INDEX/CONTENTS Page INTRODUCTION... 3 CORE SUBJECTS... 13 English... 14 Mathematics... 15 Science... 16 Philosophy and Ethics in Religious Studies... 18 Physical Education... 19 Personal Social Health & Economic Education... 20 OPTIONS SUBJECTS... 21 Languages French, German and Spanish... 22 Arabic... 23 Humanities Geography... 24 History... 25 Creative Arts Art & Design... 26 Drama... 28 Music (Green Course)... 30 Music Technology (Blue Course)... 31 Business & ICT Economics (Green Course)... 32 Business Studies (Blue Course)... 33 Computing (Green Course)... 34 Design Technology Product Design (Resistant Materials)... 37 Electronic Products (Systems and Control)... 38 Graphics... 39 Textiles... 40 Food... 41 Physical Education PE (GCSE)... 42 Dance... 43 Vocational Options (Health & Social Care, Catering)... 44 CHOICE FORM Will be handed out to students during the Options morning on Thursday 6 th February - to be handed in by March 3rd.
Welcome to Options 2014. At Tapton School our mission statement is valuing everyone, caring for each other and achieving excellence. With this at the forefront of our minds we have further developed our KS4 curriculum. New opportunities are available for students in a more personalised Y10 and Y11 programme that enables students to achieve both breadth and depth in their learning. This booklet is written to give you information about the courses we wish to offer and to help you and your parents make important decisions about the subjects that you will study in Year 10 and 11. It is clearly important that all of us - your parents, subject teachers, form tutor, year manager and, not least yourself - work together to make informed choices. This booklet is only the beginning of the decision making process. Please read it carefully, talk about your thoughts with your parents and ask questions. Until now you have been taking a larger number of subjects and you have had no choice in the matter. From now on there will be the chance to study some subjects in much greater depth than is possible in the lower part of the school and that means more time is needed for each subject. It will no longer be possible to fit in every subject you have studied so far. Choices have to be made and we want them to be the right choices for you. For students, it s your opportunity to mould your Y10-11 curriculum so that it suits your interests and the direction in which you want to go. The decisions that you are about to make are probably the most important ones in your school life and they can have a profound effect on the opportunities available when you move into the sixth form or other post 16 education after Tapton. Once we have all the options choices from all the students in Year 9 we will try to create a timetable that meets the choices of as many students as possible within the staffing and budgetary constraints. We will then involve you and your parents in finalising the right combination of subjects for you. Changing qualifications context: new challenges- new opportunities The current period is one of great change in terms of the qualifications on offer, the recognition given to different qualifications and how examinations and assessment are organised within different qualifications. For this reason I have spent some time setting out the nature of these changes and how we have responded to these new conditions and for this reason there is much greater depth in this introduction to the options process than in previous years. The Importance of English and Mathematics The expectation that all students achieve well in both Mathematics and English is absolutely central to our curriculum offer as this will underpin students success after leaving Tapton. Achieving 5 good GCSE passes at A* to C including both English and Mathematics is widely regarded as providing a secure foundation for future study and progression. Good levels of English and Mathematics continue to be the most generally useful and valuable vocational skills on offer Wolf Report (Professor Alison Wolf completed the review of Vocational Qualification in 2011) All teenagers who do not achieve good GCSE grades at English and Maths have to carry on studying the subjects beyond the age of 16. Pupils in England who score a D grade "near miss" in Maths and English GCSEs will be expected to re-take at the "earliest opportunity". All students who have the potential to achieve A*-C in English and Maths must do so - this message is very clear. To further support all our students to achieve success in English and Maths we have introduced 2 Pathways through Key Stage 4. 2
The Blue Pathway will provide greater support and time to study English and Mathematics. The Green pathway will allow students to study the subjects with sufficient time to reach their potential and at the same time allow them to continue to study Science as three separate GCSEs. The decision as to which pathway is more appropriate for you is decided using prior attainment in Key Stage 2 and on progress and attainment in Key Stage 3. It is crucial that each student is on the right pathway to give the right balance of both challenge and support to closely match need. The levels achieved at the End of Key Stage 2 provide a strong guide to the correct pathway. 50% of students who achieved average 4b the end of Key Stage 2 went on to achieve 5A*-C including English and Maths, 27% of those who gained a 4c reached 5A*-C including English and Maths and 75% of those at 4a reached this threshold performance in 2012. We have analysed the performance and progress of all our students studying each course and, using this information, there are slightly different choices available to each pathway. In order to match the assessment demands of the curriculum to the abilities of each student we have 3 options in the normal school week and we have increased the amount of time spent studying the Core Curriculum. At the same time, to help preserve the breadth on offer without overwhelming students with examination pressure, we have an additional (non compulsory) option choice for students on the Green Curriculum which will take place in 2 hours outside the school day. The English Baccalaureate The English Baccalaureate was introduced as