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Eaton Bank SchoolCongleton

February 2010

Dear Students

You have important decisions to make in the next few weeks. The choices you make will influence your future. Over the next two years, during your GCSE, BTEC or Diploma course, you will acquire knowledge, skills and personal qualities that will equip you for successful and happy lives. This year there are even more choices than ever with a range of new qualifications. Fortunately, you do not have to make these decisions alone. Parents and teachers will be more than willing to help. Make sure that you read carefully all of the course descriptions given in this booklet. Ask the subject teachers questions if you are unsure. Consult the Connexions team. Talk to students already studying the courses. In short, do your homework so that when you come to Options Evening on

Thursday 4th February, you will already have some ideas about which options you would like to choose.

The meeting will be in the hall at Eaton Bank School and it will begin at 7.00pm. Mr Roberts and I will talk to you about the experiences that you can expect during the two years. Afterwards, Heads of Department and Diploma deliverers will be available for you to ask questions about specific subjects. This should enable you to make your final decisions. Options Forms must then be given in on Friday 12th February.

If you are worried and need guidance before the Options Evening you can talk to me or any of your other teachers. We are here to help!

Yours sincerely

Ann WebbDeputy Head

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Welcoming you to your KS4 Studies at Eaton Bank

This is an important time for you. The next two years will be significant in shaping your future careers. We want you to succeed and will support you every step of the way.

Our pledge

We will provide a learning environment that is stimulating and supportive so that all of you can reach your potential.

We will guide you through making appropriate decisions.

Our expectations

We will expect you to follow a broad and balanced curriculum.

We will have very high expectations of all of you.

We will expect you to work hard and manage your time effectively.

We will encourage you to take part in a wide range of extra-curricular activities.

Your Courses at Key Stage 4

This booklet contains details of all of the subjects at Key Stage 4, including both the compulsory and optional subjects.

Compulsory Subjects:

GCSE English GCSE English Literature GCSE Mathematics GCSE Science – Biology, Chemistry, Physics Physical Education Personal, Social, Health, Citizenship and Economic Education IT– OCR Nationals

Optional Subjects: You must choose either FOUR other GCSE subjects or opt to study one of the diplomas on offer which take roughly the same time as 5-6 GCSEs:

GCSE Options

This gives you great freedom of choice but also requires you to show responsibility and choose wisely.

It is very important that you study a broad curriculum so that you leave your options for the future as varied as possible. We strongly recommend that you choose a broad selection from Design Technology, Humanities, ICT, Modern Foreign Languages, Physical Education and a Visual or Performing Arts course.

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BTEC Firsts

BTEC Firsts are Level 2 qualifications that are the equivalent of traditional GCSEs at grades A* to C. In 2007, there was a 50% increase in BTEC uptake across schools in the UK. There are currently over 60 BTEC First qualifications available and at Eaton Bank we intend to offer a number of BTEC Firsts across a range of subjects. Teachers will guide students towards BTECs if they feel that these courses will help them to secure their best possible outcomes.

BTEC qualifications are delivered and assessed by our teaching staff who use a variety of assessment opportunities appropriate to the outcomes being assessed. These may include, for example, projects, presentations and case studies. Outcomes are measured using grading criteria, or Pass, Merit or Distinction. All assessment is quality assured through internal verification and sampled through a range of external verification activities led by Edexcel, one of the examination bodies.

The Diploma

In 2008 a new qualification for 14-19 year olds, at three levels, was introduced – The Diploma. The Diploma is a qualification based around employment sectors, combining academic study with practical experience. Students will study Diplomas alongside the compulsory subjects. It takes broadly the same time as 5-6 GCSEs and will be offered at Level 1 and 2 depending on the aptitude of the student. Please read through the booklet to the section on Diplomas to find out more information.

Supporting You Through Your Key Stage 4 Courses

You will be guided every step of the way. Your Tutor and Head of House will play a key role in monitoring your progress across all of your subjects. You will be shown how to study effectively, prepare for examinations and manage your time. If you require support at any time you can talk to your Form Tutor as well as your subject teacher.

Some students will receive additional support on our Assertive Mentoring Programme. This will provide focused support for those students where, for whatever reason, it is felt that they are not maximising their potential. Mentoring involves meeting with a mentor on a regular basis for a one-to-one progress discussion. You will review your achievements to date and set targets for improvement. Your parents will be kept informed, as appropriate, throughout the mentoring process.

Skills For Life

We believe that there are skills that need to be developed to prepare you for your future as adult citizens.

Work Experience

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All students will have a Work Experience Placement. The placement currently lasts for one week. During that time you will be in a real work place environment whether it be a bank, laboratory, factory, shop, school or office. You will be able to select from a wide range of experiences, the one that most suits you. You also have the possibility to organise a placement yourself to guarantee it is appropriate! A successful work placement is as important as a qualification. Employers are keen to find out about what you did on work placement and particularly, what you learnt.

Information & Communication Technology

Information and Communication Technology is of central importance, whatever your chosen subject combination. At Eaton Bank School, as well as learning to use the usual industry-standard software such as databases, spreadsheets and word processing, you will be encouraged to use ICT as a tool. In all subject areas you will be able to use the internet to research topics and broaden your understanding of each subject.

Personal, Social, Health, Citizenship and Economic Education.

Beyond the Key Stage 4 courses we believe that education has an even broader function – that is to more fully understand the world in which we live. To achieve that aim, we focus the PSHCEE carousel throughout Year 10 and Year 11 on issues related to health, relationships, financial education and understanding the effect we as individuals can have on a local or global stage.

Students will complete a two-year course based on the following modules:

Year 10 Moral Issues Sex and Relationships EducationCareers/Progress File Global Citizenship

Year 11 Crime and Punishment Healthy RelationshipsFinance Capability Careers/Progress File

Students have the opportunity to enhance their skills in areas such as debate and presentation, research and the analysis of a wide variety of issues. Each module of the course will last for approximately 8 weeks with an assessment at the end of each topic area.

One of the most important aims of the PSHCEE carousel is to realise awareness of issues that may at some stage affect some or all of us – this time is to be used to ask questions – Why is safer sex important? What does APR mean? Why doesn’t “LIFE” mean “LIFE”? How can I make a change that will affect someone on the other side of the world? – to name but a few.

‘The Eaton Bank Challenge’ is a range of experiences which aims to develop the skills and competencies of our students. These experiences go beyond the requirements of the National Curriculum and aim to develop ‘the whole learner’ and prepare them for all aspects of life and not just academic success. They have been agreed by the staff, students and governors of the school.

The ‘Eaton Bank Challenge’ is based on the principle that ‘Every Individual Matters’ and should be:

HealthySafeEnjoying and Achieving

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S ixth Form Centre S ixth Form Centre

Making a positive contributionExperiencing economic well-beingHaving local access to opportunities

Students will be involved in the following activities at some stage in their timeat Eaton Bank:

A Performing Arts experienceDemocracy in actionFund raising for charityAn ecological awareness experienceA Community action projectWork / vocational experienceA sporting experienceA residential experienceA competitive experienceA spiritual experienceA regional and an international learning experienceA presentation to outside agenciesAn opportunity to leadHaving a voiceDelivering an assemblyBeing part of the running of the school for a dayA one to one meeting with a senior member of staff A Careers programmeA social eventAn outward bound eventBeing part of a familySurvival skillsA multi cultural experience

Work Related Learning and Enterprise

During Key Stage 4, all students will have the opportunity to learn in the “work” environment, they will be encouraged to take risks, manage finances and develop an awareness of business. They will support and develop their learning in real world problem based, collaborative projects. Students will have responsibility for the project’s development and the finished product!

Beyond the Classroom

The Curriculum in Year 10 and 11 is not just about studying. Examination success is clearly a vital aspect of your schooling, but at Eaton Bank School we will encourage you to look for opportunities beyond the classroom. As individuals, we all need to balance work with play. You will be able to select from a wide range of extracurricular activities. These will include: school productions involving drama, dance and music; fashion shows; pop festivals; sporting activities and a wide range of activity clubs.

Your Future

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It will not be long before you start to look and think beyond your courses at the end of Year 11. Staying on at the Eaton Bank Sixth Form Centre will provide you with the opportunity to carry on your studies, eventually to ‘A’ Level. At the Sixth Form Centre, you will be taught by teachers who already know you. You will have your own Centre with I.C.T. facilities and a social area. During Year 11 you will be given a Sixth Form Prospectus and an Application Form and your teachers will advise you as to which courses are most suitable for you.Careers guidance will be an important aspect of your time in Year 10 and 11. All students are entitled to a careers interview with Connexions. Mrs Rowarth, (Connexions) and Mr Turner (Work Related Learning, Careers & Enterprise Coordinator) will provide you with the support that you need in finding the most suitable career path for you. During the two years there will be opportunities for you to develop interview skills and master the technique of application writing. Representatives from the world of work will come to school to explain to you about their job, the qualifications needed and future career progression. You will have the opportunity to attend careers fairs and, of course, you will have your Work Experience Placement in Year 10.

