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HODGSON ACADEMY
Key
Sta
ge 4
Pat
hw
ays
Op
tion
s B
ook
let
2014
2
YOUR Pathway to YOUR Future
Sixth Form Further Educa on
Training and Employment
Hodgson Academy
EXAMINATION SUCCESS
3
You are about to embark on your Key Stage 4 studies at Hodgson Academy. This booklet gives full details on the op on subjects available to you. Every course is described in a sec on of its own on the following pages. These courses will start in June 2014, at the start of Year 10, and end in June 2016 in Year 11. It is crucial that you pick the right op on subjects for you, as these, combined with the core subjects, will form the qualifica ons with which you will leave Hodgson. These qualifica ons will take you on to the next stage of your life. You might already have a career or further educa on subjects in mind, so can pick op ons that will hopefully help towards this goal. In 2013, 88% of Hodgson Academy’s leavers went in to further educa on and 12% into employment or training programmes. This booklet is called ‘Pathways’, and we will work together to ensure you find the best way forward for you as an individual. We need to personalise your learning. We need to find the best path for YOU. The booklet is divided into three parts. The first sec on tells you about subjects that you can choose: the Op on Subjects. The second part explains how the Upper/Main Band Block will work. The third part details the subjects you must take in Year 10 and 11 as part of your Key Stage 4 curriculum: this is called the Core Curriculum. The booklet is just one part of a programme of ac vi es that are designed to help you with your op on choices. This programme includes:
Applied Learning Taster Week
fas omato.com
Careers and IAG in PSHE lessons
Talks in Year 9 assemblies
Informa on, Advice and Guidance from teachers in subject lessons
Informa on, Advice and Guidance from Progress Tutors
KS4 Pathways/Op ons Evening
Informa on from senior teachers
How to use this booklet
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English Baccalaureate The Government believes that schools should offer students a broad range of academic subjects to age 16, and the English Baccalaureate (EBacc) promotes that aspira on. The EBacc is not a new qualifica on in itself. It will recognise students’ achievements across a core of selected academic subjects in ge ng good passes in certain GCSEs. The English Baccalaureate will cover achievement in English, mathema cs, science, a language and a humani es subject. It is intended to recognise individual students’ future achievements through a cer ficate.
What subjects and qualifica ons will count towards the English Baccalaureate? Full GCSEs at grades A*‐C and Double Award GCSEs at grades A*A*‐CC will count towards its achievement. Further details of the specific components are given below:
ENGLISH GCSE in English Language or English Literature
MATHEMATICS
GCSE Mathema cs
SCIENCE Either enter three of the four single sciences (Biology, Chemistry, Compu ng and Physics GCSEs) and achieve grades A*‐C in two of them OR Achieve grades A‐C in Core Science and Addi onal Science GCSEs
HUMANITIES
GCSE Geography OR GCSE History
LANGUAGES
GCSE in a Modern Foreign Language
It is the inten on of Hodgson Academy to provide all students who have the interest, ap tude and mo va on to study and succeed with the EBacc the opportunity to do so. It is recognised that this overarching recogni on of achievement will provide such students with an appropriately s mula ng and challenging KS4 programme of study. It is also recognised that this subject combina on will not suit all learners at Hodgson and a significant number of students are likely to choose an alterna ve pathway which may or may not comprise elements of the EBacc. The key considera on for all students is with regard to the three essen al a ributes of interest, ap tude and mo va on. If any one of these elements is subject to doubt it is probable that the EBacc would not be a suitable pathway. Na onally, 16% of students achieved the equivalent of the EBacc (2013’s figures). At Hodgson, the figure for 2013 was 35%.
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MAKING THE BEST CHOICE Subjects you can choose
There are 25 hours in the academy week.
5 hours each day—5 x 5 = 25 hours.
19 of these hours are taken up by subjects that you have to study—the Core Curriculum.
There are 6 hours, therefore, le for you to choose what you want to study to make up your 25 hours.
You can pick and mix from the menu below.
Each course is outlined in more detail on the following pages. Please read ALL carefully before making any choices.
Catering GCSE 2 hrs
Compu ng GCSE 2 hrs
French GCSE 2 hrs
Geography GCSE 2 hrs
German GCSE 2 hrs
History GCSE 2 hrs
Hospitality GCSE 2 hrs
Music GCSE 2 hrs
PE GCSE 2 hrs
Performing Arts GCSE 2 hrs
Product Design GCSE 2 hrs
Spanish GCSE 2 hrs
Business Studies BTEC 2 hrs Award
Health & Social Care BTEC 2 hrs Award
Sport BTEC 2 hrs Award
Travel & Tourism BTEC 2 hrs Award
Extended Project Qualifica on
A/S 2 hrs This qualifica on requires an addi onal
a er school commitment.
Use of Mathema cs A/S 2 hrs
Tex les GCSE 2 hrs
Graphic Products GCSE 2 hrs
Business Studies GCSE 2 hrs
ICT GCSE 2 hrs
Art GCSE 2 hrs
Work Skills Level 1 or Level 2
2hrs
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GCSE 2 and 3—Students can choose from: Art, Business Studies, Catering, Compu ng, French, Geography, German, Graphic Products, History, Hospitality, ICT, Music, PE, Performing Arts, Product Design, Spanish, Tex les, Use of Mathema cs and Extended Project. BTEC Cer ficate 1, 2 and 3– You can choose from Business Studies, Health and Social Care, Sport and Travel & Tourism.
Main Band Op on Block—Students can choose from these BTECs: Business Studies, Health and Social Care, Sport, Travel & Tourism.
Year 9 Key Stage 4 Pathways Op ons : 2014‐2016
The table below shows Hodgson Academy’s KS4 Curriculum Model for 2014‐2016. It shows how the week is divided into 25 lessons and how each student will make up their Key Stage 4 metable. The Core Subjects (those you must study) are in the white boxes and the Op ons Subjects (those you can choose) are in the grey boxes.
1 English and English Literature
2 GCSEs
English 1 GCSE
4 hours
2
3
4
5
Mathema cs 1 GCSE
4 hours
6
7
8
9 Separate Sciences 3 GCSEs
Core and Addi onal Science 2 GCSEs
BTEC First Award in Principles of and Applied Science 1 GCSE Equivalent for each award
Students studying BTEC Science will study Science for 5 hours and addi onal Mathema cs for 1 hour
to make up the 6 hour total.
6 hours
10
11
12
13
14
15
Upper Band will take 1 hour of Maths and 1 hour of English Main Band can take a BTEC Op on or Work Skills
2 hours
16
17 Personal Social and Health Educa on
1 hour
18 Physical Educa on
1 hour
19 Religious Studies (1 GCSE )
1 hour
ENGLISH BACCALAUREATE NON ENGLISH BACCALAUREATE
20 GCSE History
or Geography
Humani es GCSE/ Modern Foreign Language GCSE
6 hours
21
22
GCSE French, German
or Spanish
GCSE 2 or
BTEC CERTIFICATE 2 23
24 GCSE 3 or
BTEC CERTIFICATE 3
GCSE 3 or
BTEC CERTIFICATE 3
25
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Understanding BTEC Courses What are they worth?
Students can choose to study certain subjects for a BTEC Award (2 periods a week). BTEC Awards are worth the equivalent of one GCSE but they tend to offer less external assessment than GCSE courses, typically around 25%. Hodgson Academy is offering BTEC courses in the following subjects: Principles of Science Applica on of Science Sport Health and Social Care Travel & Tourism Business Studies
Grades for BTEC courses are as follows:
BTEC First Award
PASS—Equivalent to 1 GCSE C grades
MERIT—Equivalent to 1 GCSE B grades
DISTINCTION—Equivalent to 1 GCSE A grades
DISTINCTION STAR—Equivalent to 1 GCSE A* grades
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Understanding GCSE Levels What are they worth?