a performance measure in the 2010 performance tables. It is not a qualification in itself. The measure recognises where pupils have secured a C grade or better across a core of academic subjects English, Mathematics, History or Geography, the Sciences and a Language. This is part of the current government s emphasis on the importance of a curriculum that is mainly academic and to make sure that how well schools promote and support students opportunities to succeed in these key areas is well understood by everyone. The subjects included in the EBacc are designed to ensure that all pupils have the opportunity to study a broad core of subjects, ensuring that doors are not closed to them in terms of future progression. The Russell Group (20 Leading UK Universities) guide on making informed choices for post-16 education identifies facilitating subjects at A level. These are some of the subjects most likely to be required or preferred for entry to degree courses and ones that will keep the most options open. The subjects they identify are those included in the English Baccalaureate Mathematics, English, Physics, Biology, Chemistry, Geography, History and Languages (classical and modern). Some other subjects such as Religious Studies and Economics are also seen as providing a good preparation for university study but are not entry requirements for a large number of university courses. A recent study by the London Institute of Education and Surrey University highlighted the positive impact that achieving success in the broad range of Ebacc subjects has on access to top universities and on leading to future professional careers. Following courses included in the Ebacc does not form a compulsory core of our Key Stage 4 curriculum. The core has deliberately been kept small to allow the opportunity for additional study whether that is in other GCSEs or vocational qualifications. All Tapton Students will have the opportunity to follow a curriculum that would allow them to gain the qualifications included within the Ebacc measure if this is appropriate to their abilities, interests and future aims. 3
End-of-course Exams The GCSE qualification was introduced in 1986. Most GCSEs have some assessment that is completed as part of the course under Controlled Conditions. In recent years many students have also taken examinations as they go along during their GCSEs - Module exams. These have counted towards their final mark, and sometimes students have re-taken them where a mark is not as good as it should have been. For all two-year GCSE courses all external exams have to be taken at the end of the course. This means that re-sits of individual modules has ended. Students will still be able to retake full GCSEs. There will also be the opportunity to retake a full GCSE in Maths and English Language in November after the end of Y11 because of the importance of these subjects for entry to further education and employment. One consequence of this will be a significant increase in the number of examinations to be sat at the end of Y11 and this is one reason why we have decided to reduce slightly the number of GCSEs being studied - to reduce this end of course burden and pressure on students. Spelling, Punctuation and Grammar Marks for accurate spelling, punctuation and use of grammar are now a key part of GCSE exams that have a sufficient written English element - English Literature, Geography, History and Religious studies. Vocational Qualifications Vocational courses offer something very different from GCSE. They are more practical, closely related to the use of the subject in people s working lives and will lead to a different type of qualification which will open up some wider progress routes post 16. There has been a wide review of vocational qualifications both within and following the Wolf Review. Some consequences are that only high quality, rigorous vocational qualifications will count in performance tables, and they will be included on a one-for-one basis with academic qualifications, under new guidance announced by the Department for Education. Qualifications will only count if: they offer pupils proven progression into a broad range of further qualifications or careers post- 16, rather than narrowing students options they are the size of a GCSE or bigger they have a substantial proportion of external assessment and require students to use knowledge across their subject they have grades such as A*-G (those with simple pass or fail results will be excluded). The list of qualifications that count in performance tables is available but has been revised several times. This year the list of allowed qualifications has been further tightened and we have had to restrict our offer. As part of the options all students will select 3 subjects in school and can express an interest in other vocational courses. We will then meet each student who has expressed this to try to create a suitable vocational offer. At Tapton we have mainly chosen to follow courses that lead to a BTEC qualification which will be awarded at grades: Level 1 (equivalent to a GCSE grade F) and level 2 passes at Pass, Merit and Distinction (equivalent to GCSE grades C to A*). BTECs have been around for 25 years and their reputation is second to none. They continue to be developed and updated with and for industry and in response to the needs of learners. 4