The following courses are offered at Eaton Bank School

CateringGraphic ProductsProduct DesignResistant Materials

Business StudiesBusiness CommunicationsICTCiDA – Certificate in Digital Applications

GeographyHistoryReligious Studies

FrenchGermanSpanish

Art & Design Art – TextilesDance DramaMusicPhysical EducationCertificate in Salon Services (Hairdressing/Beauty Therapy) in collaboration with Macclesfield College

Diploma in Engineering in collaboration with Macclesfield College Diploma in Manufacturing in collaboration with Macclesfield CollegeDiploma in Society, Health and Development in collaboration with Macclesfield CollegeThe Land Based Diploma in collaboration with Reaseheath College in Nantwich

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The Diploma can not be studied with any other options

Choosing from this list needs to be done carefully. An example of a broad choice would be Dance, D&T – Product Design and Geography or Business Studies, Drama or Art. However, it would be possible to double up in one area choosing, for example,

History, Religious Studies and Physical EducationICT, D & T - Catering, and D & T - Product DesignFrench, Spanish and Music

It would not be possible, or wise, to choose 3 subjects which were too similar such as:

Art & Design, Art - Textiles Dance, Drama and MusicBusiness Communications, Business Studies and CiDAGeography, History and Religious Studies

You need to think about your selection carefully and ask questions if you are unsure.

Once you have made your choices and returned your form to your tutor, we will look at your selections and discuss them with students who the teachers feel have not chosen wisely. Parents will be invited to be part of this process.

The rest of this booklet gives you details of all of the courses on offer so that you can make an informed decision.

1. Core Subjects

2. Options Across the Curriculum

3. Options Form

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English Language and English LiteratureHead of Department : Miss Shelley BoswellHow are you reading this? How do you learn and pass on what you learn to others?

You are already an expert at English, and your GCSE courses in English Language will help you build upon and develop further the key skills of communication. The courses will help you understand and use both written and spoken words. English Literature helps us share the lives of other people and often puts into words experiences we all have, but in an exciting and interesting manner.

In your English studies you will be involved in reading novels, stories, plays and poems as well as studying newspaper and magazine articles, films and television.

EXAMINATION ASSESSMENT:

All students will be assessed for English Language and English Literature. Their results will be based on their performance in external examination which will be 40% of their total GCSE English Language marks and 60% Controlled Assessment. English Literature will be assessed in external examination which will be 75% of their total marks and 25% will be Controlled Assessment

The syllabus for 2010 is outlined below.

ENGLISH LANGUAGE (AQA Syllabus)

Unit 1: Understanding and Producing Non-Fiction TextsUnit 2: Speaking and ListeningUnit 3: Understanding Spoken and Written texts and Writing Creatively

ENGLISH LITERATURE (AQA Syllabus)

Unit 1: Exploring Modern TextsUnit 2: Poetry Across TimeUnit 3: The Significance of Shakespeare and the English Literary Heritage

ORUnit 4: Approaching Shakespeare and the English Literary HeritageUnit 5: Exploring Poetry

For the terminal examinations, candidates will be entered for 1 of 2 tiers:Tiers of Entry Possible Obtainable GradesFoundation (F) G,F,E,D,C.Higher (H) D,C,B,A,A*

COMMITMENTS/DEADLINES:

Homework assignments will be set regularly over the two years of the course and will be marked by subject staff. Moderating procedures will be standardised externally. It is

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important that students are responsible in planning their workload over time and meeting the stipulated deadlines.

Media Studies

In a world where the media is becoming a more significant part in people’s lives it is imperative that we prepare our students to respond critically and thoughtfully to the media texts around them. Therefore, every GCSE student studying English will also gain a qualification in Media studies. Some students will take an additional qualification in GCSE Media, whilst others will study for a BTEC in Creative Media. This is an exciting opportunity and students’ teachers will decide on the qualification suitable for the group.

Mathematics Head of Department: Mr L Marling

1. Recently there have been two national changes to GCSE Mathematics. There are now only 2 levels of entry:

Higher - grades A* to D and Foundation - grades C to G

This brings Mathematics into line with all other GCSE subjects.

2. There is no coursework requirement. (Although GCSE statistics still has a coursework component.)

With the advent of this new structure, we here at Eaton Bank have taken the opportunity to tailor the Mathematics courses we offer better to the needs and aspirations of our students.

We want to prepare Sets H1 and H2 for AS/A2 MathematicsThese sets will study for 2 GCSEs in Mathematics

GCSE Mathematics (OCR GCSE Mathematics A ~ J567)and

GCSE Statistics (AQA Statistics 3311)Both courses are linear.

Assessment:GCSE Statistics 1 x 2.5 hour written paper 75% June of Year 10

1 piece of coursework 25% during Year 10GCSE Mathematics 2 x 1hr 45min written papers 100% June of Year 11

We want students in sets H3, H4, F1 and F2 to achieve a GCSE grade C+These sets will follow the OCR GCSE Mathematics (J567 or J562) course. These courses are linear. The modular option is no longer available for June 2012.

We want students in sets F3 and F4 to study Maths practicallyThese students will also follow the OCR GCSE Mathematics C modular course, BUT will complete it in Year 10.

Assessment:The best 2 module scores from 3 attempts 50% across Year 101 x 2 hour written paper 50% June of Year 10

In Year 11 they will complete a vocational course in Mathematics. The one we have chosen is the Free Standing Mathematics Qualification in Managing Money. More details will be available to participating students.

Although our new structure looks complicated it does not hinder students changing sets as appropriate (as we have always done).

If you are unsure of anything, either:Encourage your son / daughter to discuss it with their Maths teacherCall your son’s / daughter’s Maths teacherE-mail Mr Marling at: ma@eatonbank.cheshire.sch.uk

Science - Biology, Chemistry and Physics

Heads of Departments : Mrs Whiting (Head of Science and Biology)

Mrs Bennett (Head of Chemistry)

Mr Wakeham (Head of Physics)

You will study Biology, Chemistry and Physics and will be guided by the department towards the most appropriate course to suit your learning needs. This will ensure that all of you are given the best possible opportunity to succeed and will take into account your learning styles as well as the assessment approach that works best for you. Pathways 1 and 2 will provide you a science background that will prepare you to take Biology, Chemistry or Physics at A Level, depending on how well you do. Pathway 3, the BTEC First in Applied Science, will provide you with a well rounded science experience.

You will begin your new Key Stage 4 course after Easter in Year 9, when you have completed your Key Stage 3 course. Your assessments in Key Stage 3 will allow your teachers to ensure that you are on the most appropriate pathway.

Pathway 1 Separate GCSEs in Biology, Chemistry and Physics

This pathway is for the most able Science students in the top two sets. You study all the topics in GCSE Science and GCSE Additional Science plus 2 more topics of Biology, 2 more of Chemistry and 2 more of Physics. As well as more topics you will also have more exams than students who choose Pathway 2. Your exams will be in January and June of Year 10 and 11. By the end of Year 11 you will have gained 3 GCSEs in Biology, Chemistry and Physics.

Skills assessments make up one third of the marks for each separate GCSE. The assessments are either those described below in GCSE Science (“Can – Do tasks” + “Science in the News”) or those described in GCSE Additional Science (Practical Skills, Research Study and Data Task.)

Pathway 2 GCSE Science and GCSE Additional Science

This pathway is for Science students who are likely to achieve grades A-C in their Science GCSEs

GCSE Science – examined in January and June of Year 10.GCSE Additional Science – examined in January and June of Year 11By the end of Year 11 you will have gained 2 GCSEs in Science.

Year 10 “GCSE Science”

This is examined and completed in Year 10.

One third of the marks come from an exam in January of Year 10. This tests the separate Biology, Chemistry and Physics modules that you will study before January. Another third comes from an exam in June in Year 10 and the final third from “skills assessments” completed under supervision in class.

The skills assessments consist of “CAN DO tasks”, which test practical skills carried out during experiments, and two “Science in the News” assessments. For “Science in the News” you are given about a week to research secondary sources about a contemporary issue in science and then have to write a response to a specific question under supervision in the lab. For example, you might need to gather research to help you respond to a question such as “Should we build more nuclear power stations?”

Year 11 “Additional Science GCSE”

This will start immediately after the Year 10 GCSE exam has been taken. It deepens and broadens the Biology, Chemistry and Physics learned in Year 10. It has a similar assessment pattern with exams in January and June, with the remaining third coming from skills assessments.

The skills assessments again include practical skills demonstrated during experiments, plus “Research Studies” and “Data Tasks”. You will carry out two Research Studies. For these you are given about a week to research a specific aspect of biology, chemistry or physics and then write up your findings under supervision in the lab. Two Data Tasks involve you carrying out experiments and then analysing and evaluating your results and the procedures used.

Ability groups

For your Science course you will be taught in ability groups (sets). For the GCSE courses you will be assessed regularly and we will discuss your progress with you. We will then enter you for examinations at either Higher or Foundation level, whichever level helps you to achieve the best grade possible.Higher………for students most likely to achieve grades A*,A,B, (C)Foundation…for students most likely to achieve grades C,D,E,F,G

Students taking Pathway 1 (the separate GCSEs in Biology, Chemistry and Physics) will normally be entered for the Higher Tier.