Schools, sixth form colleges, colleges of further educa on and universi es use different terminology to describe the examina on results that our stu‐dents achieve. These are Level 1, Level 2 and Level 3. In our op ons booklet here at Hodgson we describe some of our courses as Level 1 or Level 2 courses. Below is a “ready reckoner” that you can use, at a glance , to see the value of your results in Level 1 and Level 2 terms.
A/S—A Level
Level 3
GCSE A*‐C
Level 2
GCSE D‐ G
Level 1
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Making Informed Decisions
What others say about BTEC and GCSE Qualifica ons
The Blackpool Sixth Form College strongly values both GCSE and BTEC qualifi‐ca ons. We see them as ideal prepara on for study at our college. GCSE cours‐es are a great prepara on for our A Level courses. BTEC courses present a par‐cularly appropriate pathway into our applied course areas, e.g. Art, Business,
Engineering, Health, ICT, Media Produc on, Music, Performing Arts, Public Ser‐vices, Applied Science, Sport and Travel and Tourism. Courses like these, when taken at school or college, give students an excellent all‐round learning experi‐ence, which combines subject knowledge and important prac cal work‐related skills. We find that these courses are very well regarded by employers and are now a well established prepara on for higher level study at university.
Blackpool and The Fylde College values and recognises both GCSE and BTEC qualifica ons. The college has a long and successful track record with these qualifica ons at all levels. The college offers progression routes in areas such as Engineering, Construc on, Media, Art and Design, Performing Arts, Music, Applied Science, Public Services, Sport, Travel and Tourism, Compu ng, Game Design and many more, as well as tradi onal A Level courses. The BTEC qualifica ons are highly valued by employers and higher educa‐on providers. They are also well recognised in industry and the professions,
as they provide knowledge and prac cal skills in prepara on for a future ca‐reer in a wide range of areas.
Jon McLeod—Head of Admissions at Blackpool Sixth Form College
Cath Hill—Vice Principal, Curriculum and Standards at Blackpool and the Fylde College
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At Baines, we welcome applica ons from students who have completed BTEC qualifica ons alongside more tradi onal GCSEs. We feel a range of qualifica‐ons provides the breadth of study needed to embark upon A Level and other
post‐16 courses at Level 3.
Informa on Advice and Guidance (IAG) in Year 9 at Hodgson Academy is seen as extremely important. We want our students to make the right choice for their con nued educa on at Key Stage 4. Looking at the different pathways and figuring out which is the best op on is not always an easy task and can be quite daun ng, however our students have Informa on, Advice and Guidance from a number of different areas to help them in making these choices. From interac ve computer based careers programs and real life role‐playing situa‐ons to discreet lessons in PSHE and decision making sessions from local col‐
leges, our students have many different avenues for IAG to help them make the right choice.
Louise Oliver—Head of Baines School Sixth Form, Poulton
Mr M Shanagher, Lead Teacher of PSHE
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UBJECTS
YOU CAN CHOOSE All students must choose either a Modern Foreign Language or a Humanity unless they have been directed to the Work Skills op on. All students then choose 2 other op ons.
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Art & Design GCSE
The GCSE Art and Design course is designed for students who have a keen interest and a flair for art. Each year the art department experiences great success at Key Stage 4 and this is due to the students being enthusias c and enjoying the whole classroom buzz of the de‐partment. Students are involved in a wide variety of art and are encouraged to think crea vely and independently through both classwork and homework. The work produced is exci ng and challenging, and is o en exhibited in the local community and in some cases, students’ work has been exhibited in top London galleries. Some of our students go on to study some aspect of Art and Design at college and universi‐ty, with the inten on to pursue a career in Art and Design. Students who choose to take this course have two lessons per week and have the oppor‐tunity to work in a variety of two and three dimensional media. Students will learn how to: ‐ Produce artwork using their own observa ons and ideas Study the work of various ar sts and use this informa on to develop their own work Express their own ideas in art Develop skills in 2D and 3D media Improve and develop their work Improve their knowledge of line, tone, colour and composi on Express ideas about their own and other people’s work The course consists of: ‐ 60% Coursework ‐ completed in lessons and at home 40% AQA Examina on ‐ a project chosen by the examina on board
Students op ng for GCSE Art and Design should: Have previously achieved Level 6 or above in Art Have a keen interest in Art and prac cal skills Be prepared to work hard and research topics by themselves and at home Take pride in their work Be good independent learners Have a crea ve flair
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Business Studies GCSE The new Business Studies GCSE is a modern, engaging approach to the subject. It will devel‐op the candidates’ knowledge and awareness of key Business Studies principles and con‐sists of three core units, ‘Marke ng and Enterprise’, ‘Business and People’ and ‘Produc on, Finance and the External Business Environment’. Steps to Success—Assessment GCSE Business Studies is assessed in three dis nctly separate ways; Controlled Assessment, Unseen Examina on and Examina on based on pre released case study s mu‐lus. This provides students with an opportunity to achieve across a range of assessment techniques. Controlled Assessment is worth 25% of the GCSE. Exam—worth 25% of the GCSE. Exam based on a pre‐seen case study—worth 50% of the GCSE.
Units covered include topics on: Enterprise and the Entrepreneur. Market Research. Organisa on and communica on. Types of produc on methods. Financial Forecas ng and Analysis. Environmental influences and Business ethics. Progression Routes ‐ What could I do next with GCSE Business? The Business Studies GCSE is good prepara on for further study such as A‐level and degree level Business, Economics and Accoun ng subjects. It also prepares individuals for future employment in a Business environment, as well as providing students with a founda on to consider their own enterprise. A large number of students who study Business Studies pro‐gress into professions such as management, accoun ng, marke ng and recruitment.
Control
led Asse
ssment
25%
Students
compl
ete a r
eport i
n scho
ol, that
demonst
rates thei
r underst
anding
of the
topics w
ithin the
Markeng a
nd Enter
prise Un
it.
This
is base
d on
a case
stud
y
provided
by OCR
. This unit
is then
internal
ly assess
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xternall
y mode
rated.
Students op ng for GCSE Business should: Be able to meet the demands of an exam‐based GCSE Have good revision skills Have a keen interest in the business world around you Be prepared to work hard and research topics by yourself Have a good level of literacy and numeracy skills
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Catering GCSE
What is GCSE Catering? A course in Catering offers an unique opportunity for you to develop your knowledge and extend your skills within catering in a voca onal context. It will provide opportuni es to develop prac cal skills rela ng to catering. 50% of lessons on this course are prac cal based, developing your skills in food prepara on, produc on and presenta on. You will need to supply specified ingredients for prac cal lessons once a week. Steps to Success—Assessment By the end of the course, you will have completed two units: Unit 1 = 60% of your final mark Unit 2 = 40% of your final mark (you will sit this examina on in June of Year 11). UNIT 1: Catering skills related to food prepara on And service This unit is made up of TWO prac cal examina ons. You complete one prac cal exam in year 10 (20%) and one in year 11 (40%). The exam board set each task. You produce a por olio outlining the following: Planning the task Carryout the task Evaluate the task The prac cal element of each task requires you to produce and serve a range of dishes within a me limit. Progression Routes ‐ What could I do next with GCSE Catering? A er comple ng this course you have a number of possible routes to take including; A level Home Economics (Food Technology) NVQ qualifica ons (a range of different courses are available at levels 1,2 and 3) Professional chef qualifica ons Appren ceships (a range of different appren ceships are available) Degree level qualifica ons in catering and hospitality management
Students op ng for GCSE Catering should: Have a passion for food Enjoy teamwork Enjoy prac cal lessons Be crea ve Be organised (you will cook weekly and need to supply ingredients from home) Be able to work independently
UNIT 2: Catering and the customer This is an examina on las ng 85 minutes based around the following areas of study The Industry—Catering Job roles and employment Health, safety and hygiene Food prepara on, cooking and presen‐
ta on Nutri on and Menu planning Cos ng and por on control Specialist equipment Communica on and record keeping Environmental considera ons
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Compu ng GCSE
This three unit course is designed to give you an in‐depth understanding of how computer technology works and a look at what goes on ‘behind the scenes’. The course requires a good ap tude for Mathema cs. The three units you study will focus on the following areas: Computer Systems and Programming; (Exam, 40%) The computer systems and programming unit will teach you the theory about a wide range of issues such as hardware and so ware, the representa on of data in computer systems, databases, computer communica ons and networking, programming and more. Programming Project (CAU, 30%) The programming project will call on you to design, code and test a solu on to three tasks using a suitable programming language. Prac cal Inves ga on (CAU, 30%) The prac cal inves ga on is all about engaging with compu ng in the real world. You’ll look at a compu ng topic in more depth and carry out a prac cal inves ga on into a com‐pu ng issue. If you take a GCSE in Compu ng and then go on to study the subject at A Level or universi‐ty, you’ll have an advantage over fellow students who are picking up the subject at these higher levels. The increasing importance of informa on technologies means there’ll be a growing demand for professionals who are qualified in this field. The course is also an excellent prepara on if you want to study or work in areas that rely on the skills you’ll develop, especially where they’re applied to technical problems. These are‐as include engineering, financial and resource management, science and medicine.