The Key Stage 4 Curriculum Offer 2014 We carried out a review and redesign of our Key Stage 4 Curriculum offer for 2013. This has proven to be very successful in the first year of offer and as a consequence of even greater emphasis on English and Mathematics we have revised it further. There are some subjects that all students will study - core subjects. The core offer of Maths, English, Science and RE is there for all students. Success in these core subjects would allow all students to achieve up to 6 or 7 GCSE passes and to progress to the next level of learning, for example studying A levels. The choices beyond the core allow individual students to build up their own curriculum and develop their passions and experiences. This year we are delighted to be able to offer you even more choice than ever and we believe this is an even more personalised and appropriate offer for all our different learners. Moreover, there are now two clear pathways to ensure you achieve all that you can. All students will take at least 3 options and some will have the opportunity to take an additional option as part of our twilight learning programme. As you will see from the list below there are many options available to students but each pathway includes a range of subjects that we know will engage the two different cohorts. It s important to note that the two pathways will not mean two cohorts of students will never work together. In the core offer and PE, students will be grouped by pathway. However, in the options subjects, students may continue to work together in fully mixed ability groups. When choosing options subjects we strongly encourage students to continue with: a Foreign Language (French, German or Spanish) and a Humanities subject (History or Geography). However other subjects may be equally important to individuals and are valuable to everyone s general education: Creative or Performing Arts subjects (Art, Dance, Drama, Music) Business or Computing subjects (Economics, Business Studies, Computing) Technology (Product Design, Electronic Systems, Graphics, Textiles or Food) PE as a GCSE subject or, if you have a passion or interest in further progression in the area, a Vocational Choice But there is not time to fit in everything to the depth of study needed and so choices need to be made. The Curriculum Offer All students will be guided as to which is the most suitable pathway for them. These two routes are designed to ensure success for all in an increasingly challenging educational climate. English and Maths are the keystone of success for all students. They ensure students can progress to the next level in education and in employment and have become the single most important measure of success for both schools and students. Consequentially our curriculum has been designed around ensuring all students succeed in these subjects by giving them the appropriate amount of time and the appropriate grouping. Three hours per option subject and a choice of at least three options allows breadth without overwhelming students. Linear GCSE courses will mean all examinations will be taken at the end of Y11. With all this in mind, these are Tapton s two pathways: 5
Green Curriculum Close analysis of our data shows us that students with higher potential grades (based on KS2 and KS3 performance) cope well with the demands of a wider range of options and multiple examinations. Typically, students who follow this path will have the following timetable: 5 hours of English per week in Y10 and Y11 leading to GCSE English Language and GCSE English Literature 4 hours of Maths per week in Y10 and 3 hours in Y11 leading to GCSE in Mathematics 6 hours of Science per week in Y10 and Y11 leading to the GCSE in each of the sciences (3 GCSEs) (All students will have already completed 3 hours a week in Y9) 1 hour a week of RE leading to GCSE Religious Studies (All students will have already completed 1 hour a week in Y9) An average of 2 ½ hours per week in each of the 3 options (This is split into 3 hours in Y10 and 2 hours in Y11 OR 2 Hours in Y10 and 3 hours in Y11) 2 hours of core PE All students following the Green curriculum will also have the opportunity to study an extra option subject from the list above studied as part of the twilight programme, or, as an alternative to an extra option, they could choose to take GCSE PE in their core time. Blue Curriculum Close analysis of our data shows us that students with lower potential grades (based on KS2 and KS3 performance) succeed and thrive when they have more time to focus on fewer subjects with fewer examinations. A wider choice of courses, often with more practical and vocational components to engage them and sustain them, is also the key to their success. Typically, students who follow this path will have the following timetable: 5 hours of English per week in Y10 and 6 hours in Y11 leading to GCSE English Language and GCSE English Literature 4 hours of Maths per week in Y10 and Y11 leading to GCSE in Mathematics 6 hours of Science per week in Y10 and 4 hours in Y11 leading to the Dual Award (2 GCSEs) (All students will have already completed 3 hours a week in Y9) 1 hour a week of RE leading to GCSE Religious Studies (All students will have already completed 1 hour a week in Y9) An average of 2 ½ hours per week in each of the 3 options (This is split into 3 hours in Y10 and 2 hours in Y11 OR 2 Hours in Y10 and 3 hours in Y11) 2 hours of core PE Making Choices Students will receive either a blue or green options form. This will remind them of the core offer and the option choices available. Students will then simply note their top 3 choices (in order) and students undertaking the Green curriculum will need to clearly note their twilight or GCSE choice in the separate box on the form. The Twilight Option Students following the Green curriculum have the opportunity to take a fourth option either by opting to take GCSE PE in their core PE time OR by choosing to study a subject as a twilight. To support the twilight offer we changed the school day on a Tuesday to enable us to finish lessons at 2.55pm and then start two hours of KS4 Twilight Study at 3.00pm. This change has also enabled staff to offer extra-curricular opportunities on this evening. In 2013 we have approximately 120 students in Y11 and 120 students in Y10 who have taken up the twilight option and retention and attendance have been very strong. We have also been delighted to offer a new GCSE subject of Arabic in the twilight on a Tuesday. 6
PSHEE PSHEE is a planned programme of learning opportunities and experiences that help students grow and develop as individuals, as members of families and of social and economic communities. Students will no longer study an hour a week of PSHEE; instead there are a number of focused learning days to cover the key aspects of the programme. 7
