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JFS Options booklet
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THE JOHN FISHER SCHOOL
YEAR 8 OPTIONS
2017
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Index
INTRODUCTION: Options 2017 3 KEY STAGE 4 CURRICULUM 7 NATIONAL CURRICULUM SUBJECTS: English 8 Maths 9 Science 10 ADDITIONAL COMPULSORY SUBJECTS: Religious Studies 12 OPTIONAL SUBJECTS: Art 14 Level 2 BTEC First In Sport 16 Physical Education 20 Business Studies 23 BTEC Business Studies 26 Economics 28 Media Studies 30 Geography 32 History 33 French 34 Spanish 36 Music 38 Drama 39 Design & Technology (Product Design) 41 Design & Technology (Food Technology) 42 BTEC – Extended Certificate in IT 43 CAREERS EDUCATION AND GUIDANCE 45 GLOSSARY OF ABBREVIATIONS 46 APPLICATION FORM 47
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INTRODUCTION: OPTIONS 2017 In September, when your son enters year 9, he will have had the first real opportunity to exercise choice in his curriculum. There will still be a compulsory element to that curriculum however, and these pages are intended to explain how the two elements of choice and compulsion combine. A. Compulsory element or ‘core curriculum’. At The John Fisher School we require your son to study the following subjects as a compulsory core curriculum: Religious Studies, English, Mathematics and Science. He will also continue to have one period of Physical Education and one session of Games. All subjects are now following new GCSE’s with new specifications. All subjects will be graded 1 to 9 (9 is the highest attainment) and it is expected that for this cohort, a 5 will be seen as the old C grade for progression beyond age 16. If a student attains a 4 in English or a 5 in Maths, he will not be required to resit at post-16. English, Maths and Science will be taught within ability groups. In year 9 each population will be split into 3 ability groups (x1, x2, x3 etc.), but in Year 10 and 11 the entire year groups will be combined and then taught in ability groups. These groups will be arranged as follows: The English Department, Maths Department and Science Department divide the year group into half
populations comprising Seperate Science and Combined Science (Double Award) on one side (X) and Combined Science (Double Award) on the other side (Y).
The English Department arranges these groups according to their assessments of the students. It is expected that all of the boys will take both English Language and English Literature.
English will have six teaching groups. Maths is taught according to students’ mathematical ability. In Year 10 they are arranged in ability groups from 1 to 7 with sets 1 to 3 in the upper band and 4 to 7 in
the lower band. All of the students in sets 1 to 3 take the Higher paper. Students in sets 6 and 7 take the Foundation paper. The decisions on students in sets 4 and 5 are adjusted during year 10 depending on how they cope with the Higher topics.
Based on our past experience, only students from Sets 1 and 2 will be able to take A Level Maths post-16. (This may only be reviewed in exceptional cases).
Science will also be taught within ability groups. Science has two routes, separate science which the top 60 students of the year group will take and
combined science which all other students will take. It is important to point out that students who sit combined science are still allowed to do A-level sciences so long as they meet the entry criteria for the subjects.
Students will be directed to the most appropriate pathway in Science by the Science team and Miss Hall, Head of Science.
The decision is made at the end of year 9 as to which route will be taken and will be based on assessments your son sits throughout year 9.
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Modern Foreign Languages All students currently in Sets 1 and 2 will have to choose at least one of French or Spanish. This is compulsory. Students currently in Set 3 are allowed to opt for French or Spanish but this is not compulsory. Due to the Blocking arrangements, we will try to ensure that each student gets his Language option, but this cannot be guaranteed due to restrictions in class size. Students may opt for both French and Spanish at GCSE. PSHE & Citizenship will be delivered through an assembly programme, through form time and through collapsed days. It will not be a dedicated single period per week. B. Choice, or the ‘Options’ element. All Options subjects are taught as Mixed Ability groupings, unless we are able to run 2 subject classes within the same Option Block. The Options scheme we offer is as open as we can make it within the Government’s Requirements for the 14-19 Curriculum. Our aim is to allow students to choose up to four subjects to study to GCSE level with appropriate guidance and support, thus enabling your son to make informed decisions regarding his important next stage of study. In the Government White Paper October 2010, a new measure was announced, the English Baccalaureate. The EBacc is a League Table measure based on achieving a grade C or above in the following subjects: English, Maths, two Sciences, MFL, History or Geography. We are keen to encourage all students to take EBacc subjects as this does ensure a balanced academic curriculum. I would emphasize however that student choice is a priority at JFS. You will be aware that all our students take English, Maths, Science and RE. I would prefer students to take Options from the Blocks that suit career choice and interests as much as possible. All schools are now to be judged in League Tables according to a Progress 8 measure. This is progress across 8 subjects, taken from 3 “buckets”. Effectively this means the following: all students take English Language and Maths (2 subjects), they should take at least 3 EBacc subjects (Biology, Chemistry, Physics, Combined Science (Double Award), History, Geography, French, Spanish) and any 3 other subjects (including English Literature and subjects from the EBacc and Btecs). We would expect the vast majority of boys to select subjects that meet this demand. We would not recommend the study of more than 2 BTEC subjects unless there are exceptional circumstances.
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C. Reserve Choices. We have been able to develop our GCSE curriculum to include Media, Food Technology and Drama. We do anticipate that in some subjects, especially those with limited places we will be oversubscribed. If this happens, we will select based on suitability. This will include making reference to data, attitude, aptitude, etc. Students must therefore be aware that it is important to choose a reserve subject. Hopefully this will not be needed. The procedure. Each student must choose one subject from option pool A, one from B, one from C and one from D. If your son decides to study a BTEC in Sports, he can choose it either as a single or double option. The single Sports Option can be Pool A or D. His choices should reflect the following obvious but sensible advice:
There is a great deal of help available from this booklet, from the Options Fair on Wednesday 19th April 2017, from the careers’ service and from teachers at the Parents’ Evening on Thursday 27th April 2017. Your son should not make choices simply because he does or does not like the teacher. There are no
guarantees that a particular teacher will teach your son next year. He should not make choices because of what his friends have chosen. Many subjects occur across
different pools and it is quite likely he will not be with his friends. He should choose subjects he enjoys and which he finds rewarding. Your son should already be thinking about KS5 and which subjects he may wish to continue studying at
AS and A2 level, or at BTEC Level 3. He should be aware that there are no ‘easy’ subjects. They all lead to a GCSE or equivalence and must
all conform to a National Standard. Coursework/controlled assessments (where applicable) and homework requirements are rigorous in
every subject and must be met in full. From September 2012, the Government made GCSE courses linear, which means there are no longer
Year 10 modules. BTECs also have added up to 25% online examinations. Learning Support: All students will start by studying 4 optional subjects at Key Stage 4. Towards the end of Year 9 Mr Simpson, our SENDCo, will approach students about this option. Please see him at the Year 9 Parent/Carer Teacher Meeting or latter in Year 9 if you want your son to be considered. In this Option, students will be able to get on with work from across the curriculum, with support available from the Learning Support team.
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Frequently Asked Questions: 1. Can my son move up a set in English, Maths or Science?