Pathway 3 BTEC First in Applied Science

You study six units that cover the core Science curriculum and relate it to a workplace context. The work is assessed as portfolios that use a variety of assessment methods including case studies, assignments, projects and performance observation. You will be expected to do a lot of practical work and to have covered every item in the units to enable you to achieve the qualification.

By the end of Year 11 you will have gained the equivalent of 4 GCSEs in Science.

The units of study are as follows:

Unit 1: Scientific PrinciplesUnit 2: Science and the World of WorkUnit 3: Chemistry ApplicationsUnit 4: Physical Science ApplicationsUnit 5: Biological Applications

You will also study one other unit to complete the course. This may be one of six alternatives.

You may be set assignments that you must do on your own as well as others done in class. You will gather all the evidence as portfolios and these will be assessed by the school and may be externally moderated. If you are absent you must catch up on missed work. In other words ALL the criteria must be met to gain the award. There will be no exams in this qualification.

Resources

You will be lent a textbook and given a workbook for each Science pathway taken. These have been written especially for this course. You will write in and keep the workbooks for homework and independent study. You will also be given a personal login to “Gatewayscienceonline”, a website enabling you to learn “anywhere, anytime”.

Key Stage 4 Physical EducationHead of Department : Mr N Brownsword

All students will perform Physical Education during Years 10 and 11.

The objectives of the two year programme are that:-

1. Students have the opportunity to acquire and develop skills from a range of activities available to them.

2. Students develop an understanding of tactics, strategies and an awareness of the benefits of planning and preparation.

3. Students learn to evaluate and improve performance and are able to make informed judgements on the strengths and weaknesses of their own, and other students’ performance.

4. Students develop knowledge and understanding of fitness and health. They will design and carry out a training programme.

During the Key Stage, students should enhance their knowledge, skills and understanding through participation in at least two of the following areas.

1. GAMES ACTIVITIES – [Including Football, Netball, Basketball,Hockey, Rounders, Badminton, Tennis]

Students a] Play competitive gamesb] Use advanced techniques and skillsc] Respond effectively to changing situations within their

games

2. GYMNASTIC ACTIVITIES – [Trampolining]

Students a] Compose and perform sequencesb] Use techniques and skills with precision

3. ATHLETIC ACTIVITIES

Students a] Take part in athletic eventsb] Use techniques and skills with precision, speed,

power or stamina

Design and Technology

Head of Department : Mrs J Angus Within the Design and Technology Department students are able to opt from one or more of the following courses

Catering Graphic Products Product Design Resistant Materials

D & T : CateringHead of Subject : Mrs J JonesThere are two units of study which concentrate on the food preparation and service aspect of the hospitality and catering industry.

AREAS OF STUDY:

The industry – food and drink Job roles, employment opportunities and relevant training Health, safety and hygiene Food preparation, cooking and planning Nutrition and menu planning Costing and portion control Specialist equipment Communication and record keeping Environmental considerations.

SUMMARY OF ASSESSMENT

Unit 1: Catering skills related to food preparation and service

Controlled Task

Two practical tasks selected from a bank of six WJEC set tasks. Internally assessed using WJEC set criteria and externally moderated.

45 hours in total

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Unit 2: Catering, food and the customer

Written Paper: 1 ¼ hours

One paper which will be externally set and marked. All questions compulsory and targeted at the full range of GCSE grades. The paper will contain short-answer, structured and free response questions drawn from the catering content.

This examination will be available either as an electronic assessment or as a traditional written paper.

Weighting: 40%

D & T : Graphic ProductsHead of Subject : Mrs J Angus

If you have enjoyed designing and taken pride in the presentation of your design work, then this could be the course for you. The course is concerned with designing and making products that would, in industry, be produced by a Graphic Designer. You may do some modelling in suitable materials such as plastic or wood but the majority of the course will take place in a graphics studio and not a workshop. It will help you to understand the increasingly technological world.

COURSE INFORMATION:

In the early part of the course you will produce a number of minor projects, each having a design folder to support the product you make.

The Major Coursework Project will begin in the Summer Term of Year 10 and will be completed by Easter in Year 11. For this project you will need to find a design problem to solve. You will get support from your teacher to help you to choose this and to ensure that it is suitably challenging for your ability. This project will concentrate on graphics techniques and presentation skills to produce a final outcome.

Typical projects may be: A perfume bottle, the packaging and point of sale display. A menu, logo and packaging for a fast food restaurant. C.D. promotion and giveaways.

Skills and knowledge will be taught in relation to the activities undertaken. Every effort will be made to incorporate the use of new materials and modern technologies such as Computer Aided Design and Manufacture. Many outcomes will be produced using ICT.

ASSESSMENT: AQA - Design & Technology Graphics Products 3543 Full course

Coursework : The Major Project is worth 60%. (Deadline 31st March)

This is divided into; Designing 20%Making 40%

Written Paper 40%

An examination at the end of year 11 will test student’s ability to design and their understanding of the design process. There will also be questions on knowledge of materials and processes.

COMMITMENTS/REQUIREMENTS:

You should be interested in designing through sketching and modelling and in making high quality outcomes. You will need to be able to undertake tasks, such as researching, on your own and be able to plan your work so that you can meet deadlines.

You will need to provide an A3 folder to keep your design work in.

D & T : Product Design Head of Subject : Mr R Mitchell

If you enjoy designing and are interested in the products around you and their use by the consumer then this course could be for you. You will analyse everyday products and re-design them concentrating on their appearance, styling, comfort, colour etc. In order to do this you will model in paper, card and foam and use at least one other ‘resistant material’. Emphasis will be placed on market influences, the user and how objects are manufactured, giving an insight into industrial techniques and issues such as environmental concerns. The evolution of Product Design and major developments in technology will also be studied.

COURSE INFORMATION:

In the early part of the course you will produce a number of minor projects, each having a design folder to support the product you make.

The Major Coursework Project will begin in the Summer Term of Year 10 and will be completed by Easter in Year 11. For this project you will need to find a design problem to solve. You will get support from your teacher to help you to choose this and to ensure that it is suitably challenging for your ability. This project should be chosen to concentrate on a material area that you prefer.

ASSESSMENT:

GCSE AQA - Design & Technology Product Design 3544Full course

Coursework : The Major Project 60% Deadline 31st. March

This is divided into: Designing 20%Making 40%

Written Paper 40%

An examination at the end of Year 11 will test student’s ability to design and their understanding of the design process. There will also be questions on knowledge of materials and processes.

COMMITMENTS/REQUIREMENTS:

You will need to be able to undertake tasks, such as researching, on your own and be able to plan your work so that you can meet deadlines.

You will need to provide an A3 folder to keep your design work in.

If you have any questions about this course please see Mr Mitchell.

D & T : Resistant MaterialsHead of Subject : Mr R Tyrie

If you have enjoyed designing and making useful products in the workshops, then this could be the course for you. The course is concerned with designing and making in plastics, metal and wood and will give you an insight into the workings of industry. It will help you to understand the increasingly technological world.

COURSE INFORMATION:

In the early part of the course you will produce a number of minor projects, each having a design folder to support the product you make.

The Major Coursework Project will begin in the Summer Term of Year 10 and will be completed by Easter in Year 11. For this project you will need to find a design problem to solve. You will get support from your teacher to help you to choose this and to ensure that it is suitably challenging for your ability. This project can be made in the material that is most appropriate and may include electronics if you wish.

Skills and knowledge will be taught in relation to practical activities as the course progresses. Every effort will be made to incorporate the use of new materials and modern technologies such as Computer Aided Design and Manufacture.

ASSESSMENT: AQA - Design & Technology Resistant Materials 3545 Full course

Coursework : The Major Project is worth 60%. (Deadline 31st March)

This is divided into: Designing 20% Making 40%

Written Paper 40%

An examination at the end of Year 11 will test students’ ability to design and their understanding of the design process. There will also be questions on knowledge of materials and processes.

COMMITMENTS/REQUIREMENTS:

You should be interested in designing through sketching and modelling and in making in the workshops. You will need to be able to undertake tasks, such as researching, on your own and be able to plan your work so that you can meet deadlines.

You will need to provide an A3 folder to keep your design work in.

Business Studies and ICTWithin the Business Studies and ICT Department students are able to opt for the following subjects. We strongly advise that students discuss these options with the ICT and Business Studies Departments so that they can be guided to the most appropriate course for their learning needs.

Business Studies GCSE Business Communications GCSE Information Communication Technology GCSE CIDA – Certificate in Digital Applications

Business StudiesHead of Department : Mr T McNulty

Assessment in this subject is currently through:

2 x 1 hour Written Examination 75% Controlled Assessment 25%

The GCSE Business Studies course provides students with a more rigorous academic introduction to the business world, and in particular how firms are set up and what enables them to grow. It aims to give students a thorough and detailed academic grounding in the subject of Business Studies in that they learn about the internal workings of a firm (see summaries of the subject content below), as well as the important things that can influence companies from the outside such as taxation, exchange rates and interest rates.