The Options available in the Green and Blue Pathways Blue Green Course Curriculum Curriculum English Language GCSE English Literature GCSE Mathematics GCSE Science and Additional Science (2 GCSE) Separate GCSE Sciences (3 GCSE) Religious Studies GCSE Core PE 4 th option choice in twilight lesson or GCSE PE in Core PE MFL French GCSE German GCSE Spanish GCSE Humanities Geography GCSE History GCSE Arts Art and design GCSE Drama GCSE Music GCSE Music (Music Technology) GCSE Business and Economics Business BTEC Economics GCSE Design and Technology Electronic products GCSE exceptional Food and Nutrition GCSE Graphic Products GCSE Product Design (Resistant Materials) GCSE Textiles GCSE ICT and computing Computing GCSE exceptional PE PE GCSE Dance GCSE Vocational option Health and Social Care BTEC (in school) Catering GCSE (in school) 8
Reasons for Choice There are many wrong reasons for choosing a subject - because friends have chosen it is one - liking the teacher is another. Friends come and go and this year's teacher may not be next year's. The only really sensible reasons for choosing are as follows: Enjoyment. Choose subjects you really enjoy. The course will last for two years - if there is no liking for the subject in the first place it is very easy for things to go wrong. But beware! Be sure that the reasons for liking the subject will still apply in two years' time, and weren't just a passing phase based on one unit of work in Year 9. Ability. Choose subjects you are good at. It is important to choose subjects in which you are successful rather than others where you may do less well as things get harder - your Y9 Tracking should help you decide which these are. A Balanced Education. Balance in your choice of subjects provides you with a wider range of opportunities. For example, balance will result in keeping open doors that over-specialisation might otherwise close and will provide a fuller, more rounded education which will develop your whole personality. Career Relevance. You may not know exactly where you are going just yet, but even if there is only a vague idea it can be worthwhile finding out which subjects would be essential or useful. We stress the importance of choosing a balanced range of subjects as we recognise that career ideas develop and change. How to Make the Choice Please read all the information in this booklet provided by Subject Leaders and discuss it within your family. On the options morning of 6 th February we will be handing out the Options 2014 Choice Form, which we hope will guide you through the process of selecting. This is the same day as the Parents evening. It should be completed and returned to your form tutor by Monday 3 rd March 2014. The Parents' Evening is on Thursday 6 th February. There will be an appointments system operating. After the Choice As teachers, we may feel the need to get back to you for further discussion if we have reservations about the choice of subjects you have made. We may also find that, excellent as the choice may seem, we cannot fit it into the school timetable or cannot afford to run a subject if too few people have chosen it. If this is the case we'll offer you a fresh choice from within the subjects remaining, but we always prefer to give people as wide a choice as possible in the first instance. Financial Support Any young person or family in need of financial support to follow any course where additional materials are required can be helped through the School Hardship Fund at the discretion of the Heads of School. The matter will be dealt with in confidence. Parents should contact Mr Dennis or Mrs Tasker, the Heads of School directly. 9
A Summary of the Green and Blue Pathways Green Blue Subject Hours per Week Subject Hours per Week Year 10 Year 11 Year 10 Year 11 English 5 5 Maths 4 3 English 5 6 Maths 4 4 Triple Science 6 6 RE 1 1 Science and Additional Science 6 4 PE 2 2 Option 1 2 3 Option 2 3 2 Option 3 2 3 RE 1 1 PE 2 2 Option 1 2 3 Option 2 3 2 Non Compulsory Additional Twilight Option 2 2 Option 3 2 3 This Pathway will allow you to achieve up to 11 GCSE grades with greater time in English, Maths and triple Science than previous years This Pathway will support you to achieve up to 9 GCSE grades with greater time in Y11 for both English and Mathematics than the Green Pathway. If you are successful in Core and Additional Science you will be able to study Science at A level 10
Who can help and advise students and parents? Information about the options process will be shared in the following ways: The Y9 Options assembly (Period 4, Wednesday 29 th January) th Y9 Options Information Evening (7.00pm Wednesday 29 January) One to one meeting with the member of the leadership team attached to their form at which time the most appropriate pathway will be shared and explained to the student (30 th January- 4 th February) Y9 Spring Term Tracking will be sent home prior to the Parents Evening Y9 Option Information week (3 rd February) During this time students will learn about the GCSE options and courses in their History, Geography, MFL, DT, Art, Drama, PE, English, Maths, Science, RE and PSHE lessons Y9 Options Morning (Thursday 6 th February) Students will receive more information about their guided pathway and their options forms in period 1 (with Form tutors). In periods 2 and 3 they will have pathway specific briefings about new courses available and the twilight option (Green pathway). Presentations will be delivered for Economics, Computing, Health and Social Care (green) and Business Studies, Health & Social Care and the nature of BTEC (blue) Y9 Parents Evening (4.30-7.00 pm Thursday 6 th February) You will be able to see subject teachers and, if you need it, a careers adviser and Mr Dennis or Mrs Tasker PSHE lessons Subject teachers, form tutors, Ms Simpson, Ms Rhodes or for Vocational options Mrs Ellis. A Careers adviser will be available at the Options Evening, Parents Evening and throughout the day on 6 February. The adviser will be available for drop in sessions but meetings can also be booked for Students and parents. If you are unsure about how your choices will support your career choice then this meeting may be really helpful. Mr Dennis and Mrs Tasker will be available at Y9 Parents Evening and at drop in sessions at lunchtime as well as via appointments at other times. Following the options forms being submitted Mrs Williams, our Curriculum Manager, will begin the mammoth task of creating a timetable for each student. Mrs Williams and Mr Dennis may need to meet and discuss choices with you and your parents if it is proving to be difficult to meet all your option choices. Good luck with your choice. David Dennis Head of School 11