Current attainment within Mathematics will be considered before students commence the GCSE Computing qualification
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MFL GCSE French, German, Spanish
A Modern Foreign Language is required for the English Baccalaureate If you are considering a programme of study at university, a qualifica on in a MFL is a valuable asset. This is not only if you want to study a MFL at university but also if you want to follow a non‐language related course. Communica on and independent learning skills, being a confident self manager as well as being a team worker, are all an integral part of language learning. Talk to your MFL teacher about this. Hodgson’s two year MFL course covers four topic areas.
LIFESTYLE – Health / Rela onships and Choices LEISURE ‐ Free‐ me and Media / Holidays HOME AND ENVIRONMENT – Home and Local Area/Environment
WORK AND EDUCATION – School/Future Jobs and Plans Steps to Success—Assessment Students will follow the AQA GCSE syllabus. They will use the AQA course book, with linked ICT and VLE resources. Skills are weighted as follows, 20% Reading and Listening and 30% each in Speaking and Wri ng. The Speaking and Wri ng assessments are carried out in class as controlled assessments throughout the two years of study; the best two assignments for Speaking and also for Wri ng are submi ed to the Exam Board at the end of Year 11.This means that teachers and students can be flexible in their assessment dates. The reading and listening units will be examined in May or June of Year 11. Progression Routes ‐ What could I do next with a MFL GCSE? As detailed above, recent surveys indicate that a MFL GCSE is becoming a compulsory entry requirement at several universi es for certain non‐language specific degrees as well as MFL degrees. A variety of languages can be opted for in Further and Higher Educa on. Opportuni es for working with languages are not limited to jobs such as teachers or interpreters. Language skills are vital in a wide range of sectors, like business, law, media, publishing, engineering and tourism. A basic ability in languages is much in demand as employers seek those capable of communica ng with foreign customers or breaking the ice with a few phrases at mee ngs or visits.
Students op ng for a MFL GCSE should: Have a desire to develop their communica on skills and knowledge of MFL Have an interest in foreign countries and their cultures Have a need to acquire a GCSE in MFL in order to broaden future educa onal and career op ons
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History or Geography is required for the English Baccalaureate. The new Geography GCSE is a modern, engaging approach to the subject. It will develop the candidates’ sensi ve awareness of the total environment and will focus on contemporary concerns such as climate change, hazard management, economic progress and manage‐ment of world resources. Steps to Success—Assessment Students follow the AQA A GCSE Geography course. Students take paper one (Physical Ge‐ography) and paper two (Human Geography) at the end of Year 11. Students also complete a local fieldwork inves ga on in Year 11. Unit 1: Physical Geography 37.5% Sec on A The Restless Earth Rocks, Resources and Scenery Living World Challenge of Weather and Climate Sec on B Water in the Land Ice on the Land The Coastal Zone Unit 3: Controlled Assessment 25% Coursework consists of a fieldwork inves ga on and report. This is a controlled assessment completed in school under close supervision. Progression Routes ‐ What could I do next with GCSE Geography? Many Hodgson Geographers go on to take A Level Geography, and some are now at univer‐sity studying for degrees in Geography. Geography is also an excellent subject for those wan ng to pursue careers in the police, army, surveying, town planning, sport and recrea‐on, tourism and leisure, civil engineering, agriculture, architecture, geology, mining, na‐
ture conserva on and archaeology.
Geography GCSE
Unit 2: Human Geography 37.5% Sec on A Changing Urban Environments Changing Rural Environments Popula on Change Sec on B Globalisa on Tourism The Development Gap
Students op ng for GCSE Geography should: Have previously achieved Level 5a or above in Geography and English Be able to meet the demands of an exam‐based GCSE Have good revision skills Have a keen interest in the world around you Be prepared to work hard and research topics by yourself Have a good level of literacy
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Will I enjoy this course? What have you bought today and why? People use graphics to entertain, inform and more regularly sell things to others. Do you think you can catch the a en on of another person with an image of your own design? How does it follow on from what I have learnt before? This will provide opportuni es for you to develop the skills to design, make and evaluate products which meet an iden fied need. It has at its core the 'design process' and sets out to develop your ability to iden fy and solve prac cal problems. This will involve learning the characteris cs of the materials in your area of focus, understanding the way those ma‐terials respond to processing and how they can be manipulated in order to provide a com‐mercial quality outcome. You will look at Computer Aided Design and Computer Aided Manufacture and produc on methods. There will be various elements of ICT throughout the course What other skills might I develop? The course is reliant on ICT so you will develop a good knowledge of new so ware as well as the core IT you have used previously. You will develop excellent me management and this is a necessity if you are going to manage the work which will come your way. Steps to Success—Assessment The controlled assessment is worth 60% of the final mark and the exam at the end of the course makes up the other 40%. You will be learning material which will be relevant to both units throughout the course so you can apply them to either. Progression Routes ‐ What could I do next with GCSE Graphic Products? If you want to stand out from the crowd and have a career in graphic or product design then this is the course for you. This course is an ideal star ng point to follow these subjects at A level or diploma. Are you ready to shape the world we live in?
Graphic Products GCSE
Students op ng for GCSE Graphics should: Have previously achieved Level 5a or above in Technology Be able to meet the demands of an exam‐based GCSE Have good revision skills Have a keen interest in CAD and prac cal skills Be prepared to work hard and research topics by yourself
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History or Geography is required for the English Baccalaureate. The Modern World Why should I take History? Employers want people who are: Independent thinkers Open‐minded Disciplined Good at problem solving Able to pick out the essen al from the trivia. By taking History you will: Understand how and why humans behaved as they did – and may behave in similar
circumstances again. This can be vital in rela ons with the most complex factor in any job – your colleagues!
Learn the arts of oral debate and expressing a clear personal point of view – invalua‐ble skills at job or university interviews.
Steps to Success—Assessment Students must complete three components: Paper 1 2 hours (45%) Interna onal Rela ons 1918 ‐ 1989 Paper 2 1 hour 30 minutes (30%) Bri sh Depth Study 1906 ‐ 1918 Internally Assessed units (25%) Subject Contents: Paper 2: The Liberal Welfare reforms, Women and the Struggle for the Vote and the Home Front During World War I. Paper 1: A Depth Study on Weimar; Germa‐ny and the Rise of Hitler and the Nazis 1919 ‐ 1945, The Origins of World War II and The Cold War. Progression Routes ‐ What could I do next with GCSE History? A large number of students carry History on at A Level and then to read at university. Histo‐ry is perfect if you are considering careers in law, journalism and literature. History is an ideal accompaniment to other subjects such as English, Poli cs, and Art History.