Those deciding to do the course will learn in a variety of ways such as through role-play, visits, case studies, guest-speakers, note-taking, video, preparing presentations and group work. GCSE Business Studies lessons will also provide opportunities for practising and developing the three main key skills of ICT (but please note that the majority of lessons will take place in a traditional classroom setting and not in computer rooms), communication, and application of number, alongside the wider key skills of working with others, problem solving, and improving learning. Students are currently assessed through sitting two exam papers, each of one hour duration. The first of these is taken in the first year of the course, and the second in the final year of the two year course. In addition, there is an assessment carried our under controlled conditions midway through. Those applying for this option should feel confident in their ability to write detailed and sometimes

lengthy responses to exam questions, and to handle some standard mathematical calculations.

The course provides an excellent academic foundation for those wishing to do Business Studies and/or Economics in the Sixth-Form and to an even higher level.

People in Business

This aspect of the course enables students to learn how a firm recruits, trains, motivates and rewards its most important asset – its people, or personnel.

Finance

Essential to the success of all competitive companies is sound understanding and control of finance. Students will, for example, examine sources of finance, different costs, and why revenue and profit are important. Balance sheets, P & L accounts, and cash flow forecasts are both compiled and interpreted.Marketing

Students become familiar with how a company gains and retains customers, and ensures that it meets the needs of its customers whilst making a profit. Market research, the product life cycle, and the marketing mix are examples of topics within this area.

Business Systems [Production]

This facet of the course introduces students to how a business best manages its resources to bring about the most efficient method of providing its products. Quality control, research and development, total quality management and stock control systems are some areas studied through this component of the course.

Business Communications

Head of Subject : Mrs J BradshawAssessment in this subject is through:

Written Examination 75% Controlled Assessment 25%

This course is designed for the student who would like to study elements of business, but prefers a more hands-on learning style that has a strong ICT element to it. We study how communication takes place both within a business and the outside world and how ICT is applied in a business environment. Students should be interested in learning about how a business is set up and what it takes to be a great entrepreneur.

From this new specification that will be offered from September 2009, students draw their knowledge and understanding from four main sources these include: information – electronic, organisations, paper and people. In companies today, the use of ICT as a business tool is widespread and essential to their success. Students opting for this new course should already be able to confidently use a range of software packages for themselves. Students will learn how to be a creative thinker, how to make decisions and work with numbers to solve business problems. They will learn about the world of business through research and investigation, as well as through practical tasks. Students will be expected to be motivated to work independently, and meet the frequent assignment deadlines promptly– as they would be expected to do in a business. All aspects of the specification below are compulsory which ensures that students have a full and balanced overview of the subject.

The course is comprised of three units.

Unit 1 : Introduction to Small Business

The focus is on spotting a business opportunity and having the entrepreneurial skills to develop and start up a business.

Unit 2 : Investigating Small Business

This section is internally assessed and comprises research/investigation into a small business, using the content from Unit 1.

Unit 3 : Business Communications

The focus is on communication, business communication tools and communicating via the Web.

Information TechnologyHead of Department : Mr M Hogan

COURSE INFORMATION:

GCSE Information Communication Technology

Why study Information and Communication Technology? It’s Sunday night and you’ve had a big weekend. You’ve been socialising on Twitter, Facebook, or MySpace. You caught up with friends to watch YouTube and battled it out for first place on the Wii. Once again, you had to help your dad with downloading music and surprisingly even remembered to Wikipedia that info you need for school. Let’s face it, you live in a world of technology and you know how to use it, why would you need to learn it? Well, GCSE ICT is not how you use technology but how it works and the effects it has – not just on our daily lives but in everything from commerce and communication, to politics and the music industry. It’s the way of the future for all careers – so whether you’re looking at heading towards business studies, fashion, engineering, graphic or game designing, health or the environment, you will need to know how ICT works and the impact it has. AQA GCSE ICT is a well recognised and valued qualification and will get you ready for your next steps, whether that may be college, university or employment. So, whatever career path you are thinking of choosing, explore ICT to help get the future you want.

You will study:

Look at current and upcoming technologies; look at what ideas and resources are needed to create the latest technology. You can explore companies such as Apple, Sony, IBM and Google.

How to solve problems using ICT tools and techniques; Look at the different stages of creating a new ICT tool from generating ideas to producing the tool or system.

Look at a variety of ICT tools that interest you such as: Communication tools like Facebook and the Internet Control systems such as Sat Nav and business tools like Word

Processing and DTP

Leisure activities like booking movie tickets or downloading music Even tools such as predicting natural disasters like earthquakes and

tsunamis.

The impact of ICT on society: You get to explore real life situations that ICT has an effect on legal, social, economic and environment areas. You can discuss personal effects of ICT including the growth of personal websites and social networks.

How teams can work together using ICT; Looks at how people can work together if they are in different offices or working from home.

ASSESSMENT:

There are three assessment units:

Unit 1 exam – 40% (Systems and Applications in ICT)Unit 2 internally assessed – 30% (The Assignment: Applying ICT)Unit 3 internally assessed – 30% (Practical Problem Solving in ICT)

CiDA - Certificate in Digital Applications

Head of Subject: Mr M Mills

Assessment: There are no formal written examinations. Students complete a substantial project and showcase their achievements in an eportfolio.

“Exciting and motivating, CiDA is a revolutionary suite of ICT qualifications, focusing on ICT as a powerful tool for real life.”

Inspiring and challenging

CiDA promotes creative use of digital applications. Its real-life, outcome-driven approach inspires and challenges learners to demonstrate what they know and are able to do in authentic contexts.

Modern and future-proofed

CiDA is a modern, world-class suite of qualifications that is designed to equip learners with the skills they need to live, learn and earn in the 21st century.

What will you study?

Unit 1: Using ICT This unit provides learners with the knowledge and skills they need to design and

produce publications for print and screen that are fit for audience and purpose. This is the basic element of the Certificate; all learners will need to develop skills in the

use of ICT software and hardware to succeed in any of the other units. You will discover how to:

o establish the ‘who, why, where and what’ requirements for publications o produce an up-front plan to help you manage a project and use it to track, monitor

and communicate progress o select and capture information from various sources and use spreadsheet and

database tools to collate and analyse data o build an eportfolio that presents your achievements, giving ‘pride of place’ to

project outcomes o evaluate the effectiveness of publications they produce and assess the

contribution of underpinning processes, such as planning and testing, to your success.

Unit 3: Graphics This unit provides learners with the knowledge and skills they need to design and

produce effective graphic products that communicate successfully on screen and in print.

Learners will enjoy the opportunity to exhibit their work - something rarely done in other ICT qualifications.

You will discover how to:o use vector and bitmap tools to develop graphic elements o use testing and feedback from others as an integral part of an iterative

development process from initial designs through to final products o exhibit your achievements in an eportfolio o evaluate the effectiveness of graphic products you produce and assess

the contribution of underpinning processes, such as planning and use of feedback, to your success.

Students will complete only 2 of the units available on the full DiDA course due to restrictions in curriculum time. However, completing two units gives the students the equivalent of 2 GCSEs in the same curriculum time that is allocated to 1 GCSE in more traditional subjects.

Geography Head of Department: Mrs F Jones

Geography is the key to our future!

This is an exciting new course offered to enable you to explore key geographical themes whilst also developing the skills and knowledge relevant to today’s world. This qualification covers the four key themes of geography – rivers and coasts, population and settlement, natural hazards, and economic development.

Geography is a very popular choice at GCSE, AS and A2 Level because our students find it relevant, stimulating and interesting.

What will I study?

Rivers and CoastsLandforms and the processes that form them – a study of coasts and drainage basins. Flood and coastal management strategies.

Population and SettlementThe study of population change, migration, settlements and issues in rural/urban areas. Population management strategies, settlement development and planning.

Natural HazardsThe study of earthquakes, volcanoes, hurricanes, flooding and droughts. Hazard planning, protection and prediction methods.

Economic DevelopmentIndustry and employment, economic development, the rich and the poor world. Aid and development, managing economic development and environmental conflict.

ASSESSMENT:

Sustainable Decision Making Exercise25% of your GCSE is based on a topic you will cover in depth during January of Year 11. You will be provided with a Resource Booklet filled with information on an issue related to sustainable development. You will be tested on your ability to apply the ideas outlined in the booklet.

Geographical Enquiry25% of your GCSE is based on fieldwork and a geographical investigation. We will visit an area in the local community and carry out a ‘fieldwork investigation’; the data collected will be used to produce a report of your findings. The ‘geographical investigation’ requires you use secondary data to investigate a geographical theme.

Written Exam50% of your GCSE is examined by a written paper at the end of Year 11. This covers all topics from throughout the course. You can be entered for a Higher or Foundation paper.

After Geography GCSE?

Geography goes well with many other curriculum subjects, it keeps your options open for both A Levels and employment and can lead to numerous career opportunities. The skills you will learn are valued by employers; researching, analysing and interpreting data, presenting evidence, reaching conclusions and decision making.

HistoryHead of Department: Ms E GriffenGCSE Modern World History

Studying GCSE History will help you to understand the modern world around us. It helps you understand the people, events and circumstances of the Twentieth Century that still influence us today. It is a subject about people and how the past has changed lives for the better and for the worse.

GCSE History also develops important skills that are important in any future career or educational options you choose. You will learn to analyse evidence and formulate arguments. You will learn to judge interpretations and evaluate the points of views of others. History is not just about the past it is a subject that can help you prepare for whatever future you choose. Whether you want to be a Prime Minister (Gordon Brown), a business tycoon (Lord Sainsbury), a TV personality (Jonathon Ross) or the future King of England (Prince Charles) History could help you become whatever you want to be.