In Year 9 a student can move up a set but in Year 10 it depends as there is no movement between bands e.g. a student cannot move between sets 3 and 4 in Maths and students cannot move from combined science to separate sciences, however they can move from separate to combined There is no better time to remind your son that if he thinks that he is in the "wrong" set, it is within his power to do something about it. Promises to work harder next year are never going to overturn current evidence of actual performance and determination to learn.
2. Can he change his mind? Any changes must be accompanied by a parental letter; a simple verbal request from your son is not
enough. However, the later a change is requested the more difficult it may be to accommodate. Once the new term in September has progressed, we would not wish to make any changes. Our first response to a change at this stage might well be to urge patience and perseverance rather than change.
3. What is a BTEC Level 2 course?
A BTEC course is a vocational course assessed principally through coursework and is therefore more suited to boys who prefer this means of assessment. It is graded Pass, Merit, Distinction and Distinction Star. All BTECs have a GCSE equivalence. A single BTEC qualification at Level 2 Pass will count for your son as 1 GCSE at grade 5 (or above). All Level 2 Btecs have external examinations which amount to 25% of the course.
4. Is there a limit to the number of BTECs my son can take?
For the purpose of School League Tables, a pupil can take a maximum of 3 BTEC courses, each of which counts as a single GCSE. However, for the sake of his own workload, we would recommend a maximum of two BTEC subjects. If a student wishes to combine a Double BTEC Sports with another BTEC subject, then he would need to discuss this very carefully.
5. Why is the school still offering BTEC Sports as a double Option? We believe that the BTEC Sports taught as a double option offers the best progression onto our popular and successful post-16 BTEC in Sports Science.
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KEY STAGE 4 CURRICULUM 2017-2018 National Curriculum Subjects: English Maths Science Additional Compulsory Subjects: Physical Education & Games Religious Studies Optional Subjects:
A B C D
History x2 Geography Spanish History
Geography x2 Food Tech Art Economics
French Spanish Economics French
BTEC ICT Art Media Studies Sports Studies
BTEC Sports Double Media Studies Drama Business Studies
DT Business Studies DT
Music BTEC Business BTEC Sports Single
BTEC Sports Single NB: 1. If you choose BTEC Sports you cannot choose GCSE Physical Education. 2. If you choose BTEC Business Studies you cannot choose GCSE Business Studies or
Economics.
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ENGLISH
The year group will be divided into two teaching cohorts according to their needs across Maths, English and Science. The composition of the individual teaching groups will be based on Teacher Assessment across Year 8. The six teaching groups will be “mixed ability” across the year group with a ‘top’ ability group and a smaller ‘lower’ ability for students who need more individualised support.
The majority students will be entered for an English Language and Literature dual award qualification. The English Department currently teach the OCR exam board for English Language and English Literature.
With the new, stricter and linear GCSEs there is no longer any Controlled Assessment or Coursework units. Also Speaking and Listening tasks have no weighting towards the students’ final examination mark. All the work over the two year course will be assessed externally in 100% weighted examinations in May and June 2020 for both courses.
Literature Component: Your son will study a range of Literature texts from across different time periods, as well as different cultures to prepare for the new GCSE Literature Examinations. They will study a Shakespeare play in depth as well as a range of contemporary poetry. 100% of this course is assessed in two, 2 hour external exams in May 2020. Unit 1: Exploring Modern and Literary Heritage. (50%) 2 hour exam Unit 2: Exploring Poetry and Shakespeare. (50%) 2 hour exam Language Component: There is no longer an internally marked and delivered section of ‘Controlled Assessments’; instead all work will be examined in two, 2 hour external exams in June 2020. Speaking and Listening will be assessed internally but the grade will not contribute to the student’s overall examination percentage. Unit 1: Communicating Information & Ideas: Reading & Writing Non-fiction texts. (50%) Unit 2: Exploring Effects and Impacts: Reading & Writing Fiction Texts. (50%) Miss E McDONNELL SUBJECT LEADER ENGLISH
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MATHS
The John Fisher School follows the Edexcel Linear specification, meaning all exams will be taken at the end of the GCSE course. The Maths GCSE encourages students to develop confidence and a positive attitude towards numeracy and allows them to recognise the importance of maths in their own lives and to society. This qualification prepares students to make informed decisions about the use of technology, the management of money, further learning opportunities and career choices. Assessment Methods: All students will sit three exams at the end of the course. Students will be entered for the Higher or the Foundation tier, based upon the tier that best suits their mathematical ability. The Higher tier allows students to achieve up to grade 9, whilst the Foundation tier allows up to grade 5. The GCSE will allow students to: Develop their knowledge, skills and understanding of mathematical methods and concepts, including:
– Number – Algebra – Ratio, proportion and graphs – Shape, space and measures – Statistics
– Probability
Students in set 1 will also complete the work for the AQA level 2 certificate in Further Maths, an exam that they will sit at the end of year 11, consisting of 2 papers. Students hoping to study Further Maths at A level will require this qualification.
MRS A-M FURLONG
SUBJECT LEADER MATHEMATICS
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SCIENCE
Exam Board: GCSE: AQA Specifications: GCSE Combined Science: Trilogy GCSE Biology GCSE Chemistry GCSE Physics Two different GCSE science courses are run in Year 9, 10 & 11. All students will begin their studies of Key stage 4 Science in the second half of term and continue to study GCSE Science during Year 10 & 11. Both GCSE courses cover the same main topics as listed below, Separate Science students will go into more depth within each topic compared to the Combined Science students.
Content
Biology • Cell biology • Organisation • Infection and response • Bioenergetics • Homeostasis and response • Inheritance, variation and evolution • Ecology
Chemistry • Atomic structure and the periodic table • Bonding, structure, and the properties of matter • Quantitative chemistry • Chemical changes • Energy changes • The rate and extent of chemical change • Organic chemistry • Chemical analysis • Chemistry of the atmosphere • Using resources
Physics • Forces • Energy • Waves • Electricity • Magnetism and electromagnetism • Particle model of matter • Atomic structure • Space physics (Separate Science students ONLY)
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Assessment All assessment is external exams at the end of year 11. This will include questions based on practicals students must complete during the GCSE course. Both courses have six exams the structure depending on the course is as follows: GCSE Combined Science: Trilogy: Six papers: two biology, two chemistry and two physics. Each will assess different topics. Duration: all the papers are 1 hour 15 minutes. Tiers: Foundation and Higher. Weighting: the papers are equally weighted. Each is worth 16.7% of the grade and has 70 marks. Question types: multiple choice, structured, closed, short answer and open response. There are 16 required practicals. GCSE Biology: Two papers: each paper will assess knowledge and understanding from different topics. The questions will use clearer and simpler language, to assess students only on their scientific ability. Duration: both papers are 1 hour 45 minutes. Tier: Foundation and Higher. Weighting: the papers are equally weighted. Each is worth 50% of the grade and has 100 marks available. Question types: multiple choice, structured, closed short answer and open response. There are 8 required practicals. GCSE Chemistry: Two papers: each paper will assess knowledge and understanding from different topics. The questions will use clearer and simpler language, to assess students only on their scientific ability. Duration: both papers are 1 hour 45 minutes. Tiers: Foundation and Higher. Weighting: the papers are equally weighted. Each is worth 50% of the grade and has 100 marks available. Question types: multiple choice, structured, closed short answer and open response. There are 8 required practicals.