History GCSE
Students op ng for GCSE History should: Have previously achieved level 5a in History and 5b in English Be able to meet the demands of an exam‐based GCSE rather than modules or course‐
work Be prepared to work independently and have good literacy skills. There is a lot of
reading and wri ng!
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Hospitality GCSE
What is GCSE Hospitality? A course in Hospitality offers an unique opportunity for you to develop your knowledge and extend your skills within hospitality and catering in a voca onal context. It will provide opportuni es to develop prac cal skills rela ng to hospitality and catering. 50% of lessons on this course are prac cal based, developing your skills in food prepara on, produc on and presenta on. You will need to supply specified ingredients for prac cal lessons once a week. Steps to Success—Assessment By the end of the course, you will have completed two units: Unit 3 = 60% of your final mark Unit 4 = 40% of your final mark (you will sit this examina on in June of Year 11).
UNIT 3: Hospitality skills rela ng to events and func ons. You need to plan and carry out ONE event of your choice for ten or more people. You complete this event in groups and produce a por olio outlining the following: Inves ga ng the event Plan the event Carry out the event Evaluate the event Progression Routes ‐ What could I do next with GCSE Hospitality? A er comple ng this course you have a number of possible routes to take including; A level Home Economics (Food Technology) NVQ qualifica ons (a range of different courses are available at Levels 1,2 and 3) Professional chef qualifica ons Appren ceships (a range of different appren ceships are available) Degree level qualifica ons in catering and hospitality management Even if you don't want to enter a career in the hospitality industry, this course will provide you with a number of life skills.
Students op ng for GCSE Hospitality should: Have a passion for food Enjoy teamwork Enjoy prac cal lessons Be crea ve Be organised (you will cook weekly and need to supply ingredients from home) Be able to work independently
UNIT 4: Hospitality and the customer This is an examina on las ng 85 minutes based around the following areas of study The industry—hospitality Types of service and client groups Job roles and employment Menu planning, prepara on and presenta on Planning for events Cos ng menus Customer care Standards of service Communica on and teamwork Environmental considera ons
21
ICT GCSE (Informa on Communica on Technology)
The GCSE in ICT contains 40% external examina ons and 60% from a Controlled Assessment Unit.
GCSE ICT gives opportuni es to work with a variety of technologies and offers you choices such as web design or compu ng. The qualifica on has been designed to nurture digital literacy, and provides up‐to‐date skills, knowledge and understanding of the rapidly developing digital world. UNIT 1: Living in a Digital World A wri en examina on worth 40% of the total GCSE In this unit, students explore how digital technology impacts on the lives of individuals, organisa ons and society. Students learn about current and emerging digital technologies and the issues raised by their use in a range of contexts. UNIT 2: Using Digital Tools Controlled Assessment Unit (CAB) provided by Edexcel, worth 60% of the total GCSE. This is a prac cal unit. Students broaden and enhance their ICT skills and capability. They work with a range of digital tools and tech‐niques to produce effec ve ICT solu ons in a range of contexts. GCSE ICT opens doors to diverse career paths such as, web and develop‐ment, network management, network security, digital forensics, and mobile applica on development.
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This is a wide‐ranging course covering many different styles of music. It gives scope for students to pursue individual strengths and musical interests. Steps to Success—Assessment By the end of the course, students will need to have completed: Two Composi ons (20% + 20%) One composi on must be linked to one of the Learning Strands (see below) and appraised in a wri en exam (10%). The other has no such restric on and can be in any genre or style. Both composi ons must show a link to at least two Areas of Study (see below). One Solo Performance (20%) The piece is chosen by the student. One Ensemble Performance (20%) The piece is chosen by the student and must be for two or more performers. A Listening and Appraising Test This is a 1 hour exam where you listen to a CD and answer ques ons about the Five Areas of Study and Three Learning Strands.
The Five Areas of Study: Rhythm and Metre; Harmony and Tonality; Texture and Melody; Timbre and Dynamics and Structure and Form. The Three Learning Strands: Western Classical Tradi on; Popular Music of 20th and 21st Centuries and World Music. Coursework takes the form of composing tasks and development of performing skills on an instrument or voice. Students will be expected to perform one piece each term. Listening skills and understanding are developed throughout the course. Please no ce that a huge 40% of assessment is taken up by performing, so ability to play an instrument or sing is very important (see below). Progression Routes ‐ What could I do next with GCSE Music? Music plays an important part in the economy of the UK. GCSE music can lead to a career in teaching, recording studios, music publishing, retail, music administra on, the armed services, performing, music therapy, marke ng, concert management and TV and radio.
Music GCSE
Students op ng for GCSE Music should: Already show a commitment to playing an instrument on a regular basis and be at a
reasonable standard (and/or have a good singing voice) e.g. keyboard players need to be able to play with two hands independently and guitarists should be able to play a range of chords.
An ability to read music is an advantage, but not essen al.
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PE GCSE Will I enjoy this course? Are you passionate about all aspects of sport? Do you always try your hardest in PE lessons? Would you like to perform, lead, umpire, and organise in different ac vi es? Do you enjoy taking part in different PE ac vi es? Do you want to succeed at a high level of performance in several different ac vi es? If you answered YES to all the above ques ons, then you should definitely consider this course! Steps to Success—Assessment 1. A wri en exam worth 40% of total marks at the end of Year 11. The exam covers the rela onship of the following topics in rela on to all sport: Health, fitness, training, diet, media, voca onal pathways, government ini a ves, culture, sponsorship, compe ons, ICT and technology, injury. This aspect of the course will be delivered in a classroom. 2. Prac cal performance is worth 60% of total marks. This will involve performance in FOUR prac cal performance ac vity areas which must include at least TWO playing performances and performance as either an umpire, leader or organiser in sports ac vi es. Therfore, you must have a high level of ability and understanding in at least TWO ac vi‐es but preferably three or four.
Progression Routes ‐ What could I do next with GCSE PE? If you want to follow A Level PE then GCSE PE is strongly recommended.
Students op ng for GCSE PE should: Show a high level of prac cal performance in at least TWO different sports ac vi es (at least club or school representa on) Be prepared to develop their own level of fitness over a 12 week period Show an excellent a tude and interest in all PE lessons and have an excellent par cipa on record at Key Stage 3 and always bring correct PE kit. Take part in extra curricular ac vi es at the academy OR take part in regular organised sport in the local community. Be willing to work independently and in groups and demonstrate prac cal work to others as a performer, umpire or leader. Understand that the PE course is NOT all prac cal and at least 50% of lessons are classroom based
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Performing Arts GCSE Students choosing Performing Arts are le ng themselves in for the following: Lots of group work; Performing regularly in front of live audiences; Being forced to come up with crea ve ideas in a very short me; Having to learn a wide range of performance skills and then pu ng them into prac ce; Using dance movement and body language to express ideas; Having to learn and perform different scripts and songs; Working independently as a company to produce performance pieces; Being filmed for assessment and having to evaluate achievement! Do we have to write? Absolutely! 60% of the course is Por olio based. Students write an evalua on of their own and their group’s prepara on and performance for every unit. They con nually evaluate the skills that they learn and reflect on regular performance sessions and visits. Steps to Success—Assessment In Year 10, students begin with an Introduc on to Performance Arts course which takes four weeks and culminates in a short group performance. Students then go on to complete prac cal units in Improvisa on, Working with Script and Musical Theatre. Every me a performance is assessed, both the teacher and student provide feedback on their progress and achievement. At the end of year 10, the student will have completed half of their por olio work and work as a class to put on an end of year showcase in line with the exam brief; this is internally marked. In Year 11, students will be more heavily involved with both technical theatre and adver sing and marke ng for performance. Performance skills in dance, ac ng and singing will be revisited and the students will work towards their final Performance for their Summer Exam worth 40% of their final mark. How is the Performing Arts GCSE marked? Students mainly work in groups but are marked as individuals. Students will complete a Skills based Por olio of all of their prac cal work worth 60% and the final Showcase Performance is worth 40% of their final mark. Progression Routes ‐ What could I do next with GCSE Performing Arts? This is an excellent route into further educa on in Performing Arts, Drama, Theatre Studies and Dance. The course provides the skills for all aspects of Theatre produc on. Students can go on to a end a Theatre school, A levels in Drama, Performing Arts and Theatre Studies or alterna vely the BTEC op ons.