GCSE topics studied:

The History of the United States of America (1918-1941) What is “The American Dream”? How did the USA become the wealthiest and most powerful nation in the World? The Jazz Age & The Roaring Twenties. Experience the age where modern dance, fashion and culture exploded onto the

scene. Gangsters and the Prohibition. A case study of the original “Scarface” Al Capone. The Ku Klux Klan & the Black People of America. The Wall Street Crash & the Great Depression. The richest nation in the World

collapses overnight. Roosevelt and the New Deal. Pearl Harbour.

The History of Germany (1929-1939) What happened to Germany after the First World War? Riots, Strikes and Revolutions! Hitler & The Rise of the Nazis. Why did a well-educated, modern, industrial country choose to elect Hitler & the

Nazis into power? What was life like in Nazi Germany?

International affairs (1900-1939) Why did the World have two world wars in the space of 21 years? The First World War was called “the war to end all wars” so how did the politicians

get it all so wrong? How do you keep World Peace?

Coursework (worth 25% of final mark)Britain during the Second World War

What was it like to live in wartime Britain? How did Britain help win the war?

ASSESSMENT:AQA Modern World History has two exam papers, which can be assessed in year 10 or year 11 depending on when the students are ready. The two exam papers combined are worth 75%. One piece of coursework makes up the final 25% of the final mark.

Religious Studies

Head of Subject : Ms C Andrew

“Debating the Issues of Today”

COURSE INFORMATION:

What’s the point of doing RS? Here is the answer: Religious Studies addresses questions which go to the heart of who we are, including whether life has a meaning, whether there is any life after death, and how people have tried to make sense of problems of evil and suffering. We explore attitudes to issues such as abortion and euthanasia, prejudice and discrimination, animal rights, the environment, war and peace, crime and punishment, and genetic engineering. Questions asked will include: Should euthanasia be legalised? How should prisoners be treated?

Many students are fascinated by these issues and want to think them through seriously in an open minded environment where any and all views are respected. It is precisely for this reason that non-believers as well as religious believers are very much welcomed on the course. All that we ask is that prospective students care about these issues and are genuinely interested in them.

Whatever your future holds, what you learn in RS will be of value to you. It will help you to understand the viewpoints of other people as well as clarify and develop your own. A GCSE in RS is a highly valued qualification to have for a wide variety of careers, especially those connected with working with people, e.g. the medical profession, police, social work, teaching, nursery nurse.

ASSESSMENT:

We will follow the Edexcel Religious Studies GCSE course, “Religion in Life and Society”. Students complete two modules. Each module is assessed by examination. One exam takes place at the end of Year 10. The second is at the end of Year 11.

Modern Foreign LanguagesFrench/German/Spanish*

Head of Department – Mrs K Webb/Mrs C Smith

Head of German – Miss N Carroll

Thanks to new technology, improved travel and communications the world has become a much smaller place. It is crucial therefore, that we learn to speak and understand each other. This can only be done effectively by learning other languages and appreciating associated cultures. You can choose from French, German and/or Spanish*.

A GCSE in another language rewards practical communication skills and adds an International dimension to your studies.

Learning another language can enhance your employment and mobility prospects whether you want a career in business, engineering, fashion or world class football!

It encourages you to express yourself, your ideas and opinions and also develops self-confidence.

Course Information:

The Edexcel GCSE in French, German or Spanish consists of four units based on the following skills: speaking, listening, reading and writing. The course provides flexibility, choice and scope for personalised learning. You have more control over the content of your speaking and writing units as you can focus on one or more of the specified themes; Media and culture, Sport and leisure, Travel and tourism, Business, work and employment.

Assessment

Unit % in GCSE Assessment

Listening and Understanding 20% Examination at end of Year 11. (Edexcel marked)

Speaking 30% Controlled assessments with teacher. (Teacher marked/Edexcel moderated)

Reading and Understanding 20% Examination at end of Year 11. (Edexcel marked)

Writing 30% Controlled assessments completed in lessons. (Edexcel marked)

You will use a range of authentic listening and reading materials from the Internet, newspaper articles, magazines, video clips and cassette recordings. There will also be the opportunity for linking work to ICT – ‘surfing the net’, sending e-mails, using multi-media facilities and other practical ICT applications. You have weekly sessions in small groups with a native speaker to practise general topics of conversation. At Eaton Bank we have long-standing links with schools in France and Germany and can offer all students the chance to take part in exchanges or correspondence with them. In the past this has proved to be most beneficial in improving both communication skills and in providing first-hand experience of the country’s culture.

How does it follow on from what I have learned before?

You have developed important language skills and knowledge at key stage 3 (years 7 – 9). The GCSE course will build on this and introduce you to a wider range of language

structures and vocabulary. You will learn to recognise these and to apply your new knowledge to different contexts.If you enjoy language learning, consider taking more than one language GCSE. You maychoose from French, German and Spanish*. We would encourage able linguists to study more than one language.

* The GCSE in Spanish is an Ab initio course (ie. Students have no prior learning in this subject) and therefore students will be expected to have shown commitment and be highly motivated to learning languages in order to be considered for this subject. Please speak to your language teacher about taking Spanish at GCSE.

Other information:

Some universities are now refusing entry to any student who does not have a Modern Foreign Language at GCSE level!

Art & DesignHead of Department : Mr A Moulding

Art & Design at GCSE is an exciting course which builds on your experiences in Years 7-9 but deals with issues in much greater depth.

You have already experienced drawing and painting and most probably done some sculpture, clay work and print drafts, but at examination level you will learn much more about these areas.

In Year 10, a broad spread of activities will take you through the main areas of study to enable you to understand what you are good at and to give you a chance to see what your skills are in painting or sculpture or drawing and painting. You will find that these are not isolated activities but tend to flow one into another, so a drawing could develop into a piece of sculpture. To help this process along, we will be looking at the way real artists work and studying examples of their painting and sculpture. The coursework you produce is classed as your portfolio and there are no restrictions on what you can include with the new GCSE syllabus. If you have an interest in photography for example, out of school, this work can be added to your portfolio. You will need to have two full units of work completed across Year 10 and 11. However, you will also be able to include smaller sets of work which encourages experimentation and greater risk taking.

In Year 11 you will be confident enough to decide where your strengths lie and a certain amount of specialism will be encouraged. For instance, if you are really good at painting and drawing then you will be able to concentrate on that, or if you have been particularly successful in working sculpturally then you will be able to spend your time working three dimensionally. There are no limits to the techniques or approaches you might want to try!

THE GCSE COURSE CONSISTS OF:

A portfolio of work. (This is worth 60% of the total marks)

An externally set project with no time restrictions in terms of preparation time. This includes a 10 hour examination session (worth 40% of the marks). This full project allows you to design and create a piece of art work in the media of your choice which best suits your skills and your way of working.

For elements of the course you have to show evidence in your portfolio of the progress of your work, in the form of sketchbooks or worksheets. These should contain preparatory ideas, developed in the form of drawings, sketches, notes, collected photographs and images etc. Finally, you need to show evidence of critical studies. You need to show that you are aware of the work of professional artists, designers and craftsmen, past and present. This information will be gained from art books and periodicals, videos and by art department visits to national collections.

There may also be an opportunity for you to go on an Art trip abroad. We run trips every two years and destinations have included New York, Florence and Barcelona. Our last trip was to New York.

During the course there will be other opportunities to visit galleries and take part in County run Art courses and exhibitions.

We also encourage students to get actively involved in the visual arts in a wider sense. Students can assist in school production set designs, general displays and the annual Fashion/Textile Show.

Your progress will be assessed continuously, with term grades for all project work.

We hope you will gain a great deal from the course, not only from developing your skills of observation, imagination and design, but also from the personal satisfaction of making work which is original and unique.

CAREER CONSIDERATIONS:

Many of our students wish to look further with a view to pursuing more advanced courses in the future. We provide AS/A level Art & Design which can lead to a Bachelor of Arts Degree in one of a wide range of Art & Design specialisms leading in turn to a wide range of professional design outlets servicing the Art Industry and Commerce.

A few are listed here:

Advertising/Graphic design

Fashion/Textile

Film/Television

Teaching and Fine Art

Theatre

Three Dimensional design/Industrial design

Architecture

Computer graphics, web design and computer game development.

Art - Textiles

Head of Subject Area : Mr A Moulding Creative Textiles GCSE

Are you interested in the world of high fashion? Would you like the chance to design and construct objects/costumes from fabric? Are you a creative and inventive person? Do you want to learn more about Textiles and get a GCSE qualification from it? If you answered 'Yes' to any of these questions then this course is for you.

During the course you will be introduced to a range of related techniques such as dyeing, fabric painting, hand and machine embroidery, felting, constructed textiles and fabric printing. You will develop basic pattern cutting skills and experiment with a range of traditional textile techniques. You will also visit exciting textile and art exhibitions that are held throughout the UK. These visits are used to develop your research ideas which will be developed into final pieces of work.

