SACRED HEART OF MARY

GIRLS’ SCHOOL

OPTIONS BOOKLET

KEY STAGE 4 CURRICULUM

2018

CONTENTS Page Introduction 1 Option Decision Form 3 Common Core Religious Education 4 English Language 5 English Literature 6 Mathematics 7 Science 8 Triple Science 9 Physical Education 10 Options 1. Design and Technology Food Preparation & Nutrition 11 Design & Technology 12 & 13 2. Modern Foreign Languages 14 & 15 3. Humanities Geography 16 History 17 4. Practical & Creative Business Studies 18 & 19 Art and Design 20 Drama 21 Child Development 22 Computer Science 23 & 24 Music 25 Physical Education 26 & 27

INTRODUCTION

At Key Stage 4 pupils will continue with English, Mathematics, Science, a Modern Foreign Language and Religious Education to GCSE as well as Physical Education and Citizenship, Personal, Social, Health, and Economic Education. Pupils will access a broad and balanced curriculum by also choosing options that will meet their interests and give them access to post 16 opportunities. Pupils will also be prepared for the responsibilities of adult life and be given information and guidance which will help them make choices regarding Further and Higher Education and career paths. The KS4 curriculum consists of two elements:

1. The Common Core All pupils must study: English GCSE Mathematics GCSE Science GCSE Religious Education GCSE Physical Education Non-examination Citizenship,Personal,Social,Health &Economic Education Non-examination

All pupils must choose a Modern Foreign Language and indicate whether they wish this to be French or Italian in the MFL option. If a pupil wishes to take both languages they should initially choose French in the MFL option and then select Italian as one of their chosen option subjects. To be eligible to study both languages a pupil must be studying French and Italian in Year 9.

There is an opportunity for some students to study separate sciences and to obtain three individual grades in Biology, Chemistry and Physics. In view of the significant challenges of the new GCSE specifications, students for this option will be selected by the Science Department based on ability and prior performance.

2. Options

All option courses lead to GCSE or equivalent examinations

Students are free to choose 3 other courses from those offered and should list these in order of preference on the options form.

1

Due to the constraints of producing a timetable, and the numbers of students choosing a subject we cannot guarantee that all courses will run; or that all combinations of subjects will be possible. You should therefore indicate on the form the subjects you would choose as a reserve, if you were unable to obtain any of your initial choices. Detailed information on the subjects in the common core and options is contained in this booklet. Further advice and information may be sought from the appropriate subject teacher, form tutor, pastoral head and careers staff. In addition to this booklet, parents will be given a decision form. This form should be completed and handed to the Head of Year 9 by Monday, 26 February, 2018. English Baccalaureate (EBacc) The English Baccalaureate (EBacc) is a performance measure for schools in England, first applied in the 2010 school performance tables. It measures the achievement of pupils who have gained Key Stage 4 (GCSE level) qualifications in the following subjects: • English • Mathematics • History or Geography • Sciences • Modern Foreign Language The government has relaxed its original requirement that all students should study for the EBacc from 2018. However, they have continued to express their view that these academic qualifications will enhance the prospects of pupils in the employment market. They have set a target of 90% of pupils to be studying Ebacc by 2025. At Sacred Heart of Mary we have decided not to make History/ Geography compulsory for all students at this stage. However, pupils and parents should be aware that in order to qualify for the EBacc a pupil will need to select History or Geography as one of their chosen options.

2

YEAR 9 OPTIONS DECISION FORM

PUPIL NAME: FORM: I would like to be considered to do the following subjects for GCSE:

1. Modern Foreign Language: (Tick one box) FRENCH ITALIAN

2. My chosen GCSE Options in order of preference:

i.

ii.

iii. Reserves

iv.

v.

vi.

3

RELIGIOUS EDUCATION

Course

All pupils in Years 10 and 11 follow a GCSE course in Religious Education, and are entered

for the examination at the end of Year 11.

Examination Board: EDEXCEL Specification A (full course):

Faith and Practice in the 21st Century

Paper 1 75% of our teaching on Catholicism allowing students to develop an in-depth

understanding of their beliefs, teachings and practices. Assessment 1 hour 45 mins 50%

Paper 2 25% on Judaism as our second religion. Assessment 50 mins 25%

Paper 3 25% on Philosophy and Ethics. Assessment 50 mins 25%

Each school is obliged to study two religions under the new specifications.