CORE SUBJECTS ENGLISH MATHEMATICS SCIENCE RE PE PSHEE ALL STUDENTS DO THESE 12
English Syllabus Titles: GCSE English Language and GCSE English Literature (Board AQA) The English Department offers students the opportunity to study both English Language and English Literature at Key Stage 4 through two separate GCSE qualifications. Students must undertake a qualification in Literature for their English language qualification to count. 1. Basic Requirements English Language Students will be assessed on work produced throughout the course in controlled conditions (40% of their final grade) and through examination (60% of their final grade). Controlled Assessment comprised of written work. Written Controlled Assessment units will cover the following: Spoken Language Investigation, Extended Text Study and Creative Writing. These will total 40% of the final grade. Speaking and Listening will be assessed separately and students will receive a qualification for this component in addition to their English Language grade. The external examination will comprise one paper (2¼ hours). This will require a reading response to non-fiction material and a writing response where students will be asked to produce two pieces of writing. Writing tasks will ask students to inform, describe, argue or persuade. Two tiers of paper will be set and students will be entered for the tier most appropriate to their ability: Foundation Tier: targeting Grades G - C Higher Tier: targeting Grades D-A* English Literature Students will be assessed on the evidence of coursework (40%) and examination (60%). Students will complete one piece of coursework, covering Shakespeare and Literary Heritage, and sit one examination covering Poetry Across Time and Exploring Modern Texts. The tier arrangements are the same as those for English Language. The texts studied are common to both tiers. Entitlement All students are given the opportunity at Key Stage 4 to study both Language and Literature. These areas are covered by both qualification pathways, and the greatest care is taken to make sure students are on the pathway most appropriate to their needs. L Huckerby Subject Leader for English 13
Mathematics At the moment the Maths Department s intention is to follow the course OCR GCSE Mathematics B. GCSE Mathematics B specification is a linear scheme. Two papers assess the content for the relevant tier: Foundation or Higher. The content is listed in the specification document in four stages within each of the two tiers. The four stages within each tier are: Initial, Bronze, Silver and Gold. The stages are graduated in content and level of difficulty. The stages are designed to: Allow teachers to account for the fact that different learners, or groups, start a GCSE Mathematics course at different points. They allow teachers to identify content in which learners may already be secure. Give teachers the opportunity to target teaching appropriately to the needs of different learners or groups. Promote assessment for learning by providing a series of progressive, accessible targets throughout the GCSE course. Allow teachers to use summative assessments for each stage. This helps to identify strengths and areas for improvement, as well as to give an indication of the current level of performance in relation to the whole tier. Can be used objectively to give learners a Stage Certificate, which does not contribute to the GCSE, but links learners achievement to criteria, giving them a sense of achievement and progress, and providing them with an indication of current performance. ADDITIONAL MATHEMATICS Students who achieve level 8 by the end of KS3 may have the opportunity to study for the Free Standing OCR Certificate of Additional Mathematics, Tuition in Additional Mathematics will not take place until Y11 and will form part of the mathematics syllabus for that teaching group. N Hayden Subject Leader for Mathematics 14
Science Course A: Triple Science (green) OCR GCSE Biology B + OCR Chemistry B + OCR Physics B (These courses are called Gateway Science courses by the exam board) This course leads to 3 separate science GCSE qualifications (GCSE Biology, GCSE Chemistry and GCSE Physics). This means that pupil ability in the 3 separate branches of Science is assessed independently. It provides pupils with a wide knowledge and experience of Science and is therefore the ideal preparation for progression to AS/A2 Science courses. The course offers the opportunity for in-depth study of the 3 separate Sciences without having to reduce the number of optional subjects taken. This is because pupils have 6 periods of Science in Y10 and Y11. Course Summary Pupils will study 6 modules of work for each of the 3 separate courses. GCSE Biology B GCSE Chemistry B GCSE Physics B B1 Understanding Ourselves C1 Carbon Chemistry P1 Energy for the Home B2 Understanding our Environment C2 Chemical Resources P2 Living for the Future B3 Living and Growing C3 Chemical Economics P3 Forces for Transport B4 It s a Green World C4 The Periodic Table P4 Radiation for Life B5 The Living Body C5 How Much? P5 Space for Reflection B6 Beyond the Microscope C6 Chemistry Out There P6 Electricity for Gadgets Each GCSE is assessed by 2 external exams and a controlled condition assessment. GCSE Biology B External Exams GCSE Chemistry B External Exams GCSE Physics B External Exams 35% - Exam Unit 1 - on modules B1, B2, B3 Unit 1 on modules C1, C2, C3 Unit 1 on modules P1, P2, P3 40% - Exam Unit 2 - on modules B4, B5, B6 25%- Controlled Assessment Unit 2 on modules C4, C5, C6 Unit 2 on modules P4, P5, P6 Any area of the biology Any area of the chemistry Any area of the physics Course B: Double Science (blue) OCR GCSE Science B + OCR GCSE Additional Science B (These courses are called Gateway Science courses by the exam board) This course leads to 2 separate GCSE qualifications (GCSE Core science and GCSE Additional science). It will appeal to pupils who have an interest and ability in all branches of Science. The final grades are determined on performance in all 3 branches of science. The course provides the depth and breadth of study for progression to all AS/A2 Science courses. Pupils will have 6 periods of science in Y10 and 4 periods of science in Y11. 15