You will complete a portfolio of coursework. In the past students have created: A CORSET INSPIRED BY BUTTERFLIES CREATIVE NECKPIECES SKIRTS BASED UPON ANOTHER CULTURE FUNKY BOOTS INSPIRED BY NATRUAL FORMS BAGS INSPIRED FROM TRIPS TO NEW YORK AND MADRID HATS AND FASCINATORS

You will be required to produce individual and imaginative outcomes for your portfolio of work. There is a strong emphasis on design. You will build upon your ability to research a topic and use the work of artists and designers to help develop your own ideas, design and develop your own fashion illustrations, fabric samples and final outcome.

THE GCSE COURSE CONSISTS OF:

A portfolio of work. (This is worth 60% of the total marks)

An externally set project with no time restrictions in terms of preparation time. This includes a 10 hour examination session (worth 40% of the marks). This full project allows you to design and create a piece of art work in the textiles media of your choice which best suits your skills and your way of working.

For elements of the course you have to show evidence in your portfolio of the progress of your work, in the form of sketchbooks or worksheets. These should contain preparatory ideas, developed in the form of drawings, sketches, notes, collected photographs and images etc. Finally, you need to show evidence of critical studies. You need to show that you are aware of the work of professional artists, designers and craftsmen, past and present. This information will be gained from art books and periodicals, videos and by art department visits to national collections.

Students will be given an opportunity to wear their own creations in the annual fashion show. In Year 11, students will have the chance to take part in the foreign art tour. In the past, destinations have included Barcelona, Madrid, London and New York. These working visits, as well as being great fun, provide an excellent resource for your portfolio of work.

Textiles is a valuable subject for those students wishing to follow any Art or Design based career. These include – Fashion Design, Fabric Design, Costume Design for Film, Theatre or Television, Printed Textiles, Accessory Design, Merchandising, Company ‘Retail Buyer’, Interior Design, Fine Art, Window Dressing, Exhibition Design, Home Furnishing Design and many others.

DanceHead of Dance : Mrs V Sheard

COURSE INFORMATION:

Dance makes a distinctive contribution to the education of all students, in that it uses movement as its mode of expression and communication; it engages the physical, emotional and intellectual dimensions of the human being in artistic and aesthetic experiences.

Composing, performing and appreciating dance are the three strands in which experiences should be framed.

The course seeks to promote knowledge, skill and understanding of dance through performance, composition and appreciation of each candidate’s own work and those of others, including peers and professionals.

Throughout the course you will have three practical and two theory lessons per fortnight.

GCSE DANCE

ASSESSMENT:

The GCSE syllabus will assess the candidates’ ability to:

demonstrate the skills of dance performance;

demonstrate the skills of dance composition;

interpret and evaluate dance showing accuracy, imagination and sensitivity;

demonstrate a knowledge and understanding of dance appreciation including cultural and historical context.

TERMINAL EXAMINATION:

The terminal examination will consist of two papers which are set and marked by AQA.

Unit 1: Critical appreciation of danceWritten paper – 1 hour 20% of total marks

Unit 2: Set DancePractical exam – 30 marks 20% of total marks

Unit 3: Performance in a duo / group dance related to a set professional workControlled assessment – 30 marks 20% of total marks

Unit 4: Choreography1. Solo composition task

20 marks 15% of total marks

Each student selects three motifs from any professional work and develops them into a dance of 1 – 1 ½ minutes.

2. Choreography 40 marks 25% of total marks

Each student choreographs either a solo (1½ - 2min) or group dance (2½ - 3 min) in response to an outline stimulus from the exam board.

RESIDENTIAL VISIT:

Students will be involved in a residential visit to the Conway Centre. Here they will explore aspects of the GCSE Dance course along with other dance students from Cheshire.

BTEC PERFORMING ARTS (Dance)

We also offer the BTEC First in Performing Arts (Dance) as a possible pathway. The 30-credit BTEC Level 2 Extended Certificate offers flexibility and a choice of emphasis through the optional units. It is broadly equivalent to two GCSEs.

Students who opt for a Dance qualification will be guided by the department towards the most appropriate course to suit their learning needs. This will ensure that all students are given the best possible opportunity to succeed and will take into account their learning styles as well as the assessment approach that works best for them.

Key features of the BTEC Firsts in Performing ArtsThe Edexcel BTEC Firsts in Performing Arts aim to provide a broad educational base for further training, further education and employment within the performing arts sector. The qualification will develop learners’ abilities through the knowledge and skills gained in different parts of the programme. The Edexcel BTEC Level 2 Extended Certificate in Performing Arts (Dance) consists of one mandatory unit plus two units chosen by the teacher, that provide for a combined total of 30 credits Unit Mandatory unit Credit LevelThe Mandatory unit-

Performing Dance – This unit is about rehearsing and performing choreographed dances. Learners must undertake regular classes, learn different dance styles, absorb choreography made by others, and rehearse and take part in performances. Learners should experience at least two dance styles and have at least three opportunities to perform.

The Optional Units chosen are- u Contemporary Dance - This unit is about developing technical dance skills in the

contemporary dance style. Learners will take regular technique classes and have the opportunity to demonstrate their skills in class and in performance. Learners must perform at least two practical demonstrations of their technique, each lasting between one and two minutes.

Exploring Urban Styles – The aim of this unit is to develop learners’ knowledge of urban dance styles. Learners will explore the different styles available and acquire the underpinning knowledge of the basic physical and interpretative skills of these styles (West end musicals, Popular, Street, Break). Learners should be able to perform the key features of urban dance and demonstrate physical and interpretative skills of the genre through class and performance.

Scripted PlaysEach unit is assessed internally and evidence for each unit is generated throughout the course in order to support the final assessment. The evidence can come from several sources including recorded practical workshop classes, DVD recordings of final performances, portfolio research, teacher statements, and student’s log which may include a variety of forms such as critical analysis and review of own performances, research notes, artefacts, stimuli etc.

Drama

Head of Drama : Miss B WilliamsWHY TAKE DRAMA AS AN OPTION? WHAT'S IT ALL ABOUT?

Well, it is not about training actors. Of course you may decide to go on to a job in the entertainment industry or to take a university degree which involves drama, but that is not the sole aim of the course.

Drama is about developing you as a person and helping to give you skills and techniques, which will benefit you, in whatever career you choose. There are very few jobs where you do not have to present yourself well and communicate effectively with others in order to achieve success.

Lots of your parents will know people who are very good at working with machines but not much good at managing people. All the work you do in Drama is about working within a team. Reliability, learning how to negotiate, to organise yourself and others, to be tactful and welcoming of other people's ideas, are all skills and qualities which are high on the agenda for success in Drama.

Creative thinking. Doing Drama helps you to develop your capacity for creative thinking. Training your brain not to think in boring straight lines can bring plenty of positive results which have benefits beyond the acting space.

Many employers are discovering the value of drama. A recent experiment with a business company had its members putting on a production as an exercise in team building and problem solving rather than survival weekends in the wilds of Scotland. It was a great success and is beginning to catch on with other companies. It's the creative thinkers who succeed in the workplace. These are the people who bring solutions and not just the complaints about a problem. These are the resourceful thinkers for whom problem solving is a creative challenge rather than a burden.

HOW IS THIS ACHIEVED?

Amongst a variety of other activities you will: Read plays and learn the techniques involved in staging and performing in them. Organise yourself for rehearsals and work with others to mount public performances. Work in teams to create original pieces of theatre and perhaps devise performances

to take out to primary schools. Learn to evaluate your own and other people’s work and give constructive and

informed feedback. You will also learn how to use music, sound and projected images to enhance

performance.

DRAMA GCSE

AIMS OF THE COURSE:

Drama GCSE will give you the opportunity to develop: Practical skills for communicating and expressing ideas, feelings and meanings. An understanding of dramatic forms and the context in which they are used. An understanding of drama and its social, cultural and historical context.

EXAMINATION ASSESSMENT:

Unit 1 – Drama Exploration - 30% Unit 2 – Exploring play texts - 30%

Unit One is about the practical use of drama to explore ideas and issues. Unit Two involves the practical exploration of a play text.

Both units involve a written portfolio of evidence from the student. Units 1 and 2 are internally assessed and externally moderated.

Unit 3 - Drama Performance – 40% This is an opportunity to demonstrate knowledge and understanding of practical drama skills through their application in a live performance.

The performance is marked by an external examiner.

BTEC PERFORMING ARTS (Acting)

We also offer the BTEC Firsts in Performing Arts (Acting) as a possible pathway. The 30-credit BTEC Level 2 Extended Certificate offers flexibility and a choice of emphasis through the optional units. It is broadly equivalent to two GCSEs.

Students who opt for a Drama qualification will be guided by the department towards the most appropriate course to suit their learning needs. This will ensure that all students are given the best possible opportunity to succeed and will take into account their learning styles as well as the assessment approach that works best for them.