Students op ng for GCSE Performing Arts should: · Have an excellent a endance record · Have good teamwork skills and the ability to work independently · Have Level 5a wri ng skills or above in English · Have good self‐discipline and commitment to the course · Be crea ve and embrace the extra curricular Performing Arts both inside and out of school · Be prepared to work a er school hours on performance pieces
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Product Design GCSE
Will I enjoy this course? The course is designed for students who have an interest in designing and promo ng new products. A prac cal approach will encourage you to design and make products with crea‐vity and originality in a variety of prac cal ac vi es, using a range of materials and tech‐
niques. Packaging, labelling and instruc ons are also encouraged as part of the complete design proposal, while marke ng tools, such as adver sing and points of sale, can be used to supplement the making experience and help create products which can be evaluated for their commercial viability. This course is designed for those students who want to opt for a career in design. It will also supplement your qualifica on toolkit with maths and science if you see yourself as an engineer. How does it follow on from what I have learnt before? Product design encompasses and builds upon the skills and theory you have used in graphics and resistant materials. You will have to complete a design proposal, plan, pack‐age and market the product to a specific target market. It builds upon the theory you have learnt in science about material proper es and maths when it comes to dimensions and calcula ng poten al profit! What other skills might I develop? Time management is key to comple ng the course successfully. You will need to plan your work carefully. You will gain knowledge of how the design industry operates and learn about links to manufacturing and how products can be developed on an industrial scale. Literacy and numeracy are at the core of this subject and you will develop these through the design ac vi es, Computer Aided Design and technical wri ng as well as comprehen‐sion of the Unit 1 exam materials. Steps to Success—Assessment The course consists of two units. Unit 1 (40% of the total mark) is the wri en paper and will cover theory set out in the AQA Specifica on. It is an assessed unit with an examina on held in the summer of the second year of the course. Unit 2 (60% of the total mark) Consists of a single design and make ac vity selected from a range of exam board set tasks. This will take place over the en re course. It consists of a design folder of roughly 20 sides of A3, a prac cal product and packaging and marke ng materials rela ng to your design proposal.
Students op ng for GCSE Product Design should: Have an interest in Design and how products are developed from concep on to reali‐
za on How to market and promote products and be a successful designer Have an interest in developing and making products with different materials Be crea ve Be organized and be prepared to learn and explore the subject independently
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Tex les GCSE
Will I enjoy this course? Do you: 1 — Have a passion for crea ng things? 2 — Have a crea ve mind and enjoy designing tex les products? 3 — Enjoy using professional equipment whilst working with tex les materials to transform fabric into exci ng and original products that you have designed yourself? 4 — Enjoy using ICT and take pride in the presenta on of your work? 5 — Consider working within the tex les or fashion industry one day?
How does it follow on from what I have learnt before? GCSE Tex les is a more in depth course than anything you will have experienced during Key Stage 3 Tex les Technology projects. It will build on the basic skills that you have already acquired in years 7, 8 and 9. However, this course allows you to develop both your prac ‐cal and design skills in much more detail so that you can become an accomplished tex les designer. What other skills might I develop? You will develop a lot of skills including, How to use the tex les equipment & machinery correctly How to conduct research for a design project How to construct a tex le product from a design, using pa ern cu ng How to use CAD (Computer Aided Design) within the design process How to produce high quality design drawings and illustra ons How to put together a professional design por olio Steps to Success—Assessment 60% = Coursework (Design Folder and Prac cal work) 40% = Exam (Wri en Paper) Progression Routes ‐ What could I do next with GCSE Tex les? This course will open many doors and future career opportuni es including; BTEC Art & Design A Level Tex les NVQ’s
Students op ng for GCSE Tex les should: Have previously achieved Level 5a or above in Tex les Technology Have a keen interest in Tex les and prac cal skills Be prepared to work hard and research topics by themselves Take pride in their work Be good independent learners Have a crea ve flair
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Business Studies BTEC Level 2 First Award
BTEC Business Studies is a popular subject at Key Stage 4 and can give students skills in a variety of areas. It is ideal for all students who have an interest in the business world, and covers aspects of finance and enterprise, as well as looking at how businesses operate. The course looks at real world businesses, and allows students to apply knowledge to sce‐narios which is relevant to them. The subject is taught through a range of ac vi es which encourage students to discuss ideas and give opinions about various situa ons. Steps to Success‐ Assessment BTEC Business Studies is 75% coursework based with a 25% external examina on on the finance unit. The course is based around four topic areas, which combine to make a student por olio. The coursework por olio looks at the different aspects of business. This includes research into how businesses operate and what drives them to succeed. Students also have the opportunity to par cipate in real business challenges with companies such as Coca Cola and the Financial Times. Progression Routes—What could I do next with BTEC Business Studies? This course is ideal for students wishing to pursue Business Studies as a Level 3 qualifica‐on, or students considering a business or economic related higher educa on course. It will
also provide students with an entrepreneurial flair the basis to start their own business when they leave educa on.
Students op ng for Business Studies should: Have a good level of literacy and numeracy skills Have excellent me management and organisa on Be interested in how businesses operate and have an interest in current business re‐
lated issues Understand that BTEC Business Studies does include an external financial assess‐
ment. There is an addi onal opportunity for students to develop their business knowledge and understanding by taking part in a variety of real‐life challenges.
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Health and Social Care BTEC Level 2 First Award
Students op ng for BTEC Health and Social Care should: Have excellent English Language skills. Be able to complete detailed Health and Social Care reports . Be willing to work hard and meet deadlines. Carry out lengthy research on each topic. Complete a work experience linked to Health and Social Care. Be able to prepare for an externally assessed examina on. Be willing to a end a er school sessions to enhance progress.
The Level 2 Health and Social Care Award is designed for those who are interested in fol‐lowing a career in the caring industries such as care homes, hospitals, den sts, doctors sur‐geries and social services. The course provides students with an opportunity to undertake independent learning and in depth research. It gives students the opportunity to gain a broad understanding and knowledge of the Health and Social Care Sector. Steps to Success ‐ Assessment This course will be assessed through an external wri en examina on (25%) and internally assessed coursework (75%). The internally assessed units are based on the comple on of in‐depth and detailed reports. Progression Routes ‐ What could I do next with BTEC Health and Social Care? The course is an ideal founda on for those wishing to follow post‐16 courses in the field of Health and Social Care. The Level 3 BTEC Diploma in Health and Social Care or the GCE A’ level course in Health and Social Care are possible op ons for students to study a er com‐ple ng this course. The BTEC Award provides students with knowledge that could prepare them for employ‐ment in a range of job roles. These include physiotherapist, social worker, nurse, care home worker, doctors recep onist, dental assistant, teaching assistant.
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Sport BTEC Level 2 First Award
BTEC Sport is designed for those who are interested in following a career in a sports indus‐try or want to learn more about different aspects of sport and in par cular fitness and training. Students learn through a wide range of ac vi es, including class discussions, group presenta ons, prac cal applica on, visits, listening to guest speakers and individual re‐search. Steps to Success ‐ Assessment This course will be assessed through an external examina on based on fitness for sport and exercise (25%) and con nuous coursework assessment (75%). Each student will com‐plete a number of assignments within each unit. Coursework is related to the many differ‐ent aspects of sport. These include ‘prac cal sports performance,’ ‘training for sports per‐formance,’ and ‘the sports performer in ac on’. Students must complete all assignments to a minimum of PASS standard in order to achieve the ‘First Award’ Progression Routes ‐ What could I do next with BTEC Sport? The BTEC First Award course is a founda on for further study at Level 3 BTEC Na onal Award in Sport or A Level PE. Students following this course are well prepared for further study in a sports related field and the course would suit a student thinking about employ‐ment within sports management, sports science, teaching, the armed forces, physiothera‐py, fitness instruc on or sports coaching.