Course Summary Pupils will study 6 modules of work for the OCR GCSE Science B course and a further 6 modules of work for OCR GCSE Additional Science B course. GCSE Science B GCSE Additional Science B1 B2 C1 C2 P1 P2 Understanding Ourselves Understanding our Environment Carbon Chemistry Chemical Resources Energy for the Home Living for the Future B3 B4 C3 C4 P3 P4 Living and Growing It s a Green World Chemical Economics The Periodic Table Forces for Transport Radiation for Life Each GCSE is assessed by 2 external exams and a controlled condition assessment. GCSE Science B (core) GCSE Additional Science B External Exams External Exams 35% - Exam Y10 40% - Exam Y10 25% - Controlled Assessment Unit 1 - on modules B1, C1, P1 Unit 2 - on modules B2, C2, P2 Any area of science B 35% - Exam Y11 40% - Exam Y11 25% - Controlled Assessment Unit 1 - on modules B3, C3, P3 Unit 2 - on modules B4, C4, P4 Any area of Additional science V Bates Director of Science College 16
Philosophy and Ethics in Religious Studies In Years 10 and 11 students continue and complete the GCSE Religious Studies course they began in Year 9. The syllabus being followed is EDEXCEL specification A, Full Course Module A1 and Module B8. Schools have a legal responsibility to provide Religious Education for all students in KS3 and KS4. By beginning a full course in Year 9 we fulfil the legal requirements in both KS3 and KS4 with the added advantage of a full GCSE grade at the end of the course. The modules to be covered have been chosen because they maintain a balance between developing knowledge and understanding of the main beliefs of Christianity and Islam, and an examination of religious and non-religious responses to contemporary moral and philosophical issues. The issues studied should be of interest to students because they will certainly affect everyone at some stage in their life. Candidates are encouraged to draw upon their own experience in order to evaluate these responses and to develop and justify their own reasoned opinions. The subject will also help students to develop analytical, interpretative and evaluation skills which will help them in other subjects. From the point of view of qualifications, Religious Studies is at least as useful an indicator of a candidate s ability as any other subject. A qualification in Religious Studies is also extremely useful for any career which involves direct contact with people and requires some understanding of human nature, and any career which involves the use of texts. (The legal profession, banking, personnel management, teaching and the medical profession are some of the many careers which come under these headings.) Candidates are not required to belong to any religious group and success in the subject is not measured in terms of personal faith and commitment. All that is required is an open and enquiring mind and a willingness to consider a range of responses to questions of philosophy and morality. COURSE CONTENT MODULE A1 Believing in God: Arguments for and against the existence of God, Origins of the Universe Religious Upbringing, Design in the Universe Religious Experience, The problem of suffering and Evil Matters of Life and Death Is there life after death? Sanctity of life, Abortion, Euthanasia Marriage and Family Life Attitudes to sex, Wedding ceremonies, Bringing up children, Divorce and remarriage Homosexuality Religion and Community Cohesion Multicultural, multi racial society Racism, Sexism, Religious Freedom How these issues are portrayed in the Media MODULE B8 Rights and Responsibilities Ways of making moral decisions and sources of moral authority, Human Rights in the UK, Democratic and electoral processes Genetic Engineering and Cloning Environmental and Medical Issues Pollution, the greenhouse effect, acid rain Use of natural resources, Stewardship / Kaliphaship, Fertility Treatment Organ Transplants Peace and Conflict Pacifism, pietism and the Just War Theory Jihad, World peace and UNO, Conflict and reconciliation between friends and family Crime and Punishment The law, Justice, Capital punishment Laws on Alcohol and Drugs H Bower Subject Leader for RE 17
CORE PHYSICAL EDUCATION Physical Education All pupils will have two hours per week of Physical Education. Pupils will learn the importance and value of leading an active lifestyle through exercise and sport. Pupils will participate in a variety of activities including Games, Athletics, Gymnastics, Swimming, Dance, Outdoor adventurous activities and Fitness. Pupils will develop their skills and techniques in these activities to improve their performance levels and competence. Additionally they will increase their knowledge and understanding about the factors that contribute to leading an active and healthy lifestyle. All pupils will participate in a number of compulsory activities but will also select a number of activity options which reflect their own personal interest. This will enable all pupils to extend their knowledge and understanding further in activities of their choice. Throughout Year 10 and 11 additional activities will be offered to enable pupils to experience new activities off site including swimming, squash and racketball, golf, fitness and Health, hillwalking and climbing. Those pupils who have an interest in sports coaching and leadership may want to select the Sports Leaders option. A Davis Subject Leader for Physical Education 18