Key features of the BTEC Firsts in Performing Arts

The Edexcel BTEC Firsts in Performing Arts aim to provide a broad educational base for further training, further education and employment within the performing arts sector. The qualification will develop learners’ abilities through the knowledge and skills gained in different parts of the programme. The Edexcel BTEC Level 2 Extended Certificate in Performing Arts (Acting) consists of one mandatory unit plus two or more optional units that provide for a combined total of 30 credits. Unit Mandatory unit Credit LevelThe Mandatory unit-

Acting Skills and Techniques

The Optional Units offered are- u The Development of Drama 10 Devising Plays 1 Performing Scripted Plays

Aim and purpose of the Mandatory Unit – Acting Skills and TechniquesThis unit focuses on enabling learners to develop specific acting techniques. Skills acquired throughout this unit are vital to developing learner’s confidence and understanding of the role of the actor. Learners are assessed internally - they must demonstrate their acting skills in at least two performances where they can show a contrast of characterisation.

Aim and purpose of optional unit - The Development of Drama The aim of this unit is to develop learners’ knowledge of the social and historical context of drama and to help them develop and rehearse performance work. Learners are assessed internally - they must produce two pieces of drama each lasting at least 10 MINUTES as evidence.Scripted PlaysUnit B6: hours: 60Aim and purpose of optional unit - Devising PlaysThe aim of this unit is to give learners the knowledge and skills for them to be able to create plays using a variety of devising techniques. This allows for the exploration of subject matter, themes, topics and issues that can be developed to create a unique piece of drama. Learners are assessed internally-they must create at least two pieces of devised drama.

On completion of this unit a learner should:: F/50: 60Aim and purpose of optional unit - Performing Scripted Plays This unit is about the rehearsing and performing of play scripts. In this unit learners will develop the skills required to interpret a role as written by a playwright. Learners will rehearse a role within a group and perform it before an audience. Learners are assessed internally- they must perform roles in a minimum of two plays, or scenes from plays for their assessment.

Each unit is assessed internally and evidence for each unit is generated throughout the course in order to support the final assessment. The evidence can come from several sources including recorded practical workshop classes, DVD recordings of final performances, portfolio research, teacher statements and student’s log which may include a variety of forms such as a video diary, audio log, blog, research notes, artefacts, stimuli etc.

MusicHead of Music : Mr I Lovatt

MUSIC GCSE AND BTEC (You could take both!)

You listen to music every day. It's all around you – on the tv, radio, shops and school. If you enjoy it why not study the subject at GCSE and/or BTEC level?

If you just enjoy pop, classical, rock, jazz, rap or dance music the course will appeal. It is exciting, enjoyable and varied, carrying on from the work in Years 7, 8 and 9.

So if you just enjoy hearing or playing music or want to pursue a career as a pop star, sound engineer, performer, composer, music critic, these courses are for you.

The courses are designed to lead smoothly into AS Level Music or AS Level Music Technology courses in Year 12 – you won’t need to do anything extra to be accepted at that level.

Classes are held in an informal, informative and friendly atmosphere in order to provide the perfect environment for your creative musical development.

The course for GCSE breaks down into the following areas:

PERFORMING [30%]You can choose your own music to play for any instrument: - for example guitar, drums, keyboards, clarinet, violin, singing, rapping (and even 'DJ'ing!)

The final mark for performance breaks down into two sections:

Solo performingAt the end of the course you will play one piece to the music staff which will be recorded.

Ensemble performing Throughout the course you will be given the opportunity to perform music with other people, either in one of the school groups or in your own group.

At the end of the course you will play an ensemble piece to the music staff which will be recorded.

COMPOSING [30%]Be the next Beethoven or compose the next dance anthem!

You must compose two pieces and can choose to compose in any style from an extensive and varied list including:

Club Dance, Britpop, Musicals, African Drumming, Electronic Music.

Using new computer software and recording facilities it is now easier than ever before to make your music sound and look professional.

LISTENING [40%]An exciting journey into the unknown.

You will listen to many varied styles of music from different times (medieval through to the latest pop music) and cultures (music from around the world). You will learn to understand all music in more detail than ever before. It’s a whole new world!

At the end of the course you answer short questions about music based on recorded extracts from a CD.

The BTEC course is quite similar to the GCSE and involves the following;

EXPLORING MUSICAL COMPOSITION. (Optional) 10 CreditsYou will complete a portfolio giving evidence of your composition which will comprise recordings, printouts and a project log. (With help of course!)

DEVELOPING MUSICAL THEORY. (Optional) 10 CreditsYou will provide evidence of your knowledge of musical theory in addition to identifying timbres and textures from recorded examples. (A good option if you are already studying the Associated Board of Music Theory Exams.)

SOLO MUSICAL PERFORMANCE. (Optional) 10 CreditsRecord a portfolio of four contrasting pieces, show how you have prepared them and explain your choices. (Fits easily with all musicians)

THE DEVELOPMENT OF MUSIC. (Compulsory) 10 Credits Explain some of the social factors that have affected musical development. Evaluate the developments in technology, make comments on musical styles and genres and perform or produce a piece from musical history. (Will all be explained to you at the start of the course.)

You will take the compulsory unit and two of the three options to gain a maximum of thirty credits.

What other skills might I develop?

As well as covering Music, the courses will enable you to develop Key Skills in Information Technology which could be useful to you in whatever you do afterwards. In particular, Music offers opportunities to develop the wider Key Skills in working with others (e.g. taking part in rehearsals, performing).

What could I do next with GCSE and/or BTEC Music?

GCSE and BTEC Music are a good preparation for further musical study and a solid foundation for the AS/A Levels in Music and Music Technology. You may wish to go into a job where it is useful to have had experience of music or where you will need to use some of the skills developed during the course. There is a lot of evidence that Universities and Colleges favour students with musical experience, even if applying for non-arts subjects, as they recognise the particular skills and determination required to achieve musical qualifications.

Physical Education Double Award –EDEXCEL GCSE AND BTEC FIRST CERTIFICATE LEVEL 2

Head of Department: Mr N Brownsword

What is the new look sport examination course?

Physical Education is a vast subject encompassing many areas. Both syllabuses offer the opportunity to learn about this subject and foster an enjoyment of physical activity as well as developing an understanding of effective and safe physical performance. Students will learn how exercise is beneficial to one’s health, fitness and performance. They will understand how diet, rest and physical activity contribute to a healthy lifestyle and how this all affects their cardiovascular, respiratory, muscular and skeletal systems.

How will I be assessed?

GCSE UNIT 1

This is externally assessed through a written examination paper of 1 hour 30 minutes. This will contribute to a maximum of 40% towards your total marks.

GCSE UNIT 2

This is assessed in 2 sections.

Section 1Students have to select 4 practical performances in the role of player, leader or official. You can achieve 48% of the marks from 4 performances, 2 of which may be the role of leader or official. Your 4 activities which must be selected from at least 2 of the following National Curriculum Areas of Activity:-

Fitness activitiesAthletic activitiesGames activitiesGymnastic activities [including trampolining]N.B. Specialist students could be assessed in, for example, dance/swimming/martial arts/horse riding

Section 2Analysis of Performance in one of the chosen activities. This will be worth 12% of the marks and should include planning, performing and evaluating a Personal Exercise Programme.

BTEC UNIT 1

Fitness and testingThis is internally assessed and externally moderated through coursework.

BTEC UNIT 2

Practical performance – in one team sport and one individual sport -internally assessed and externally moderated through coursework.

Is this the right subject for me?

This course will appeal to you if you:• Have a keen interest in sport and recreation and always look forward to PE lessons.• Take part in sport/recreation outside class time.

• Want to follow a course that develops knowledge and understanding through practical involvement.• Want to know more about the benefits of sport and exercise.• Want to improve your own performance in a range of sports roles.• Want to study a course that is active and that you will enjoy.• Are considering a sports-related career or a higher level course.

You will• Develop your knowledge and practical skills in a range of physical activities.• Examine the effects of exercise and how training can improve performance.• Find ways to improve your own performances in a variety of roles.• Identify ways to develop and maintain a healthy and active lifestyle through participation in physical activity.• Appreciate the benefits of promoting “Sport for All”.

Salon Services City & Guilds Level 1 (Hair & Beauty)COURSE INFORMATION:

This two-year course is designed for anyone who may be contemplating a career in either hairdressing or beauty therapy. Students will gain valuable insights into the industry, and will develop useful basic skills and relevant background knowledge. Appropriate support isavailable to assist with the written work required by the awarding body.

How long is the course?The course runs for two years with a timetable of 4 hours per week in one session taught solely by College staff.

What will I study?There are 5 core units and a further 2 units to provide a full certificate:

Core Units: Finding out about customer services Basic Salon reception duties Personal presentation Following health and safety practice Industry and occupation awareness

Additional 2 Units: Introduction to hairdressing services Providing basic manicure

What are the entry requirements?You will need to demonstrate a good personal presentation with a high interest in hairdressing and beauty. You must have a pleasant manner and caring nature.

You must also be prepared to have hair and beauty treatments performed on you by other members of your class.

How will I be assessed?There are 2 methods of assessment:

Practical assessments for each unit which can be both observation or assignment based.

Multiple choice test covering the background knowledge base of the 5 core units. This test is set and marked externally.

What qualifications will I gain?When you successfully complete your course you will be awarded a City & Guilds Level 1 Certificate in Salon Services.

What are my career opportunities?On completion of this course you will be able to continue onto a full time NVQ Level 2 programme in either Hair or Beauty dependant on options taken, or gain employment as a junior in a salon and continue your studies on a part time basis.

