examination Board: AQA This specification consists of two units of work: Unit 1 A portfolio of work. Controlled Assessment - 60% Unit 2 Externally set task Controlled Assessment under supervision (10 hours) - 40% Students will be issued an exam paper, usually in January, and will spend up to eight weeks planning for a final piece, which is produced during the 10 hours controlled test. The course allows you the freedom to explore the following aspects;- - Fine art; - Graphic communication; - Textile design; - Three-dimensional design; - Photography. You will be expected to integrate critical, practical and theoretical study within the relevant areas of your work, recording your ideas and thoughts carefully at all times. Most of this reflective and critical work will be recorded in your sketchbooks, as you have become accustomed in years seven to nine. The portfolio requires some self-discipline in managing your own time to ensure that all work is completed and assembled together in a coherent form in preparation for the assessment deadlines. Three dimensional work has to be completed to an exhibition standard and careful thought given to the nature and style of the construction and materials used. DRAMA Examination Board: WJEC Assessment Pattern The GCSE Drama qualification is split into three separate parts. The initial assessment is a devised performance of their own work, where they can be assessed as either acting or technical candidates. This will make up 40% of their GCSE grade, with an additional 20% being gained with a 1500 word written report on the performance. The next 20% of their GCSE is based upon the performance of a play extract, done in front of an examiner, focusing on their core skills (students again can choose to specialise in performance or performance support). Finally there is a written exam which makes up the final 20% of their GCSE in this subject and which takes place in the summer term. Coursework Information The students will be required to do a 1500 word report on their work in the initial assessment. This will make up 20% of the overall GCSE 28
Exam There is a final written exam at the end of year 11 based upon the study of a complete text of a play. To succeed in Drama, pupils must have self-confidence, self-discipline, and imagination. They must be comfortable with performance, as it is an integral part of the course MUSIC Examination Board: AQA The course is split into 3 parts: Performance 40% Listening 20% Composition 40% This is a very practical subject. The emphasis is on playing and composition. You do not have to read music, but it is an advantage. However having instrumental lessons is big advantage. All of our teachers help with the solo pieces and give advice on the technical parts of composition. Students who have not had these lessons have found the subject difficult and not achieved as highly as those who had lessons. It is not too late to have lessons, and the practical nature of the subject often balances out the more academic subjects. AQA quote that 45 % of all Russell University students play a musical instrument at a high level, and it is seen as an extra-curricular advantage and music grades can be used as UCAS points. Listening Students will be required to listen and comment on pieces of music from Baroque and Classical music to popular music. They learn how to identify musical characterisation such as texture, structure, instrumentation etc. A written exam is taken at the end of the 2 year course. Performance At the end of the course students perform 2 pieces on their chosen instrument.one solo piece of grade 4 or higher, and an ensemble or band piece. Students are expected to come to the course already playing an instrument at a reasonable level. If they sing they are expected to be in a choir in or out of the school. Composition A major part of the lesson time is spent on this area and listening work. At the end of the course students will have produced 2 compositions between 2 4 minutes each. In year 10 their work is based on developing composition techniques and by the end of the year they start to produce compositions in their chosen style and combinations of instruments. Music IT is an important part of the composition process. Drummers and singers are expected to learn another instrument such as the keyboard or guitar for their composition work. 29
PHILOSOPHY & BELIEFS South Molton Examination Board: AQA Syllabus B Philosophy & Beliefs Full Course GSCE will be assessed through two written examinations. There are two modules; i) Religious Philosophy & Ulitmate Questions ii) Religion & Life Issues. The Philosophy & Beliefs department is one of the most successful in school, regularly achieving above 86% A*- C grades (25% of them being A or A*) The couse also offers an opportunity to visit a cultural and spiritual centre in Europe. GCSE PHYSICAL EDUCATION Examination Board: Edexcel - 2PE01, 5PE01, 5PE02 Edexcel s GCSEs in Physical Education encourages students to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study and to develop awareness and appreciation of their own and others cultures in relation to physical education. It encourages creativity and decision-making skills to enable students to plan effectively for performances and to respond to changing situations prepare students to make informed decisions about further learning opportunities and career choices. It enables students to become increasingly physically competent through being actively engaged in a range of physical activities, and to become increasingly effective in their performance, in different types of physical activity and roles such as player/participant, leader and official. The course enables students to develop their ability to engage independently and successfully in different types of physical activity, and to develop and maintain their involvement in physical activity as part of a healthy, active lifestyle. GCSE Unit 1: The Theory of Physical Education Externally assessed via an exam paper. Theory will be mainly taught in the classroom with some sessions based in a practical setting. The content of the exam is based on healthy and active lifestyles, and your healthy and active body. The examination is 1 hour and 30 minutes, and includes multiple-choice, short-answer, and longer-answer questions. This exam is held in the summer term of year 11. Unit 2: Performance in Physical Education Assessed in school and via an external moderator visiting the school to observe the students work first hand. The students will have to perform in four different activities from a variety of sports. Students will have the opportunity to participate in the activities, to coach and lead sessions in the activities, and to officiate in the activities. The list of activities the students can participate are in the tables below: 30