PSHEE Personal Social Health & Economic Education What is PSHEE? PSHEE is a planned programme of learning opportunities and experiences that help students grow and develop as individuals, as members of families and of social and economic communities. Why is PSHEE important? PSHEE makes an important contribution to the school s Spiritual, Moral, Social and Cultural Development (SMSC) provision. It promotes students wellbeing by equipping them with knowledge, understanding, attitudes and practical skills to live healthy, safe, productive, fulfilled, capable and responsible lives. PSHEE encourages students to be enterprising and supports them in making effective transitions, positive learning and career choices and in managing their finances effectively. PSHEE encourages students to reflect on and clarify their own values and attitudes, and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future How is PSHEE delivered at KS4? PSHEE will be delivered through a number of Curriculum Enrichment Days in Y10 and Y11. On these days the normal timetable will be suspended so that students can participate in a range of exciting, innovative activities designed to extend and enhance their learning. Topics covered will include: Personal Wellbeing Mental and emotional health dealing with stress and depression, body image Health and lifestyle choices - sex and relationships, substance use and misuse Economic and Financial Wellbeing PSHEE will support students in making their post 16 applications Researching routes at 16+ Self presentation skills CVs, applications, interviews Financial Capability Enterprise Citizenship H Robertshaw Subject leader for PSHEE & Citizenship 19
OPTION SUBJECTS LANGUAGES Arabic French German Spanish HUMANITIES Geography History CREATIVE ARTS Art & Design Drama Music Music Tech PHYSICAL EDUCATION PE GCSE Dance DESIGN & TECHNOLOGY Product Design Electronic Products Graphics Textiles Food & Nutrition VOCATIONAL Health & Social Care Catering BUSINESS & COMPUTING Economics Business Studies (BTEC) Computing MAKE UP TO 3 CHOICES 20
French, German, Spanish & Arabic Modern Foreign Languages are popular subjects in which many students do very well.the GCSE courses in all three languages concentrate on developing further the four language skills already practised in Years 7, 8, 9. Thus the emphasis in lessons is on listening, speaking, reading and writing. Homework includes practice in all four skills. The GCSE courses in French, German and Spanish will appeal to pupils who have an interest in different countries and their people, languages and cultures. They provide the depth and breadth of study needed for progression to AS and A2 courses. Why study a foreign language? There are now closer European links both in leisure activities and in business. The ability to understand and speak a second European language is essential in today s global world. As all European countries make the study of a second modern foreign language compulsory until the age of 16/18, the study of a modern foreign language is essential for equal career opportunities for British students. Linguists develop many useful and transferable skills and GCSE qualifications in a modern foreign language are highly regarded amongst universities and employers, especially with the introduction of the English Baccalaureate. There is now a wide range of university and vocational courses which include the study of a European language. Many university courses now include an optional or obligatory language module both in Arts and Science degrees. Some now even require a language GCSE to access specific courses. What will I study? The GCSE French/German/Spanish courses follow the AQA specification and consist of 4 units of work which are taught across years 10 and 11: 1. Lifestyle 2. Leisure 3. Home and environment 4. Work and education How will I be assessed? Students will be assessed on work produced throughout the course in controlled conditions (60% of their final grade) and through examination (40% of their final grade). Controlled conditions assessments will comprise both written and oral work. Students will complete two speaking assessments which will total 30% of their final grade and two writing assessments which will also total 30% of their final grade. The external examination taken in the summer of Y11 will comprise one listening paper (35-45 minutes) and one reading paper (30-50 minutes). For these, two tiers of papers will be set and students will be entered for the tier most appropriate to their ability: Foundation tier: targeting grades G-C Higher tier: targeting grades D-A* Extra-curricular opportunities Pupils in Y10 and Y11 are encouraged to develop their language skills in a practical way and benefit from weekly conversation classes with our Foreign Language Assistants. The MFL department organises a range of study visits, work experience placements and exchanges in France, Germany and Spain. 21
Arabic We have been delighted with the response to offering Arabic as part of our Key Stage 4 languages offer. Students have been enthusiastic about the language and it makes a great contribution to supporting the language learning that takes place outside school. We follow the Edexcel specification: How will I be assessed? Listening: 23% of overall grade 1 exam at the end of the course - 45 minutes (externally assessed) Speaking: 27% of overall grade 1 exam at the end of the course - 8-10 minutes (externally assessed) Reading: 23% of overall grade 1 exam at the end of the course - 55 minutes (externally assessed) Writing: 27% of overall grade 1 exam at the end of the course - 1 hour (externally assessed) D Wilkinson Subject Leader for Languages 22
Geography Are you interested in the world around you? Do you care about your local area, your city, your planet? Do other countries, landscapes and people fascinate you? Do you like to learn in a variety of ways, through maps, Geographical Information Systems (GIS) and media technology as well as through teachers and textbooks? Do you like fieldwork? Do you want to study a subject with links to Arts and Science subjects, helping you to make balanced subject combinations at GCSE, AS and A2 level? Do you want to study a subject that will take you places? The GCSE Geography course follows the AQA A specification and consists of three units of work that are taught across Years 10 and 11: Physical Geography: 3 topics - The Coastal Zone, Weather and Climate, and The Restless Earth. Human Geography: 3 topics Population Change, Changing Urban Environments and Tourism. Controlled Assessment: Local Fieldwork Investigation Fieldwork Opportunities: There will be a field trip to the East Yorkshire Coast during Year 10 and a visit to the Peak District in Year 11. There is also the possibility of a residential overseas visit to an exciting destination such as Iceland, where we have visited in recent years. How will I be assessed? 25% of the GCSE is assessed through the controlled assessment task whilst the remaining 75% is assessed through examinations. These examinations will test the students knowledge, skills and understanding in both human and physical Geography. Future Opportunities? Geography is considered valuable in many career areas as it provides a broad and balanced education, as well as developing a wide range of skills and understanding that is relevant to modern society. Careers can range from Vulcanologist to Landscape Architect, from Environmental Engineer to Travel Agent and from Town Planner to Marine Hydrologist. I will be happy to provide you with further details about career opportunities or the course in general on request. A Kennedy Subject Leader for Geography 23