Students op ng for BTEC Sport should: Understand that at least 60% of the course is classroom based. (wri en work). Have an interest in ALL aspects of sport—not just one or two sports. Take part regularly in sport in their own me. Understand that work will have to be researched at home. Be able to meet coursework deadlines and be organized. Be able to prepare for an externally assessed examina on.
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Travel & Tourism BTEC Level 2 First Award
The Level 2 Travel and Tourism award is designed for those who are interested in following a career in the travel industries such travel agents, hotels, holiday representa ves, airline industry, tourist informa on centres and visitor a rac ons. The course provides students with an opportunity to undertake independent learning and in depth research. It gives students the opportunity to gain a broad understanding and knowledge of the Travel and Tourism sectors. Steps to Success ‐ Assessment This course will be assessed through an external wri en examina on (25%) and internally assessed coursework (75%). The internally assessed units are based on the comple on of in‐depth and detailed reports. Progression Routes ‐ What could I do next with BTEC Travel and Tourism. The course is an ideal founda on for those wishing to follow post‐16 courses in the field of Travel and Tourism. The Level 3 BTEC Diploma in Travel and Tourism or the GCE A’ level course in Travel and Tourism are possible op ons for students to study a er comple ng this course. The BTEC Award provides students with knowledge that could prepare them for employ‐ment in a range of job roles. These include travel agents, tourist informa on, working in visitor a rac ons, airline associated voca ons, hotel administra on and holiday represent‐a ves.
Students op ng for BTEC Travel and Tourism should: Have excellent English Language skills. Be able to complete detailed Travel and Tourism reports. Be willing to work hard and meet deadlines. Carry out lengthy research on each topic. Complete a work experience linked to Travel and Tourism. Be able to prepare for an externally assessed examina on. Be willing to a end a er school sessions to enhance progress.
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The EPQ is an opportunity to do a project in a subject area in which you are interested. It provides context for developing cri cal thinking and project management skills — these are widely transferrable and may be useful in other courses now or later on. Steps to Success—Assessment The EPQ assesses your ability to plan, carry out, report on and evaluate a project. The em‐phasis of the assessment is on the process, a presenta on and report and other appropri‐ate evidence of your work. How is EPQ different from my other studies? There are five key principles which make the EPQ special: It requires independent research and learning to extend your studies You must choose your own path of study You have to show you can plan, deliver and present your project work. The majority of your learning will require your own self‐mo va on and strong organi‐
sa onal skills Your work will be monitored and ‘mentored’ by a Project Supervisor. Progression Routes ‐ How will the EPQ benefit you? The Extended Project should be enjoyable and fulfilling and it brings you significant bene‐fits: Comple ng the EPQ will help you develop your own organiza onal, project manage‐
ment and independent learning skills. These skills will help you become a more confi‐dent student in other areas of study
The skills you develop as part of the EPQ will provide you with a solid founda on in study and research skills. These skills will benefit you in your higher educa on and university studies and future employment.
Being successful in the EPQ is also likely to enhance your applica on to higher educa‐on. As it is recognized as half an A‐level it will help you stand out from other stu‐
dents
Extended Project (EPQ) AS Level
Students op ng for Extended Project should: Have excellent independent working skills Have excellent literacy skills Be able to meet the demands of an AS level qualifica on Have good organisa onal and planning skills Have the ability to analyse, evaluate and cri cally review
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AS level Use of Mathema cs is designed for students who want to study the applica ons of advanced mathema cal methods in ‘real’ contexts. If you have enjoyed and found your GCSE course interes ng and want to examine how Mathema cs can be used to analyse and solve problems arising both in real life and other areas of study then this could well be the course for you. What will I study? The AS course consists of three units. The Algebra unit complements the work covered at GCSE and looks at algebraic and graphical solu ons of equa ons as well as modelling of sit‐ua ons using appropriate models. The Data Analysis and Hypothesis Tes ng units consoli‐date sta s cal work covered at GCSE, as well as introducing new models for analysis. A graphical calculator is required for this course. How will I be assessed? There examina ons for the three modules will be taken in the summer of Years 10 and 11, with most being based on a pre‐release data sheet. Progression Routes The AS in Use of Maths provides an AS mathema cs qualifica on as well as excellent prepa‐ra on for study of mathema cs and further mathema cs at sixth form level. Successful comple on of the AS Use of Maths qualifica on will make you stand out from your peers as a mathema cian and will enhance any applica on for further or higher educa on.
Use of Mathema cs AS Level
Students op ng for Use of Mathema cs should: Have achieved a minimum of a level 7b at Key Stage 3 in mathema cs Have the required commitment to study at AS level Have the ability to work independently Have excellent cri cal analysis skills
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UPPER/ MAIN BAND BLOCK
You must choose one subject from the
following subjects if you are in the Main Band:
If you are Upper Band ignore these choices ‐ you will be doing 1 hour extra
of English and 1 hour extra of Mathema cs.
If you are Main Band you choose 1 of these subjects and 2 reserves unless you have been directed to the Work Skills
op on.
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Business Studies BTEC Level 2 First Award
BTEC Business Studies is a popular subject at Key Stage 4 and can give students skills in a variety of areas. It is ideal for all students who have an interest in the business world, and covers aspects of finance and enterprise, as well as looking at how businesses operate. The course looks at real world businesses, and allows students to apply knowledge to sce‐narios which is relevant to them. The subject is taught through a range of ac vi es which encourage students to discuss ideas and give opinions about various situa ons. Steps to Success‐ Assessment BTEC Business Studies is 75% coursework based with a 25% external examina on on the finance unit. The course is based around four topic areas, which combine to make a student por olio. The coursework por olio looks at the different aspects of business. This includes research into how businesses operate and what drives them to succeed. Students also have the opportunity to par cipate in real business challenges with companies such as Coca Cola and the Financial Times. Progression Routes—What could I do next with BTEC Business Studies? This course is ideal for students wishing to pursue Business Studies as a Level 3 qualifica‐on, or students considering a business or economic related higher educa on course. It will
also provide students with an entrepreneurial flair the basis to start their own business when they leave educa on.
Students op ng for Business Studies should: Have a good level of literacy and numeracy skills Have excellent me management and organisa on Be interested in how businesses operate and have an interest in current business re‐
lated issues Understand that BTEC Business Studies does include an external financial assess‐
ment. There is an addi onal opportunity for students to develop their business knowledge and understanding by taking part in a variety of real‐life challenges.
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Health and Social Care BTEC Level 2 First Award
Students op ng for BTEC Health and Social Care should: Have excellent English Language skills. Be able to complete detailed Health and Social Care reports . Be willing to work hard and meet deadlines. Carry out lengthy research on each topic. Complete a work experience linked to Health and Social Care. Be able to prepare for an externally assessed examina on. Be willing to a end a er school sessions to enhance progress.
The Level 2 Health and Social Care Award is designed for those who are interested in fol‐lowing a career in the caring industries such as care homes, hospitals, den sts, doctors sur‐geries and social services. The course provides students with an opportunity to undertake independent learning and in depth research. It gives students the opportunity to gain a broad understanding and knowledge of the Health and Social Care Sector. Steps to Success ‐ Assessment This course will be assessed through an external wri en examina on (25%) and internally assessed coursework (75%). The internally assessed units are based on the comple on of in‐depth and detailed reports. Progression Routes ‐ What could I do next with BTEC Health and Social Care? The course is an ideal founda on for those wishing to follow post‐16 courses in the field of Health and Social Care. The Level 3 BTEC Diploma in Health and Social Care or the GCE A’ level course in Health and Social Care are possible op ons for students to study a er com‐ple ng this course. The BTEC Award provides students with knowledge that could prepare them for employ‐ment in a range of job roles. These include physiotherapist, social worker, nurse, care home worker, doctors recep onist, dental assistant, teaching assistant.