Activities and activity groups Outwitting opponents Amateur boxing Hurling/camogie Rugby union American football Ice hockey Rounders Association football Judo Softball Badminton Ju-jitsu Squash Baseball* Karate Table tennis Basketball Korfball Tae kwon do Cricket Lacrosse Volleyball Fencing Lawn tennis Water polo Field hockey Netball Gaelic football Polo Handball Rugby league South Molton Accurate replication of actions, phrases and sequences Synchronised swimming Trampolining Gymnastics* * For gymnastics, students must offer agilities (floor work) and vaulting, plus one other sequence of their choice. See the assessment criteria for gymnastics for further guidance. Exploring and communicating ideas, concepts and emotions Dance* Ice dance * Although a wide range of dance styles is acceptable (students may choose from any recognised style of dance, for example ballet, jazz, modern, tap) dance may be offered as only one practical activity. See the assessment criteria for dance for further guidance. Performing at maximum levels in relation to speed, height, distance, strength or accuracy Archery Athletics* Clay pigeon shooting Competitive swimming Cross-country running Cycling Golf Lawn bowls Rowing Weightlifting * For athletics, students must offer three events taken from at least two groups (running events, jumping events or throwing events). See the assessment criteria for athletics for further guidance. Identifying and solving problems to overcome challenges of an adventurous nature Canoeing Sailing Climbing Skiing Horse riding Snowboarding Kayaking Surfing Lifesaving Trekking Mountain biking Wakeboarding Orienteering Water-skiing Personal survival Windsurfing 31
Exercising safely and effectively to improve health and wellbeing Fitness training South Molton For fitness training, students must offer at least two of the following activities in combination: aerobics body pump circuit training continuous training interval training pilates weight training yoga FOOD TECHNOLOGY Examination Board: AQA This specification consists of two units of work: Unit 1 Materials and Components, Design and Market Influences, and Processes and Manufacture. Subject content specific to Food Technology will include an understanding of the functional and nutritional properties of food, the effects of combining different ingredients and how they interact and the importance of using the correct proportions on the structure, shape and volume of mixtures. The effects of acids and alkalis within food processing are also considered. Written Paper - 40% (2 hours) Unit 2 Design and Making Practice Controlled Assessment over approximately 45 hours - 60% Students will develop a wider range of manufacturing and designing skills through practical experience during year ten in preparation for the Controlled Assessment Task undertaken mainly in year eleven. A range of practical tasks will be undertaken within the food room to expand your practical skills and understanding of how the ingredients work to produce quality food products. Your creativity will be put to test as you are required to develop new products along with the requirements of the codes of practice for labelling and packaging. You will also be required to develop an understanding of various industrial processes and practices including the scale of production, the importance of prototypes within the planning process and the quality assurance process. Time will also be spent considering the use, need and effect of additives, the safe storage of food and food products and the recent technological developments within the food producing industries. 32
GRAPHIC PRODUCTS Examination Board: AQA This specification consists of two units of work: Unit 1 Unit 2 Covers Materials and Components, Design and Market Influences, Paper and Card Engineering and Processes and Manufacture. Written Paper - 40% Design and Making Practice - you will be required to work from a basic design brief, chosen from a given list of tasks, to design and manufacture a product. Controlled Assessment over approximately 45 hours - 60% Students will develop a wider range of designing skills through practical experience during year ten in preparation for the Controlled Assessment Task undertaken mainly in year eleven. Subject content specific to Graphic products will include an understanding of the sizes and thicknesses and composition of paper and board materials, how they can be worked and how they are protected to enhance the life of the end product. A working knowledge of plastic sheet materials and modelling foams will be investigated and students will have the opportunity to produce realistic finished models during the course. Modern smart materials will be studied alongside the joining of materials using modern and more traditional methods. Whilst much of the work will require hand/manual elements of drawing and illustration techniques there will be a requirement that some form of computer aided design work will also be undertaken where appropriate. This may include the production of two and three dimensional sketches and formal drawings as well as animated assembly drawings and virtual reality style drawings. A range of work by modern and contemporary designers will be studied in preparation for the written examination paper. You will also be required to develop an understanding of