Additional InformationThis is an introduction to hairdressing and beauty therapy which will help to build your confidence within a salon environment.

You will require a uniform, relevant kit and text book all of which will be provided by the college but it is the responsibility of the student to bring the uniform to each practical session.

The Diploma

In 2008 a new qualification for 14-19 year olds, at three levels was introduced – The Diploma. The Diploma is a qualification based around an employment sector, in this case, Engineering, combining academic study with practical experience. Students will study Diplomas alongside any compulsory subjects. It takes broadly the same time as 5-6 GCSEs and will be offered at level 1 and 2 depending on the aptitude of the student.

Where will I study?It is envisaged that students who opt to take the Engineering, Manufacturing or Society, Health and Development Diplomas will study at Macclesfield College on two full days in year 10, Wednesdays and Fridays. Students will be taught by teachers from Macclesfield College, alongside teachers from the Macclesfield consortium of which Eaton Bank is part. Students who opt for the Land Based Diploma will study at Reaseheath College in Nantwich and Holmes Chapel High School and will be taught by specialists.

Students will study for their core curriculum back at Eaton Bank School on the other three days of the week. They will be in teaching groups for Maths, English and Science as well as core curriculum areas, with other diploma students only. We will be able to cater for the full ability range of students opting for the diploma by offering a set for Level 1 students and another set for Level 2 students. This, of course, will always be dependent on the school attracting viable numbers of students for the diploma offerings. All students opting for the diplomas will need to choose four reserve options as a standby in case numbers are insufficient.

Diploma in Engineering

This is an exciting qualification that has been designed in partnership with employers and as such offers a ‘hands-on’ style of learning.

At Pre-16, the Engineering Diploma is offered at two levels: Foundation Diploma is a level 1 course, equivalent to 5 GCSEs at grade D-G Higher Diploma is a level 2 qualification, equivalent to 7 GCSEs at grade A*-C.

Students taking this Diploma will complete a series of elements, all designed to equip you with the skills, knowledge and disciplines required to succeed in the engineering world, including:

Compulsory Elements

Practical Engineering and Communications skills looks at how engineers develop ideas, carry out research, promote ideas and communicate with each other world-wide.Engineering the Future Looks at modern technologies and what the future will holdComputer Aided Engineering looks at the knowledge and skills required to produce world class components and designs using computer controlled machinery

Student Project

Towards the end of the course, you will complete a Student Project to show that you can apply the knowledge and skills that you have learnt in a work context.

Projects you may be asked to undertake, could include: Coming up with a new engineered product or service for an organisation in your

local area and carrying out research to find out whether it would be popular. Developing a plan to start up your own engineering business, together with a

marketing strategy. Improving and simplifying an existing product/component through design

Additional Learning UnitsThese modules broaden the qualification giving learners additional qualifications. This is an opportunity to choose another GCSE, perhaps PE, ICT or Art and Design.

Personal Learning and Thinking SkillsAlongside these compulsory elements, you will develop skills that are valued by employers, such as team-working, self-management, expressing yourself confidently and creative thinking.

Experiencing the Working World

As part of the Diploma you will undertake at least 10 days of activities directly related to work. This will include visits to engineering work places, the opportunity to work with practising engineers on real engineering problems and perhaps work experience in an engineering environment.

Functional Skills

As a Diploma student you will also develop a good standard of English, Maths and ICT. This broad and flexible mix of knowledge, skills and experience will equip you equally well for college and university or employment. It will open up options for you in the engineering industry or, if you change your mind, in many other fields.

This is an exciting new course available to study pre-16 at Foundation or higher levels (i.e. levels 1 or 2).

For the first time it joins together the ability to study the following four disciplines: Health, Care, Early Years Education and the Justice sectors. This will provide you with an understanding of health, social care, children’s services and community justice and will help you to develop the skills critical to working successfully in all these areas - problem solving, team working, communication and creative thinking.

You will have the opportunity to complete real work activities in the field of Health, Care, Early years Education or Justice.

“Achieving a Diploma in society, health and development will help a young person progress to a range of degree courses, including those leading to social work, nursing and other health professions, and teaching. It will also provide young people with the skills and knowledge to go into a large number of health and care apprenticeships and jobs, covering both children’s and adult services”. www.specialistschools.org.uk

Foundation Level (level 1) Students also study GCSE English, Mathematics and ICT.

Students are able to study an additional GCSE alongside the Diploma.

You will complete 8 units of work over a 2 year period.

Seven units of work are assessed though the completion of coursework and one unit is assessed via an external examination.

Higher Level (level 2)

Students also study GCSE English, Mathematics and ICT.

Students are able to study an additional GCSE alongside the Diploma.

You will complete 9 units of work over a 2 year period.

Eight units of work are assessed though the completion of coursework and one unit is assessed via an external examination.

Additional Learning UnitsThese modules broaden the qualification giving learners additional qualifications. This is an opportunity to choose another GCSE, perhaps PE, ICT or Art and Design.

Personal Learning and Thinking SkillsAlongside these compulsory elements, you will develop skills that are valued by employers, such as team-working, self-management, expressing yourself confidently and creative thinking.

Functional Skills

As a Diploma student you will also develop a good standard of English, Maths and ICT. This broad and flexible mix of knowledge, skills and experience will equip you equally well for college and university or employment by providing you with valuable transferable skills. It will open up options to you without committing you to a career in the manufacturing sector.

“Diplomas have been developed very carefully with employers who want to captivate the brightest talent. Society, Health and Development has the academic rigour of other qualifications but also has occupational relevance, which means you no longer have to choose between an academic or vocational route. This is blended learning at its best, giving young people real skills and a challenging academic curriculum.” www.skillsforhealth.org.uk

For more detailed information about the Society, Health and Development Diploma please visit: www.skillsforhealth.org.uk

The CheshireEnvironmental and

Land-based DiplomaWhat is the Diploma in Environmental and Land-based Studies?

One of a new range of Diplomas bringing opportunities for you to learn in a different way – a way that could open fresh and exciting possibilities. This is based at Reaseheath College near Nantwich and Holmes Chapel High School

What are the benefits?

it allows you to go on to college or university or to get a job you take it alongside GCSEs you will have a head start when applying for jobs exciting career opportunities as environmental issues keep growing in importance and

making the news headlines

What makes it different?

the focus on practical skills, knowledge and understanding not being just a classroom-based course spending time at Reaseheath College for more practical based learning as well as at

Holmes Chapel High School for more theoretical work working with and learning from employers

What will I learn about?

the effect we have on the world around us and how to limit the damage we do working with plants environmental sciences the way we use land for the production of food and for leisure activities working with all kinds of animals Lloking after forests, wetlands and wild areas

What sort of career might it lead to?

wildlife and fisheries worker garden centre manager biofuel farmer zoo keeper guide dog trainer environmental scientist florist and many, many more

Do I have to opt for a career in this sector if I take this Diploma?

No. Because a Diploma teaches a mix of subjects, it will give you the skills that will be welcomed by colleges, universities and employers, no matter what you choose to do.

Manufacturing & Product Design Diploma (MPDD)This is an exciting qualification that has been designed in partnership with employers and as such offers a ‘hands-on’ style of learning. Manufacturing is not just concerned with engineering products. The term covers a wide range of products, such as food production, textiles, fashion, pottery, building materials etc. This Diploma has a business and product design focus.

At pre-16 the MPDD is offered at two levels: Foundation Diploma is a level 1 course, equivalent to 5 GCSEs at grade D-G Higher Diploma is a level 2 qualification, equivalent to 7 GCSEs at grade A*-C.

Students taking this Diploma will complete a series of elements, all designed to equip you with the skills, knowledge and disciplines required to succeed in the world of manufacturing, including:

Compulsory ElementsDealing with customers & suppliers looks at stock purchase and control, how to develop relationships with suppliers and how to make judgements on holding stock levels versus free capital.Product Design & development introduces up-to-date design and development techniques, taking into account ergonomics, aesthetics and control. Running a manufacturing business looks at the knowledge and skills needed to build and manage your own manufacturing business

Student Project Towards the end of the course, you will complete a Student Project to show that you can apply the knowledge and skills that you have learnt in a work context.

Projects you may be asked to undertake, could include: Coming up with a new product or manufacturing service for an organisation in

your local area and carrying out research to find out whether it would be popular. Developing a plan to start up your own business, together with a marketing

strategy. Designing a new product for the market, be it a Cd cover or a high fashion item.

Additional Learning UnitsThese modules broaden the qualification giving learners additional qualifications. This is an opportunity to choose another GCSE, perhaps PE, ICT or Art and Design.

Personal Learning and Thinking SkillsAlongside these compulsory elements, you will develop skills that are valued by employers, such as team-working, self-management, expressing yourself confidently and creative thinking.

Experiencing the Working WorldAs part of the Diploma you will undertake at least 10 days of activities directly related to work. This will include visits to manufacturing work places, the opportunity to work with people from manufacturing companies on real work problems and perhaps work experience in a manufacturing environment.

Functional SkillsAs a Diploma student you will also develop a good standard of English, Maths and ICT. This broad and flexible mix of knowledge, skills and experience will equip you equally well for college and university or employment. By providing you with valuable transferable

skills, it will open up options to you without committing you to a career in the manufacturing sector.