36
Sport BTEC Level 2 First Award
BTEC Sport is designed for those who are interested in following a career in a sports indus‐try or want to learn more about different aspects of sport and in par cular fitness and training. Students learn through a wide range of ac vi es, including class discussions, group presenta ons, prac cal applica on, visits, listening to guest speakers and individual re‐search. Steps to Success ‐ Assessment This course will be assessed through an external examina on based on fitness for sport and exercise (25%) and con nuous coursework assessment (75%). Each student will com‐plete a number of assignments within each unit. Coursework is related to the many differ‐ent aspects of sport. These include ‘prac cal sports performance,’ ‘training for sports per‐formance,’ and ‘the sports performer in ac on’. Students must complete all assignments to a minimum of PASS standard in order to achieve the ‘First Award’ Progression Routes ‐ What could I do next with BTEC Sport? The BTEC First Award course is a founda on for further study at Level 3 BTEC Na onal Award in Sport or A Level PE. Students following this course are well prepared for further study in a sports related field and the course would suit a student thinking about employ‐ment within sports management, sports science, teaching, the armed forces, physiothera‐py, fitness instruc on or sports coaching.
Students op ng for BTEC Sport should: Understand that at least 60% of the course is classroom based. (wri en work). Have an interest in ALL aspects of sport—not just one or two sports. Take part regularly in sport in their own me. Understand that work will have to be researched at home. Be able to meet coursework deadlines and be organized. Be able to prepare for an externally assessed examina on.
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Travel & Tourism BTEC Level 2 First Award
The Level 2 Travel and Tourism award is designed for those who are interested in following a career in the travel industries such travel agents, hotels, holiday representa ves, airline industry, tourist informa on centres and visitor a rac ons. The course provides students with an opportunity to undertake independent learning and in depth research. It gives students the opportunity to gain a broad understanding and knowledge of the Travel and Tourism sectors. Steps to Success ‐ Assessment This course will be assessed through an external wri en examina on (25%) and internally assessed coursework (75%). The internally assessed units are based on the comple on of in‐depth and detailed reports. Progression Routes ‐ What could I do next with BTEC Travel and Tourism. The course is an ideal founda on for those wishing to follow post‐16 courses in the field of Travel and Tourism. The Level 3 BTEC Diploma in Travel and Tourism or the GCE A’ level course in Travel and Tourism are possible op ons for students to study a er comple ng this course. The BTEC Award provides students with knowledge that could prepare them for employ‐ment in a range of job roles. These include travel agents, tourist informa on, working in visitor a rac ons, airline associated voca ons, hotel administra on and holiday represent‐a ves.
Students op ng for BTEC Travel and Tourism should: Have excellent English Language skills. Be able to complete detailed Travel and Tourism reports. Be willing to work hard and meet deadlines. Carry out lengthy research on each topic. Complete a work experience linked to Travel and Tourism. Be able to prepare for an externally assessed examina on. Be willing to a end a er school sessions to enhance progress.
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The BTEC Work skills course is designed for those who are interested in developing skills which are useful in the work place. It gives students a learning path that provides a prac ‐cal approach by applying skills to real life situa ons. Students undertake a range of units within the course and they present evidence based on actual skills and wri en tasks. These allow them to demonstrate their skills and knowledge. Progress is measured throughout the course and allow students to gauge their own per‐formance, just like in a real work place. Students complete units that allow them the op‐portunity to develop skills that will help them secure a job in the future. Students are given clear guidelines so they know what they have to achieve and how to do this. Students work at their own pace and are given realis c deadlines. Learning is deliv‐ered as crea vely as possible and gives students the opportunity to specialise in areas of learning linked to the working situa on. Steps to Success ‐ Assessment This course will be assessed through a por olio of work (100%). Each student will com‐plete and be responsible for their por olio of work throughout the course which will con‐sist of a range of tasks from each unit that has been studied. Progression Routes ‐ What could I do next with BTEC Work Skills Cer ficate? The course is an ideal founda on for those wishing to follow post‐16 courses skills based courses or who aspire to seek employment in the working world which requires work based skills. Many of the units provide skills relevant to a range of post‐16 courses such as leadership skills, team working, communica on skills, target se ng, interview skills, effec veness at work and personal development skills. Students will be invited to choose this course.
Work Skills (Level 1 or 2) ‐ a directed op on
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You’ve now had a chance to look at all the Op ons Subjects. Now you need to choose. Think about it by yourself. Discuss it with mum or dad. Ask your friends in Year 10 and 11. Ask subject teachers. Everyone will help. It’s me to make up your mind!
Remember ‐ you have 6 hours to fill in the op ons block and 2 hours from the Main Band Op on Block for some of you
Below is an example:
The op ons form is enclosed with this booklet. Please read and complete this to outline your preferred op ons. All choices are provisional un l the academy confirms them. The decision as to whether these courses can run will depend upon the number of students who wish to study them. You must indicate 3 reserves with R1, R2 and R3. Please think carefully about your reserve choices. This is because we may need to use your reserve choices in comple ng your final package. Due to overlapping curriculums of study the following combina ons of subjects cannot be followed together. Please try to avoid picking these subjects together in your first choices. You may, however, choose to have one as a first choice and one as a reserve.
GCSE ICT & GCSE Compu ng GCSE PE & BTEC Sport
GCSE Hospitality & GCSE Catering GCSE Business Studies & BTEC Business Studies
MAKING THE BEST CHOICE Subjects you can choose
Hours First Choices Put the most important first
Reserve Choices Mark the reserves in order from R1
to R3
2 Hours
Humanity/ Modern Foreign Language
Humanity/ Modern Foreign Language
2 Hours
GCSE History GCSE Performing Arts (R2)
2 Hours
GCSE Geography BTEC Travel & Tourism (R3)
2 Hours if you are Main Band
BTEC Travel & Tourism BTEC Sport
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THE CHOICE FOR THE ENGLISH BACCALAUREATE
If you are hoping to take subjects which allow you to meet the criteria for the new English Baccalaureate then you will need to choose op ons that are like the examples below:
NUMBER OF HOURS SUBJECTS
2 A MODERN FOREIGN LANGUAGE
2 HISTORY OR GEOGRAPHY
2 GCSE 3 OR A BTEC AWARD
41
UBJECTS
YOU MUST TAKE
42
There are several subjects that all students must study, as students do in other schools in the country. These are compulsory. You have no choice. All of these subjects make up what is called the Core Curriculum. In the subjects listed below you will con nue to build upon the skills that you have learnt in Years 7, 8 and 9. They are the founda on on which all your studies are based. They are already cked because you have to study them.
MAKING THE BEST CHOICE Subjects you must take
The following pages in this sec on of the booklet describe these courses.
English
Mathema cs
Science
Personal Social and Health Educa on
Physical Educa on
Religious Studies
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English Language and English Literature
These exci ng courses guide students in their studies towards GCSE qualifica‐ons in English Language and English Literature over two years.
Controlled assessments make up 40% of the Language GCSE and 25% of the Literature GCSE and the remainder is assessed through external examina ons taken at the end of year 11. In Year 10 all students will have opportuni es to study: A literary heritage prose study text: Animal Farm by George Orwell. A different cultures and tradi ons prose study: Of Mice and Men by
Steinbeck. Wri ng for a purpose and audience: a range of different wri ng styles. Analysing media texts, comparing techniques used to engage and influ‐
ence an audience. In Year 11, students will all study: An anthology of poems Two interpreta ons of a Shakespeare play A contemporary drama text Spoken Language: three speaking and listening tasks including an individ‐
ual presenta on; a spoken language analysis and will produce wri ng aimed at the spoken voice.