History Why study History? History continues to be amongst the most popular options at GCSE. Students of all abilities enjoy studying History because: They study a broad and diverse range of people, places and periods They learn in a wide variety of ways, to suit students different needs and learning styles They are provided with the opportunity to debate and explore a range of controversial issues and events You will be choosing a GCSE subject that; Is very highly regarded by colleges, universities and employers. Develops your analytical, evaluative and critical skills; these skills will make you an effective historian, and will also equip you for a wide range of post-16 opportunities. If you have enjoyed History in your first years at secondary school, you will probably enjoy it even more at GCSE level. What will I study? Unit 1 Medicine and treatment This unit focuses on change and continuity over time from Roman Britain to the present day. The key themes are people s understanding, treatment and prevention of illness. Unit 2 - The American West c1840-1895 This unit focuses on a key period in depth. You will explore why different groups migrated West and what effect this had on the Plains Indians. You will be able to explain which other groups settled on the Plains. You will explore the conflict on the Plains and what the results of this were. Unit 3 Protest, law and order in the twentieth century This unit will develop your source evaluation skills. You will examine four case studies as examples of the causes, leaders and tactics of protests and of the responses of the authorities and outcomes; the case studies include the Suffragettes 1903-1914, the General Strike, 1926, the Miners Strike, 1984 and the Poll Tax protests, 1990. Unit 4 China 1945-76 This is a controlled assessment unit, which will focus on the triumph of Communism, the Great Leap Forward and the Cultural Revolution. We will answer the question Mao: hero or villain? How will I be assessed? Units 1, 2 and 3 will all be assessed by examination at the end of Year 11; each of these exams is worth 25% of the GCSE qualification. The final 25% is awarded through the completion of Controlled Assessment (three questions) relating to Unit 4. A McAuley Subject Leader for History 24
Art & Design If you visit the Art rooms during GCSE lessons, you will see students working independently, using a range of media. Clay work, Paint; Mod Roc, Silk Painting, Felt Making, Screen Printing, Batik, Sculpture, Graphic Design, Coloured Pencil, Etching, Pastel etc are all being used. How do students develop the skills to work with so many materials with confidence? When you begin the course you will take part in a series of workshops designed to build on, or add to, previous experiences. You will take part in painting and drawing; use of pencil/coloured pencil; silk-screen printing; silk painting; clay sculpture; batik; felt making, etching and graphic design. These workshops will develop from work on organic forms (flowers/ skulls/ bugs/ plants); and will be the start of your first project. This part of the course is about learning new skills, with lots of support from your teacher. During the course you will be required to work from primary sources (objects that are in front of you), contextual sources (looking at the work of artists, designers and craftspeople) and other sources to develop your ideas. The emphasis is on your personal response, using your research to develop exciting and interesting outcomes that demonstrate your skill and creativity. This part of the course is about learning to develop ideas, and then make them. We will go to London, visiting the Victoria and Albert Museum to look at the wonderful collections from non-western cultures such as India, Japan, China, and Islam; and the National Gallery to work from the fantastic collection that includes work by world-famous artists such as Rembrandt, Monet, Van Gogh and many others. The work you do here will be developed into a piece of coursework. We also visit the Yorkshire Sculpture Park as a further starting point. This part of the course is about showing that you understand that we are influenced by the work of others. This is how Art has changed and developed for centuries. As Picasso said, Bad artists copy, great artists steal. Homework is marked as part of the coursework and is set every 2-3 weeks. They will be like those you are used to doing in KS3. These tasks link to complement and support the work being covered in the classroom. Another homework task might be building up study sheets. All the homework you do will be submitted as part of the coursework portfolio so it counts towards your GCSE! Will I enjoy this work? Do I have to work hard? Will I learn new techniques? Will I get to go on trips? Will I discover new artists and develop my own ideas? Yes to all of these if you follow the course with enthusiasm and commitment! Student surveys show that the course is interesting, creative and allows students to develop as individuals. Students tell us that they enjoy the course. Attainment: results are consistently outstanding in Art. Typically, if you gain a level 6 or above, you are likely to achieve an A or an A*. In 2013 our results were: A* 43% A* or A 66% A*-B 84% A*-C 95% What does this mean for you? That the course is successful and delivers consistently outstanding outcomes for students. 25