GCSE Physics: Two papers: each paper will assess knowledge and understanding from different topics. The questions will use clearer and simpler language, to assess students only on their scientific ability. Duration: both papers are 1 hour 45 minutes. Tiers: Foundation and Higher. Weighting: the papers are equally weighted. Each is worth 50% of the grade and has 100 marks available. Question types: multiple choice, structured, closed short answer and open response. There are 8 required practicals.
Miss R Hall SUBJECT LEADER SCIENCE
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RELIGIOUS EDUCATION Religious Studies GCSE Syllabus Route B (Eduqas) This syllabus addresses the subject of Catholic Christianity from both ethical and theological viewpoints, in addition to this there is also a study of Judaism. It does not presuppose faith. It may be taken by anyone of any faith or no faith. In furtherance of its aim of promoting understanding of particular religious beliefs and attitudes it will automatically take into account opposing views including atheistic and humanist points of view. Responses involve evaluative judgement and personal reactions and will be assessed according to relevance and quality of argumentation, and not by conformity with any pre-established doctrinal or moral position.
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Assessment Objectives There are three Assessment Objectives. RS1: Students will be required to demonstrate knowledge and understanding of the key elements of
Catholicism, including beliefs, practices, sources of authority and organisation. RS2: Students will be required to demonstrate knowledge and understanding of the effect of Catholicism on
individual or corporate moral behaviuor, attitudes, social practices and lifestyles. RS3: Students will be required to produce evidence and arguments to support and evaluate points of view. Assessment Pattern Each candidate will be assessed by two 1 hour and 30 minutes exams and one 1 hour exam on Judaism. Mr E Galgey SUBJECT LEADER RELIGIOUS EDUCATION
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ART
GCSE Art and Design
Is this the right subject for me?
This course is suitable for students who are:
Keen to develop their visual skills.
Creative, enthusiastic and imaginative.
Able to sustain an investigation.
Willing to experiment and take risks in their work.
Willing to review their progress and make improvements.
You will learn to:
The new GCSE (9-1) Art and Design qualification is 100% non-exam assessment. This means that both the
Portfolio and the Externally Set Task (question paper) are 100% internally marked and externally moderated.
Students will develop their portfolio and responses to the ‘Fine Art’ area of study. For assessment students
need to show that they have:
• developed ideas through investigations and demonstrated critical understanding of sources from a given
starting point
• produced material informed by context that is relevant to the development of their ideas
• refined work by exploring ideas, selecting and experimenting with media appropriate to their chosen
specification title and area(s) of study
• recorded ideas, observations and insights relevant to intentions as work progresses
• presented a personal and meaningful response that realises intentions.
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What will I be assessed on?
The GCSE has TWO components:
Titles and Components Fine Art (J171)
Component 01: Portfolio
Students should produce: • a portfolio of practical work showing their personal response to either a starting point, brief, scenario or stimulus, devised and provided by the learner or centre.
Portfolio of practical work (01) 120 marks Non-exam assessment (internally assessed and externally moderated)
60% of total GCSE
Component 02: Externally Set Task The early release paper will be issued on 2nd January and will provide Students with a number of themes, each with a range of written and visual starting points. A response should be based on one of these options. Preparation time and the date supervised time period is set by the centre.
GCSE externally set task 10 hours (02) 80 marks Non-exam assessment (internally assessed and externally moderated)
40% of total GCSE
Mr R McKENZIE SUBJECT LEADER ART
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FIRST in SPORT Why choose BTEC Sport? Did you know England Rugby star Jack Nowell studied a BTEC and Team GB gymnast Rebecca Tunney and swimmer Molly Renshaw are both studying a BTEC National in Sport? And it’s not just professional athletes who are winning with BTEC; there are thousands of talented coaches and trainers out there enjoying successful careers thanks to their BTEC National in Sport. If you want a hands-on course that gives you the opportunity to develop the practical skills and specialist knowledge that you’ll need to kick-start your career, then BTEC Nationals are a winning choice for you! What will I learn? The course is split into Single, 1 GCSE (4 units) or Double, 2 GCSEs (8 units). The following units will be covered in the Single and Double, will the last 4 unit’s only apply to the double. Single Double Unit No Name
✔ ✔ 1 (Core)
Fitness for Sport and Exercise
Fitness for sport and exercise is core
to the programme of study. This unit
has links to, and underpins, the other
units for sport. In learning aim A you
will cover the components of physical
and skill-related fitness and the
principles of training. Learning aim B
explores different fitness training
methods for developing components
of fitness, and for learning aim C you
will gain knowledge and skills in
undertaking and administering
fitness tests.
Online Test
✔ ✔ 2 (Core)
Practical Sports Performance
This unit focuses on developing and
improving your own practical sports
performance. This is achieved
through your active participation in
practical activities and reflection on
your own performance and that of
other sports performers.
This unit introduces you to a variety
of different sports and, through
participating in different sports, it is
expected that you will develop
knowledge of the associated rules,
regulations, scoring systems, skills,
techniques and tactics.
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✔ ✔ 5 Training for Personal Fitness
Thinking about personal fitness can
be daunting at first. We all know that
people often make comparisons
between their own fitness levels and
the fitness of others.
Stop right there! This unit is all about
you, the individual performer,
training to improve and enhance
personal fitness, using the training
methods that are most appropriate,
beneficial and engaging. This may
mean training with a group of friends
in a local park, or undertaking a
personal fitness training programme
at a local sports club or leisure
centre. Whatever the setting, the
design of the training programme
must be tailored to meet your
personal training goals, aspirations
and needs.
✔ ✔ 6 Leading Sports Activities
This unit introduces you to sports
leadership, enabling you to start on
the ladder of leadership and
coaching, through delivering
components of sports sessions and
whole activity sessions. You will be
introduced to the basics of sports
leadership and then will be required
to plan, deliver and evaluate your
ability to lead a sports activity
session or component of a session.
✔ 7 (Core)
Anatomy and Physiology for Sports Performance
As a sports performer it is essential
that you know how the body
functions under normal resting
conditions, so that you can then start
to appreciate how the different body
systems work together in an
effective manner to produce efficient
movement for sports performance.
This knowledge is also important if
you’re thinking about progressing to
further qualifications in the sports
and exercise sciences and/or a
career in the sport and active leisure
industry. The unit explores how a
normal healthy body works in
relation to these two body
systems, and in doing so enables you
to start to understand and appreciate
how the body systems can be
effective in attaining optimal sports
performance.
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Online Test
✔ 4 The Sports Performer in Action
When a person exercises regularly,
the body undergoes several short-
term effects, such as increased
breathing and heart rate. However,
as their training progresses
they will start to notice that the
short-term effects first observed
change and they develop different
long-term adaptations, such as a
slower heart rate than before and a
more controlled and easier breathing
rate when they exercise. But why do
these changes take place? What
causes the change in physiological
responses over a period of time?
This unit will look at the training
effects that occur when a person
regularly participates in sport and
physical activity over a given period
of time.