A Shakespeare play Crea ve wri ng All students are advised to purchase the set texts so that they can annotate them during independent study.
44
GCSE Mathema cs offers two differen ated examina ons. You will study Mathema cs that is appropriate to your level of ability. The Mathema cs course is the Edexcel Specifica on A (Linear) and all of the assessment is taken at the end of the course. This qualifica on encourages you to develop confidence in, and have a posi ve a tude towards, mathema cs and recognises the importance of mathema cs in your own lives and to society. It will prepare you to make informed decisions about the use of technology, the management of money, further learning opportuni es and career choices. This subject is available at two ers of entry: Higher Tier Grades available A* ‐ D Founda on Tier Grades available C ‐ G For both ers, the exam structure of the course is as follows: Strands:‐ AO1 ‐ Recall and use knowledge of the prescribed content worth 45‐55% AO2 ‐ Select and apply mathema cal methods in a range of context Worth 25‐35% AO3 ‐ Interpret and analyse problems and generate strategies to solve them worth 15‐25% Calculators:‐ 50% assessment without a calculator Func onality:‐ 20‐30% Higher Tier Func onal Element 30‐40% Founda on Func onal Element
All students will need to provide a scien fic calculator for this course.
Mathema cs GCSE
45
Science
The Science Department offers courses to cater for all abili es and inter‐ests. If you are a very academically able student you could be offered a place in a set that takes three separate GCSEs in Biology, Chemistry and Physics. For students whose career aspira ons require tradi onal Sci‐ence GCSE we offer a Double Award in Science (Core Science and Addi‐onal Science), which like the Separate Sciences can lead to students
taking post 16 A Level Science courses. For students who prefer building up a por olio of evidence rather than si ng examina ons, we offer BTEC Science. Currently the Science Department has various numbers of students
studying three Separate GCSE Sciences, two GCSEs in Science and BTEC Science. All stu‐dents study Science for six lessons each week. Separate Sciences in Biology, Chemistry and Physics (leading to the award of three Sci‐ence GCSEs) Following the Separate Science courses will be a challenging experience with fast paced les‐sons that assume an excellent knowledge and understanding of the KS3 Science course. Students follow the Core Science and the Addi onal Science courses outlined below in Year 10 and then in Year 11 they will complete extra units to allow the award of three separate Science GCSE grades. To ensure students have the ap tude and a tude required to follow this challenging course there are entry requirements. Students must have a ained a level 6 or above in KS3 and must pass an entry exam to be sat in June 2014 a er studying for the first units. GCSE Science ‐ Core Science and Addi onal Science (leading to the award of two Science GCSEs) The double award Science sees students covering a number of topics over the two year course. The emphasis in the Year 10 Science A course is on evalua ng evidence and the implica‐ons of Science in society. The work is split into six units;
Biology 1 Human Biology and Evolu on and Environment Chemistry 1 Products from Rocks and Oils, Earth and Atmosphere Physics 1 Energy and Electricity and Radia on and the Universe
Currently there are three externally set module exams accoun ng for 75% of the Science A GCSE grade. The other 25% is awarded from centre assessed prac cal skills tasks that are carried out throughout the course. In Year 11, the Addi onal Science course extends the Core Science course to emphasise ex‐plaining, theorising and modelling in Science. Year 11 forms a firm basis for AS and A Level courses in the Sciences. Again, currently these units are assessed with three wri en papers made up of structured ques ons and these count for 75% of the second grade (25% is awarded for prac cal skills tasks). All students study Science at Key Stage 4. The different op ons will be chosen during Sci‐ence lessons, following discussions with Science teachers.
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This is a course made up of two voca onal qualifica ons. The two year course is made up of units which are studied in detail:
Year 10: First Award in Principles of Applied Science 1. Principles of Science (External exam) 2. Chemistry and Our Earth 3. Energy and Our Universe 4. Biology and Our environment Year 11: First Award in Applica on of Science 1. Applica on of Chemical Substances 2. Applica on of Physical Science 3. Health Applica ons of Life Science 4. Scien fic Skills (External exam) The assessment is con nual and is achieved by building up a por olio of work based on a number of assignment briefs for each unit. There is one examina on for each award. Grading: PASS – equivalent to a grade C MERIT ‐ equivalent to a grade B DISTINCTION ‐ equivalent to a grade A DISTINCTION* ‐ equivalent to a grade A* The Edexcel Level 2 BTEC First Awards in Science cover aspects of knowledge, understand‐ing and competency necessary for employment within the medical and industrial sectors. As such the BTEC First Awards offer qualifica ons which can extend and provide voca onal emphasis within a learner’s programme of study. Equally, the BTEC First Awards offer a fo‐cused qualifica on for learners who wish to follow a programme of study that is directly related to their work experience, or to an aspect of employment that they wish to move into in due course. This course leads to BTEC Na onal Diplomas and Higher Na onal Diplomas offered by ter‐ary colleges.
All students study Science at Key Stage 4. The different op ons will be chosen during Sci‐ence lessons, following discussions with Science teachers.
Science BTEC Awards
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Religious Studies GCSE
Religious Studies offers a full course GCSE, which is studied during one lesson per week, by all students, as the chart outlines below:
Year 10 Unit 2 Religion and Life Issues
Religion and Animal Rights Religion and Planet Earth Religion and Early Life Religion, War and Peace
Year 11 Unit 3 Religion and Morality
Religious A tudes to the Elderly and Death Religious A tudes to Drug Abuse Religious A tudes to Crime and Punishment Religious A tudes to Poverty in the UK
The course is assessed purely by examina on. This means NO coursework is needed to gain the qualifica on. There are 2 examina ons at the end of Year 11. The first examina on covers all the work studied in Year 10 and the second examina on covers all the work stud‐ied in Year 11. Each examina on lasts for 90 minutes and is worth 50% of the final mark. There are no re‐sits available. Course Outline The course will consider key ques ons about the natural world, early life, prejudice, war and protest, ma ers of life and death, wealth and poverty and crime and punishment. These issues and many others will be considered from a variety of viewpoints, including Hindu and Chris an opinions.
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Personal Social and Health Educa on and Ci zenship
You will follow a course in Personal Social and Health Educa on and Ci zenship throughout Years 10 and 11. The subject will be taught for one lesson each week and will cover a variety of topics. You will look at important issues relevant to you. These will include an insight into careers and planning for your future, and how to best use your me when studying for examina ons. Providing ideas that will help and direct you in your life, not only when you leave Hodgson but when you become an adult, is a very important part of PSHE. Offering careers educa on, informa on, advice and guidance (CEIAG), showing you where to find it and teaching you how to use it is a major part of this subject. You will also be prepared for your work experience, which is a very important part of your personal development. Lessons will be with your teachers, but specialists from outside the academy will be invited in to offer advice and help with some of the topics. These will include the police, sixth forms, FE colleges and the academy nurse. The subject builds on studies already completed in Years 7, 8 and 9. The work links together ideas that will prepare you for your future in society. For example this involves using computer programs such as ‘the real game’. The course also develops students’ understanding of poli cs, human rights, SRE, drug educa on and global issues.
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Physical Educa on
Students take Physical Educa on for one lesson each week. This is a prac cal course that aims to develop fitness, prac cal performance and self confidence. In Year 10, students have the opportunity to take part in:
Athle cs
Games
Dance/Aerobics
Personal fitness
Outside agencies also provide specialist ac vi es e.g. self defence. In Year 11, students follow the same ac vi es as Year 10 and con nue to develop their skills and understanding in these areas. Students need to provide correct academy kit and wear it for all PE ac vi es. A ending academy PE clubs also provides opportuni es to develop ability and specific skills.
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Finally, you have selected your various courses. It’s me for the rest of your life. Take your Pathway.
Work Hard. Good Luck!
This space is reserved
for a photograph of you with your Examina on Qualifica ons in August 2016