various industrial processes and practices including the scale of production, the importance of prototypes within the planning process, the quality assurance process, the methods used to limit and reduce waste and the methods used to protect a designer s intellectual property. RESISTANT MATERIALS Examination Board: AQA This specification consists of two units of work: Unit 1 Covers materials and components, influence of historical and contemporary designers, Design and market influences, sustainability of design, design, social, cultural, moral, environmental and economic issues, health and safety, processes and manufacture, joining techniques, information and communication technology and industrial practices. Written Paper - 40% Unit 2 Design and Making Practice - you will be required to work from a basic brief, chosen from a given list, to design and manufacture a product. Controlled Assessment over approximately 45 hours - 60% 33
Students will develop a wider range of designing skills through practical experience during year ten in preparation for the Controlled Assessment Task undertaken mainly in year eleven. Subject content specific to Resistant Materials will include an understanding of the properties, methods of production and commercially available forms of metals, timbers, plastics, composites, smart materials and nanomaterials. A working knowledge of plastic sheet materials and modelling foams will be investigated and students will have the opportunity to produce realistic finished models during the course. Modern smart materials will be studied alongside the joining of materials using modern and more traditional methods. Whilst much of the work will require hand/manual elements of drawing and illustration techniques there will be a requirement that some form of computer aided design work will also be undertaken where appropriate. This may include the production of two and three dimensional sketches and formal drawings as well as animated assembly drawings and will include the use of CAM. A basic understanding of the use and application of mechanisms and electronics within products will also be developed. You will also be required to develop an understanding of various industrial processes and practices including the scale of production, the importance of prototypes within the planning process, the quality assurance process, the methods used to limit and reduce waste and the methods used to protect a designer s intellectual property. A range of practical tasks will be undertaken within the workshops to expand your practical skills and understanding of how materials are formed, shaped and cut. BTEC BUSINESS STUDIES Examination Board: TBA BTEC CONSTRUCTION Examination Board: Edexcel The BTEC First Award in Construction consists of four units, three of which form the Core Unit 1: Construction Technology Unit 2: Construction and Design Unit 3: Scientific and Mathematical Applications for Construction Students will then study a further unit which will be taken from the following: Exploring Carpentry and Joinery Principles and Techniques, Exploring Brickwork and Blockwork Principles and Techniques, Exploring Plumbing Principles and Techniques and Exploring Electrical Principles and Techniques. All students will study aspects of how buildings are designed and built, the Structure of the Construction Industry and Health and Safety as well as developing their skills in a practical unit. Unit 1 will be assessed through a paper based examination whilst the other three units of work will assessed by your teachers based on the work you have completed in the classroom. 34
Students should: note that a major part of this course will be classroom based; have a keen interest in construction and building design; enjoy practical activities; be able to interpret working drawings and have good observational skills; be willing to produce written assignments which are well researched; be capable of working to a deadline; want to move onto a related career or into further education to study construction; The assessment approach of the BTEC Firsts in Construction allows for learners to receive feedback on their progress throughout the course as they provide evidence towards the grading criteria. Delivery strategies will reflect the nature of work within the Construction Industry, by encouraging learners to conduct research, and carry out assessment, in the workplace, or in simulated working conditions, wherever possible. Learners will be encouraged to take responsibility for their own learning and achievement. BTEC ENGINEERING Examination Board: Edexcel Students are offered the chance to develop the style of work begun in year nine within this course that leads to the Level 2 First Award in Engineering. This new specification consists of three units of work: The Engineered World, Investigating an Engineering Product, and Machining Techniques In addition to these students will be required to study and become familiar with a wider range of materials, processes and industrial practice for the externally set examination The second compulsory unit of work requires students to dismantle, examine and analyse component parts of an engineered product that they will be given. The course will be delivered through a practical approach wherever possible but students must realise that they will be required to provide evidence of their work in written assignments as well. At least two machined products will be manufactured during the course utilising the drilling machine, lathe and milling machine. Students should: have a keen interest in engineering related activities enjoy practical activities be able to interpret working drawings and have good observational skills be willing to produce written assignments which are well researched want to move onto a related career or into further education to study engineering enjoy maths and science. It is important that students selecting this preference appreciate the need for a high standard of commitment and a willingness to adhere to all health and safety requirements in the workshops at all times. 35