✔ 11 Running a Sports Event
Throughout the unit you’ll be able to
experience different roles as you
contribute to the overall planning
and running of the event, as well as
team-working skills. This unit will
also develop your leadership skills
and it may be beneficial to study this
unit alongside Unit 6: Leading Sports
Activities. It is expected that you will
undertake different roles when
working within a team to organise a
sports event.
✔ 10 Injury & the Sports Performer
Everyone involved in sport needs to
understand how sports injuries can
occur, how to manage them when
they do happen and how to avoid
injuries occurring in the first place. If
you are in charge of a sports event,
perhaps working in sports leadership
or coaching, you need to be aware
that sports injuries can happen
however careful you are. This unit
provides you with some basic
information on some common
injuries, their management and
treatment.
Method of Assessment Coursework
Each of the Units that are assessed through coursework will be taught much like any other lesson. The difference to GCSEs is that all of the work completed in class counts towards your son’s final grade. Each of the units will be broken down in to a number of tasks, which last about 6 weeks. At the end of this time your son’s
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work will be marked and returned for improvements to be made – much like a first draft of an essay. Students are then given a further period of time to make the necessary changes before it is marked for a second time and a final grade given. Exam In the Award students will sit 1 exam worth 25% of their total grade. In the Extended Certificate they will sit 2 exams worth a combined 25% of the final grade. The exam is taken on a computer much like a modern theory Driving Test and includes pictures and videos. The questions include multiple choice, one or two word answers and short sentence answers. Students may re-sit the exam up to 3 times. Grades Available All of the units, whether assessed by coursework or exam, are given a grade of Pass, Merit or Distinction. At the end of the course the grades from the individual units are added together and an overall grade awarded. Doing poorly in one unit will not stop your son getting a Distinction at the end of the course. The overall grade equates to GCSEs in the following way:
Award (Single) Extended Certificate (Double)
Pass 1 Grade C 2 Grade Cs
Merit 1 Grade B 2 Grade Bs
Distinction 1 Grade A 2 Grade As
Distinction * 1 Grade A* 2 Grade A*s
What can I study afterwards? Students can progress from this qualification to:
further study of physical education at AS and A Level
vocational courses such as BTEC Nationals in Sport & Sport and Exercise Sciences
apprenticeships and other training
employment in a related sector • 4 out of 5 of BTEC students go on to receive a 1st or 2nd class degree.*
• In 2015, over 25% of the students entering university in England did so with a BTEC.
Employment
- BTEC Nationals in Sport are backed by some major UK employers and professional bodies, including: Rugby
Football League, Wigan Athletic FC, Chartered Institute for the Management of Sport and Physical Activity
(CIMPSA), League Football Education, Skills Active and Sports Coach UK.
MR. L SHANAHAN KEY STAGE 4 CO-ORDINATOR PHYSICAL EDUCATION [email protected]
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GCSE PHYSICAL EDUCATION (SPORTS STUDIES)
Why choose GSCE PE? The course is designed for students who:
Clear and coherent structure – our qualification has a straightforward structure with four engaging and up-to-date components that are assessed through externally examined papers and internally assessed components. Clear question papers – we have focused on ensuring that our question papers are clear and accessible for students and that mark schemes are straightforward in making the requirements clear. Provides a real applied focus – the new specification content encourages students to contextualise theory and to develop and apply their knowledge, understanding and quality of performances in practical assessments. Reflects today’s global world – students will engage with key issues and themes relating to contemporary global influences on physical education and sport. Develops transferable skills – students will develop a multitude of skills, including numeracy, communication and an understanding of practical performances in order to support progression to the next level of study. The blend of scientific and social knowledge positions students to access a range of qualifications. Develops a holistic understanding of physical education – stimulating content is at the heart of this engaging qualification. Students will receive a well-rounded and full introduction to the world of PE, sport and sport science through the combination of physical performance and academic challenges. Supports progression to A Level – we planned our GCSE and A Level specifications together. This ensures sensible progression of content from GCSE to A Level and similar approaches to assessment, so that students will have a coherent and diverse experience of physical education if they take both a Pearson Edexcel GCSE and A Level in Physical Education. Supports progression from Key Stage 3 – we have designed the GCSE to build on and embed the physical development and skills learned in key stage 3, encouraging learners to become more competent, confident and expert in their techniques, and apply them across different sports and physical activities whilst deepening their knowledge of content studied previously.
What will I learn? Component 1: Fitness and Body Systems (36% of the qualification) Written examination = 1 hour 45 minutes 90 marks
Component 2: Health and Performance (24% of the qualification) Written examination = 1 hour 15 minutes 70 marks
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Component 3: Practical Performance (30% of the qualification) Non-examined assessment 105 marks (35 marks per sport) Component 4: Personal Exercise Programme (PEP) (10% of the qualification) Non-examined assessment 20 marks Components 1 and 2 will be assessed in May/June in any single year. Components 3 and 4 may be assessed at any point during the course, with marks submitted by the centre prior to moderation. Moderation will take place in the same year as the written examinations.
Component 1: Fitness and Body Systems Topic 1: Applied Anatomy & Physiology
Topic 2: Movement Analysis Topic 3: Physical Training Topic 4: Use of data
The structure and functions of the musculoskeletal system
Anaerobic and aerobic exercise
Lever systems & Planes and axes of movement
The components of fitness
The principles of training
Injury prevention
Effective use of warm up and cool down
Use of data
Component 2: Health and Performance Topic 1: Health, fitness and well-being
Topic 2: Sports psychology Topic 3: Socio-cultural influences Topic 4: Use of data
Physical, emotional and social health, fitness and well-being
The consequences of a sedentary lifestyle
Classification of skills (basic/ complex, open/closed)
Mental preparation for performance
Commercialisation of physical activity and sport
Ethical and socio-cultural issues in physical activity and sport
Use of data
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Component 3: Practical Performance You have to select 1 Sport from the Team & Individual sports. You then have 1 free choice from either Team or Individual sports. The list of sports is below.
Team Sports include Individual Sports include
Football Badminton Basketball Camogie Cricket Dance Gaelic Football Handball Hockey
Netball Rowing Rugby League Rugby Union Squash Table Tennis Tennis Volleyball Hurling Lacrosse
Boxing Athletics Badminton Canoeing Cycling Dance Diving Golf Gymnastics Equestrian Kayaking
Rock Climbing Rowing Sculling Skiing Snowboarding Squash Swimming Table Tennis Tennis Trampolining
Component 4: Personal Exercise Programme (PEP)
Internally marked and externally moderated
Consists of a 6 week training programme
Non-examined controlled coursework
Method of Assessment The GCSE course is split into 70% Theory and 30% Practical. It is further split into the following below:
Topic Method of Assessment
Total Marks
% of Qualification
Fitness & Body Systems
Exam (1hr 45mins) 90 marks 36%
Health & Performance
Exam (1hr 15mins) 70 marks 24%
Practical Performance
Performances are moderated
105 marks 30%
PEP Coursework (1500 words)
20 marks 10%
What can I study afterwards? Students can progress from this qualification to:
further study of physical education at AS and A Level
vocational courses such as BTEC Nationals in Sport & Sport and Exercise Sciences
apprenticeships and other training
employment in a related sector MR. L SHANAHAN KEY STAGE 4 CO-ORDINATOR PHYSICAL EDUCATION [email protected]
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BUSINESS STUDIES GCSE
Business Studies is taught in three GCSE groups in Years 9, 10 and 11. It is one of the most popular subjects at GCSE, allowing the boys to investigate and enjoy the business world. Success in the final examination will not guarantee a business career but a study of this subject will provide a useful background for aspiring businessmen as well as future managers and employees.
The business and economics department invite you to check out the subject page on the school website for
more information on our courses, events and activities which our students get the chance to do.
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Business studies is concerned with the actions and decisions taken by firms and focuses on topics such
as marketing, staff in the organisation, accounting and finance, management, strategy and production
methods.
Business studies students will also cover some Economics, as it affects how businesses operate in their
external environments.
As the name suggests, the course studies how businesses function and looks at the work that various
departments, such as marketing, finance, human resources, and production carry out. The course also
looks at how outside activities affect businesses, and in turn, how businesses react to these
You will learn about the important decisions that businesses face in modern, competitive, and often
global, environments.
Topics such as:
‘How businesses advertise and price their goods’
‘The production method that best suits the product’
‘Why a call centre may relocate to China’
‘Marketing strategies a company should use’
‘Why did ‘Just Eat’ want to buy ‘Hungry House’?
‘The characteristics of a good manager, looking at Jose Mourinho as a case study’
‘How a firm’s final accounts are compiled’
‘How a firm could increase its cash flow’
Within the course the boys will enjoy a range of extracurricular activities such as ‘Young Apprentice’,
Enterprise challenge days and trips. We also have a wide selection of speakers who come in to encourage and
inspire the students. Former student, guest speakers and interesting lectures are always encouraged and
offered.
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Business studies continues in the sixth form in both the AS/A2 and BTEC format. Many boys continue to study
business studies and go on to the top universities! The boys can get involved in the Young Enterprise
competition, where they run their own company.
The two units the students study cover these key headings:
Business in the real world
Influences on business
Business operations
Human resources
Marketing
Finance
The boys will get the chance to enjoy a trip to Barcelona in year 10 as part of a Business/Spanish trip.
Mr. A Dean SUBJECT LEADER BUSINESS, ECONOMICS AND ENTERPRISE [email protected]
Pick business if you are interested in running your own, want to understand why businesses make such large profits, or you are
interested in a certain area- eg finance
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BTEC Firsts (Level 2) in Business The Edexcel BTEC Level 2 in Business is a qualification that allows students who work better in coursework, to do very well. The qualifications we offer are: BTEC Level 2 Award (1 GCSE) This consists of two mandatory units plus two optional units that provide for a combined total of 120 Guided learning hours. We have chosen the following units: In year 9: Unit 2: Finance for business (Externally Assessed via online exam) In year 10: Unit 1: Enterprise in the business world Unit 3: Promoting a brand In year 11: Unit 4: Principles of Customer Service
In year 10, we visit Chelsea FC and use this as one of the businesses in the assignments.
The business and economics department invite you to check out the subject page on the
school website for more information on our courses, events and activities which our students get the chance to do.
The BTEC Firsts in Business have been designed to address the needs of Students who prefer to learn in a more varied and independent way. Students have the opportunity to develop skills to support them as they build confidence in a range of delivery methods, including presentations and written reports. The BTEC encourages personal development that no other course does, with students experiencing real business issues. This course runs as an alternative to the normal exam based GCSE course and has is fully recognized and valued.
One of the benefits of the BTEC is only 25% of the award is externally assesses through an exam, the rest being internally marked. The boys will cover a range of units, each offering content that is varied and relevant to what they see and hear every day.
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Business employers value employees who are able to communicate effectively both verbally and using electronic communication methods. The BTEC Firsts in Business provide opportunities for Students to develop their communication skills as they progress through the course. This can be both through presentations and discussions in which they have the opportunity to express their opinions. Students should be encouraged to take responsibility for their own learning and achievement, taking into account industry standards for behavior and performance. Each piece of work is submitted in the following way:
This course prepares the boys for the sixth form and beyond! The BTEC Firsts in Business provide a route to employment into the many diverse areas of business. These could include:
roles in specialist areas such as marketing, finance, customer service or human resources
in large organisations
a more generic role in a small local business. The BTEC Level 2 Award is equivalent to one GCSE (graded A* - C) If you like business but don’t do well in exams, this is the one for you!
Mr A. Dean SUBJECT LEADER BUSINESS, ECONOMICS AND ENTERPRISE [email protected]
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GCSE Economics What is Economics? Economics, in essence, is about understanding what is happening in the economy at all different levels-from choices we make about how we spend our wages, right through to what policies governments should use to improve the fortunes of the country. Economics can be used to explain decisions that people make and the consequences of them. A small selection of the issues we consider: What causes recessions and what can governments do about them? Do we benefit from being in the EU? What can economics tell us about tackling climate change, alcohol consumption or congestion? What causes hyperinflation? What causes some countries to be rich, yet some so poor? Why do we pay taxes, and how well do the government spend our money? Economics at John Fisher Economics is a very popular subject at both GCSE and A level in the school. Students enjoy the currency of the subject, and the department offers plenty of opportunities for students to stretch themselves and extend their knowledge. Nationally recognized as one of the best schools for results, this is a very popular option for students in KS4/5. For example: Sixth Form students run ‘Master-classes’ for GCSE students The school enters a team into the prestigious Bank of England ‘Target 2.0’ competition We invite professional economists in to speak to students We offer a subject library of popular economics books The business and economics department invite you to check out the subject page on the school website for
more information on our courses, events and activities which our students get the chance to do. What skills do you need? Economics requires a reasonable level of numeracy with some use of graphs and sums. We suggest only students in Maths sets 1/2 choose economics. Students will be taught how to think logically to tackle problems and will develop analytical skills in order to assess data, theory and opinion. The ability to see how one economic variable (such as unemployment) might affect another (e.g. inflation) is important. All this requires a clear mind and an ability to think and analyse logically and to write good English.
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What does the course look like?
We will follow the New AQA GCSE specification consisting of two units, outlined below.
How markets work:
Economic foundations
Resource allocation How prices are determined Production, costs, revenue and profit
Competitive and concentrated markets Market failure
How the economy works:
Introduction to the national economy
Government objectives How the government manages the economy International trade and the global economy
The role of money and financial markets
Mr. A Dean SUBJECT LEADER BUSINESS, ECONOMICS AND ENTERPRISE [email protected]
“UK
economy
suffers
shock contraction”
-January
2011
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GCSE MEDIA STUDIES GCSE in Media Studies Unit 1: The Individual Media Studies Portfolio This is a controlled assessment unit, 25–30 hours, internally assessed and externally moderated and is worth 30% of the total GCSE marks. For this you produce your own media text using Photoshop Desk Top Publishing software. This is in the form of two posters for new science fiction films.
PLUS A RELATED ASSIGNMENT e.g. Compare how society is represented in the following science fiction films, Star Wars and Serenity. This can be presented in the form of an essay or PowerPoint. Unit 2: Textual Analysis and Media Studies Topic (MovingImage) This is 40% of the total GCSE and involves a 1 hour 45 minutes written paper It has two sections. In this first section you would write about (or analyse) a short piece of film you would watch at the start of the exam. Currently the genre is the action film. In Section B you would answer a question on Television Comedy
Outline There are three sections to this course. It is designed to allow you to learn more about the media and how it affects you. You will have lots of chances to work practically and creatively producing films and film posters. You will have the chance to work on projects with others in groups to gain an in depth understanding of the media. You will also have the chance to work as a camera-man, editor, director or desk top publisher and develop your technical skills.
Is it for me? There is a mixture of exam (40%) and practical work (60%) involving making media. If you’re interested in film, tv, music videos and other areas of the media and if you enjoy being creative and have energy and enthusiasm then you should enjoy and be stimulated by the course.
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Unit 3: Production Portfolio in Media Studies This is a controlled assessment unit, and is worth 30% of the total GCSE marks Students can either work individually or in groups to produce a teen drama film. The film can be in any style that you or your group are interested in. Previous films have included horrors, comedies and dramas about school related issues such as bullying. Groups plan, direct, film, edit and produce their own films with a maximum length of 3 minutes. You will also produce evidence of planning and an evaluation.
Mr W O’Brien SUBJECT LEADER MEDIA STUDIES
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GEOGRAPHY
There are three papers taken in GCSE Geography: Living with the Physical Environment (35% of GCSE) Natural Hazards: tectonic, weather and climate change The Living World: Ecosystems, Tropical rainforests, Deserts Physical Landscapes in the UK: Coastal landscapes, river landscapes This unit requires an understanding of physical processes and factors that produce diverse and dynamic landscapes that change over time. The interaction between people and the environment, as well as the need for sustainable management, are important issues studied in this section. Challenges in the Human Environment (35% of GCSE)
Urban issues and challenges
The changing economic world
The challenge of resource management: Food, water and energy This unit focuses on the causes and processes involved in changes to human environments, both urban and rural. It covers some of the rapid economic developments that are affecting people across the globe, as well as the related issues of population change, migration and international tourism. Geographical Applications (30% of GCSE)
Issue evaluation
Fieldwork
This section will be assessed in an exam only. Issue Evaluation allows critical thinking and problem solving. A resource booklet will be released prior to the exam that goes into detail on one of the topics addressed above. In addition, 2 pieces of fieldwork will be undertaken (one physical and one human) and studied back at school. The exam will ask questions about the fieldwork. There is no coursework element to the fieldwork anymore. A more detailed booklet outlining each unit will be available at the Options Fair. Classes are of mixed ability and there are no tiered papers. Miss C Drozd SUBJECT LEADER GEOGRAPHY
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HISTORY
GERMANY THE COLD WAR HISTORY OF LONDON ELIZABETHAN
1919-45 1941-1991 WARFARE LOCAL STUDY ENGLAND 1250-present
Thematic Study and historic environment 30% of total mark.
Warfare through time 1250-present London in the Second World War
The Collapse of Communism and the Post War Cold War 1980-2000.
Period Study and British Depth Study: 40% of total mark. Superpower relations and the Cold War 1941-1991
Early Elizabethan England 1558-1588
Modern Depth Study: 30% of total mark. Weimar and Nazi Germany 1918-1939
Students will study change and continuity across a long sweep of history in the thematic study; with case studies on such battles as Agincourt (1415), Naseby (1645), Waterloo (1815), the Somme (1916) and Iraq (2003) They will explore London’s response to the Second World War and look at the impact of the Blitz on civilian life in the historic environment paper. In the British depth study they will focus on Elizabethan government and society; the challenges to her rule and the age of exploration. The period study traces the development of the Cold War with key events such as the Hungarian uprising, the Cuban Missile Crisis and the fall of the Berlin Wall. The modern depth study will focus on the rise of Hitler and life under Nazi rule. Students will be assessed on their knowledge and understanding of the course content. They will need to explain and analyse historical events and periods and they will need to make substantiated judgments based on evidence. They will be required to explain how and why interpretations may differ over time in the context of the historical events studied. A more detailed booklet outlining each unit will be available at the Options Fair. Edexcel is the Exam Board. Classes are of mixed ability and there are no tiered papers. Ms T SMITH SUBJECT LEADER HISTORY
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FRENCH
Learning a foreign language is becoming increasingly important as we try to forge closer links with Europe following Brexit, and employers are keen to recruit those with good language skills. Why learn languages? 10 good reasons why you should be learning a foreign language
1. To increase global understanding
2. To improve employment potential
3. To be competitive in the international business world
4. To increase native language ability via the study of grammar
5. To sharpen cognitive and life skills via learning of one or more foreign languages
6. To improve chances of entry into University
7. Creativity is increased through the study of foreign language
8. To make travel more feasible and enjoyable
9. To expand study abroad options in the francophone world
10. To increase understanding of oneself and one's own culture
Assessment Objectives All students will be assessed in the following ways: Paper 1 – Listening and Understanding in French Paper 2 – Speaking in French Paper 3 - Reading and Understanding in French Paper 4 – Writing in French
Two tiers of examination (Foundation and Higher) are offered for all papers graded 9-1. Students will be entered for a single tier across all papers.
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Syllabus In French, students are entered for the GCSE examinations of Edexcel. The GCSE French course will focus on the following 5 themes:
Identity and culture
Local area, holiday and travel
School
Future aspirations, study and work
International and global dimension
Paper/Assessment Objective
Paper Method of Assessment
Time
1 (Listening) – 25%
1F - Foundation Terminal
examination (externally assessed)
35 minutes (+5 minutes reading time)
1H - Higher 45 minutes
(+5 minutes reading time)
2 (Speaking) – 25%
2F - Foundation (Internally conducted
and externally assessed)
7-9 minutes ( + 12 mins preparation time)
2H - Higher 10-12 minutes ( + 12 mins
preparation time)
3 (Reading) – 25%
3F – Foundation Terminal examination
(externally assessed)
45 minutes
3H - Higher 60 minutes
4 (Writing)
– 25%
4F - Foundation Terminal
examination (externally assessed)
1 hour 10 mins
4H - Higher
1 hour 20 mins
Mr J EVANS SUBJECT LEADER MODERN FOREIGN LANGUAGES [email protected]
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SPANISH
Learning a foreign language is becoming increasingly important as we try to forge closer links with Europe following Brexit, and employers are keen to recruit those with good language skills. Why learn languages? 10 good reasons why you should be learning a foreign language 1. To increase global understanding
2. To improve employment potential
3. To be competitive in the international business world
4. To increase native language ability via the study of grammar
5. To sharpen cognitive and life skills via learning of one or more foreign languages
6. To improve chances of entry into University
7. Creativity is increased through the study of foreign language
8. To make travel more feasible and enjoyable
9. To expand study abroad options in the hispanic world
10. To increase understanding of oneself and one's own culture
Assessment Objectives All students will be assessed in the following ways:
Paper 1 – Listening and Understanding in Spanish Paper 2 – Speaking in Spanish Paper 3 - Reading and Understanding in Spanish Paper 4 – Writing in Spanish
Two tiers of examination (Foundation and Higher) are offered for all papers graded 9-1. Students will be entered for a single tier across all papers.
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Syllabus In Spanish, students are entered for the GCSE examinations of Edexcel. The GCSE Spanish course will focus on the following 5 themes:
Identity and culture Local area, holiday and travel School Future aspirations, study and work International and global dimension
Paper/Assessment Objective
Paper Method of Assessment
Time
1 (Listening) – 25%
1F - Foundation Terminal
examination (externally assessed)
35 minutes (+5 minutes reading time)
1H - Higher 45 minutes
(+5 minutes reading time)
2 (Speaking) – 25%
2F - Foundation (Internally conducted
and externally assessed)
7-9 minutes ( + 12 mins preparation time)
2H - Higher 10-12 minutes ( + 12 mins
preparation time)
3 (Reading) – 25%
3F – Foundation Terminal examination
(externally assessed)
45 minutes
3H - Higher 60 minutes
4 (Writing)
– 25%
4F - Foundation Terminal
examination (externally assessed)
1 hour 10 mins
4H - Higher
1 hour 20 mins
Mr J EVANS SUBJECT LEADER MODERN FOREIGN LANGUAGES [email protected]
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MUSIC
Unit 1: Performance Solo Performance – Recorded in November 2019
Ensemble Performance – Recorded in March 2020 Each performance is worth 15% towards the overall grade
Unit 2: Composition Based on a brief set by Edexcel – completed by December 2019
Free composition – completed by March 2020 Each composition is worth 15% towards the overall grade
Unit 3: Listening & Appraising Students take a Listening Exam based on the following eight Set Works The exam is worth 40% towards the overall grade
` Instrumental Music 1700–1820
J S Bach: 3rd Movement from Brandenburg Concerto no. 5 in D major
L van Beethoven: 1st Movement from Piano Sonata no. 8 in C minor
Vocal Music
H Purcell: Music for a While
Queen: Killer Queen (from the album ‘Sheer Heart Attack’)
Music for Stage and Screen
S Schwartz: Defying Gravity (from the album of the cast recording of Wicked)
J Williams: Main title/Rebel blockade runner (from the soundtrack to Star Wars Episode IV: A New Hope)
Fusions
Afro Celt Sound System: Release (from the album ‘Volume 2: Release’)
Esperanza Spalding: Samba Em Preludio (from the album ‘Esperanza’)
GCSE music is about making music and listening to a wide range of musical genres and eras, studied through performing, composing and listening. You can perform on any instrument/voice in any style and do not have to currently play an instrument. Once you start the course, individual instrumental lessons or participation in an ensemble are imperative to complete this part of the course. Composition is taught during Year 9 and 10 and completed under controlled conditions in Year 11. Compositions are completed using the computer program ‘Sibelius’. Using this program enables you to utilise a combination of instruments even if you do not play them. Examination of the eight set works (see above) is completed in the summer of Year 11 during a 1½-hour listening exam. Miss S Harrington-Booth SUBJECT LEADER MUSIC [email protected]
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GCSE DRAMA
I hear; I forget. I see; I remember. I do; I understand. Old Chinese Proverb
The above proverb highlights the ethos of Drama and Theatre within education. We are in the business of preparing our students to be freethinking, analytical, articulate and considerate of the world they live in. We promote a mutually advantageous relationship between teachers, students and the professional community, fostering artistic talents with enthusiasm and support.
Is this the right subject for me?
This course is suitable for students who are:
Are interested in developing a personal interest in why drama matters.
Creative, enthusiastic and imaginative.
Work imaginatively and creatively in collaborative contexts, generating, developing and communicating ideas.
Willing to experiment and take risks in their work.
Develop and demonstrate competence in a range of practical, creative and performance skills.
You will learn to: The new GCSE WJEC/EDUQAS (9-1) Students’ will be studying and learning a variety of texts. Develop an awareness and understanding of the roles and processes of the theatrical process, work independently and reflective to able to make informed choices in process and performance over the next three years.
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How will I be assessed?
Ms F Tyrell COORDINATOR OF DRAMA
Component 1: Devising Theatre Non-exam assessment: internally assessed, externally moderated
40% of qualification
Students will be assessed on either acting or design. Students participate in the creation, development and performance of a piece of devised theatre using either the techniques of an influential Theatre practitioner or a genre, in response to a stimulus set by WJEC. Students must produce: A realization of their piece of devised theatre a portfolio of supporting evidence an evaluation of the final performance or design. 2 sides of work
Component 2: Performing from a Text Non-exam assessment: externally assessed by a visiting examiner
20% of qualification
Students will be assessed on either acting or design. Students study two extracts from the same performance text chosen by the center. Students participate in one performance using sections of text learnt throughout the 3 year course
Component 3: Interpreting Theatre Written examination: 1 hour 30 minutes
40% of qualification
Section A - Set Text: A series of questions on one set text e.g. DNA by Dennis Kelly. Section B: Live Theatre Review One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production seen during the course.
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DESIGN & TECHNOLOGY
Product Design Students will be required to complete a range of projects leading to a single major project. Students are encouraged to learn from the local ethos, community and wider world, students identify needs and opportunities. They respond with ideas, products and systems, challenging expectations, where appropriate. They combine practical and intellectual skills with an understanding of aesthetic, technical, cultural, health, social, emotional, industrial and environmental issues. Why study Product Design? Students will be able to design and make products with creativity and originality, using a range of modeling materials and graphics. Students will be enthused and challenged by the range of practical activities possible. The controlled assessment project is very popular with students making radios, MP3 and phone docking stations. The course is in two main sections. The coursework, worth 50% of the total mark, will give students the opportunity to demonstrate designing and making skills. The second part of the course will be a written examination, worth 50% of the total mark.
Mr A Rebello SUBJECT LEADER DESIGN TECHNOLOGY
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FOOD PREPARATION AND NUTRITION
Food Technology This new GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students practical cookery skills to give them a strong understanding of nutrition. Food preparation skills are integrated into five core topics: Food, nutrition and health, Food science, Food safety, Food choice & Food provenance. Why study GCSE Food Technology? Students will be challenged and enthused by the range of practical activities available and will find this course highly motivating. For students interested in a career in catering or food related industries, a GCSE in Food Preparation and Nutrition also offers students the opportunity to understand how food is produced, stored, prepared, cooked and presented professionally. Assessment Students will take part in a food investigation as part of the new GCSE course, which shows their understanding of the working characteristics, functional and chemical properties of different ingredients. There is also the opportunity for students to show knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food. As part of this, students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved. A portfolio of written evidence including photographs will be required for both parts of the assessment. This is 50% of the GCSE mark. Students will also sit the written exam at the end of the course focusing on their knowledge of food preparation and nutrition that they are learnt throughout the course. The exam is out of 100 marks has multiple choice questions (20 marks) as well as five questions with sub questions (80 marks) and is worth 50% of the GCSE mark. Mrs J Shepherd COORDINATOR OF FOOD TECHNOLOGY
Food Products made by John Fisher Year 11 students as part of their major project – 2015/16
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EDEXCEL BTEC LEVEL 1/LEVEL 2 FIRST AWARD AND CERTIFICATE IN INFORMATION AND CREATIVE TECHNOLOGY (I&CT)
Who is the BTEC First for? The course is designed for Students who: Enjoy practical involvement and practical investigation.
External assessment has been introduced; however, Students
will have many opportunities for trial tests to become well prepared for the online assessments.
Portfolio based tasks are still extremely important and still
make up the bulk of the course. Are interested in all areas of Information and Creative
Technology (I&CT) and the variety that I&CT offers.
The new generation BTEC I&CT: BTEC Level 1/Level 2 First Certificate ● is a 240-guided-learning-hour qualification (equivalent in teaching time to two GCSEs) ● has 25 per cent of the qualification that is externally assessed. Edexcel sets and marks these assessments.
Additionally, the BTEC Level 1/Level 2 First Award/Certificate: ● is a 240-guided-learning-hour qualification (equivalent in teaching time to two GCSEs) ● has 17 per cent of the qualification that is externally assessed. Edexcel sets and marks these assessments. (Students can work towards Extended Certificate eg: MAPs/GT/commitment/effort, so forth) The new BTEC in I&CT will expect Students to complete an online assessment in either of Unit 1 or Unit 2, the two externally assessed mandatory units: Unit 1 -The Online World OR Unit 2 - Technology Systems Unit 3 - a Digital Portfolio – an opportunity for Students to SHOWCASE their I&CT talents developing a digital portfolio containing work produced on the BTEC course as well as any other appropriate content from other subject areas that would showcase I&CT talent. The digital portfolio will be a SHOP WINDOW of a range of work. Programming, coding and general building of web pages will be learnt/developed in this unit. BTECs are vocationally related qualifications where Students develop knowledge and understanding by applying their
learning and skills in a work-related context.
Additionally, they are popular and effective because they engage Students to take responsibility for their own learning and to develop skills that are essential for the modern-day workplace.
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These skills include: team-working; working from a prescribed brief; working to deadlines; presenting information effectively; and accurately completing administrative tasks and processes. BTEC Firsts motivate young Students, and open doors to progression into further study and responsibility within the workplace.
What can I do after this course? Students can go on to study a BTEC National (L3) (equivalent to 1 ‘A’ Level therefore allowing the option to pick up on other ‘A’ levels). I&CT skills will always be required in many walks of life/employment; it will give you, the learner, the opportunity to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life. Many people have gone straight into related employment: IT is one of the top ten jobs to be in! We look forward to welcoming you on the course. ‘Two major factors influence the rosy outlook for employment in this industry: demand - a continuing growth in new jobs; and supply - a shortage of both graduates, with the requisite knowledge and skills, and highly skilled professionals.’ (Techblog 2014)
PARENT INFORMATION LINK: http://www.edexcel.com/quals/introd/Documents/BTEC_Parents_Guide.pdf http://www.edexcel.com/btec/New-to-btec/BTEC-Explained/Pages/basics.aspx http://www.techblog.co.nz/660-ICTTrendsEmploymentProspectsfor2014
Mrs C NILES SUBJECT LEADER ICT
MANDATORY UNITS All students complete, as well as online assessment in either Unit 1 OR 2. (90 GLH)
OPTIONAL UNITS (Award 120 GLH: an additional 60 GLH, eg 1-2 extra units depending on GLH (Certificate 240 GLH: an additional 150 GLH, eg 3-5 units depending on GLH) (Extended Certificate 360 GLH: an additional 270 GLH, eg 5-7 units depending on GLH)
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CAREERS EDUCATION and GUIDANCE
Careers education is delivered within the PSHE programme in years 8, 10 and 11. The careers programme places emphasis on managing the changes, choices and transitions that will affect future education, training, work and life as an adult. Careers Education and Guidance (CEG) is now recognised as part of a national framework and must include the three key areas of: Self Development. Career Exploration. Career Management. In addition to this, the programme incorporates the new national guidelines for work related learning. As part of PSHE in year 8, students are introduced to careers when they get to use a web based computer program “The real Game”. It offers an insight into a variety of careers and how every career choice affects lifestyle and money management. In year 10, students take part in work placements for 2 weeks to get some valuable work experience and start creating a CV. By the end of year 11, students should be able to:- Understand themselves and develop their capabilities Recognize the available options and the directions they may wish to take in their career. Find out about careers and the opportunities there are. Develop a career action plan. Students can access high quality and up-to-date careers information from the Careers Library in the LRC. We have a Careers Advisor available to all students and by year 11, ALL students would have had an opportunity to have a chat with the advisor. Mrs A Okonkwo CAREERS CO-ORDINATOR
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Glossary of Abbreviations
Examination Boards AQA Assessment and Qualifications Alliance (formerly NEAB, SEG, &c) Edexcel Educational Excellence (London University) OCR Oxford Cambridge and RSA Examinations (formerly MEG, &c) BTEC Business and Technology Education Council
Subjects
PE Physical Education
PSHE Personal, Social and Health Education
(‘Form Period’)
RE Religious Education
General GCSE General Certificate of Secondary Education KS4 Key Stage 4 (Years 10 and 11 - see below) NC National Curriculum Year 10 First year of the GCSE course Year 11 Final year of the GCSE course
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APPLICATION FORM Your son will have received detailed information regarding ‘Option’ Subjects from his Subject
Teachers, Year Assembly and at the Fair. Having discussed and studied the booklet in detail
with your son, please fill in, sign and bring the Option form to the Year 8 Parent Teacher
Meeting on Thursday 21st April, or to Mr Smith by Friday 22nd March.
Notes
Religious Education, English, Maths and Science are studied by everyone – therefore they
do not need to be entered on the form. PE (which are not GCSE subjects) is also
compulsory.
We offer a ‘guided’ option programme.
We usually achieve a satisfaction rate of nearly 100%, but a very small number of boys
may be asked to change one of their choices. This may also happen if a boy has made a
choice that his teachers deem to be unrealistic.
All optional subjects (except Learning Support) lead to a GCSE/BTEC qualification.
Some subjects can be studied at A level without prior study at GCSE. Please check with
the relevant Subject Leader (whose name can be found in the subject summary in this
booklet) before making any assumptions on this point.
These are very important decisions your son is making and must be seen as the first
stage of a 14-19 course, leading potentially to the second stage of KS5 level study.
Please ensure he is making wise and appropriate choices which will increase his chances
of future success.
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OPTIONS 2017
Student’s Name:___________________________________
[BLOCK CAPITALS, PLEASE]
Form: 8__
Option A
Option B
Option C
Option D
1st Reserve
These four subjects (plus one reserve) are chosen from the lists below.
Please choose 1 subject from each Option Pool A-D.
A B C D
History x2 Geography Spanish History
Geography x2 Food Tech Art Economics
French Spanish Economics French
BTEC ICT Art Media Studies Sports Studies
BTEC Sports Double Media Studies Drama Business Studies
DT Business Studies DT
Music BTEC Business BTEC Sports Single
BTEC Sports Single
NB: 1. If you choose BTEC Sports you cannot choose GCSE Physical Education. 2. If you choose BTEC Business Studies you cannot choose Business Studies or Economics.
Signature of Parent/Carer:………………..……….........………………………………………………….. Date: 2017 Please ensure this form is completed by Friday, 28th April 2017 or returned at the Parent/Teacher meeting.