Content

Forms of Expressions and Way of Life. Emphasis on Belief, Tradition, Theism, Sources of

Wisdom, Relationships in 21st Century. The specification meets the Curriculum Directory of

the Bishops.

Assessment

Three Examination Papers

100% examination. No controlled assessment.

Layout of examination questions will consist of knowledge, understanding and evaluation

skills.

Pupils will be encouraged to think about complex issues. Specific philosophical, ethical and

religious themes have been introduced.

4

ENGLISH LANGUAGE AND ENGLISH LITERATURE

English Language Examination board: AQA English Language is a core subject and therefore compulsory. Pupils are required to study a wide variety of language styles, through fiction and non-fiction extracts, and writing for different purposes. Wide reading and an awareness of current events are essential to accessing the wide range of texts within this qualification. All texts in the examination are unseen.

Paper 1: Explorations in creative reading and writing

Paper 2: Writers’ viewpoints and perspectives

Non-examination assessment: Spoken Language

Section A: reading

4 questions on one literary fiction text

Section B: writing

Descriptive or narrative writing

Section A: reading

4 questions on one non-fiction and one literary non-fiction text

Section B: writing

Writing to present a viewpoint

Presenting

Responding to questions and feedback

Use of Standard English

Assessment:

Written exam: 1 hour 45 minutes

80 marks

50% of GCSE

Assessment:

Written exam: 1 hour 45 minutes

80 marks

50% of GCSE

Assessment:

Internally set task

Assessments must be documented via audio-visual recording

0% of GCSE

Separate endorsement of pass, merit or distinction

5

English Literature Examination board: AQA English Literature is a core subject and therefore compulsory. Pupils are required to study a range of literary texts, including Shakespeare, a pre-twentieth century novel, poetry and modern literature. All examinations are closed book.

Paper 1: Shakespeare and the 19th century novel

Paper 2: Modern texts and poetry

Extract based question on a Shakespeare text

Extract based question on a 19th century novel

Extended question on a modern prose or drama text

Comparative question on AQA poetry anthology

Two questions on unseen poetry

Assessment:

Written exam: 1 hour 45 minutes

64 marks

40% of GCSE

Assessment:

Written exam: 2 hours 15 minutes

96 marks

60% of GCSE

6

MATHEMATICS

Course

Mathematics being a ‘Core’ subject is compulsory for all students from Year 7 to Year 11 and the course in Years 10 and 11 follows on naturally from previous years. At the beginning of Year 10, students have been carefully grouped into teaching sets according to ability and each set will be following a course most suited to the needs of its students. Students continue to be moved from one set to another where this is felt to be appropriate.

Students will continue to follow the new Edexcel GCSE syllabus, which we started in Year 9. Assessment will consist of three written papers each having a duration of 1 ½ hours. Two papers will allow the use of a calculator, whilst the other one is non-calculator.

Students may be entered at one of two tiers:-

Sets Tier Targeted Grades

4 + 5 Foundation Level 1-5

1 – 3 Higher Level 4-9

This course aims to motivate each student to develop, within her capability, the mathematical skills and understanding required for the study of other subjects, for further mathematical studies and for adult life. It also seeks to foster enjoyment and appreciation of the subject.

Assessment

1. Non-Calculator Paper - 1 ½ hours

2. Calculator Paper - 1 ½ hours

3. Calculator Paper - 1 ½ hours

Examining Board: Edexcel

7

SCIENCE AT GCSE LEVEL

Introduction

Science is a ‘core’ subject and is compulsory for all pupils from Year 7 to Year 11. From September 2016 the GCSE Science specification changed, below is an outline of the new courses. All courses are now linear, with examinations at the end of Year 11, and there are no controlled assessments.

All students will study the Science GCSE starting before Christmas in Year 9.

Structure of Science at GCSE - Staff will identify the most suitable route for individual students.

AQA GCSE Combined Science: Trilogy

This double award is equivalent to two GCSEs. Students studying this course will cover the three

science disciplines. Combined Science: Trilogy begins in Year 9 and continuing into Year 10 and 11

with single tier of entry for all three sciences. The tier of entry is decided in Year 11 based on results

for all three subjects. There are 16 required practicals that students will cover over the duration of

the course. Students will be assessed on their practical skills in the written exams with at least 15%

of the marks coming from questions relating to practicals.

Students will complete two papers in each of Biology, Chemistry and Physics at the end of year 11 –

each paper is equally weighted. The GCSE Combined Science: Trilogy will have a 17 point grading

scale, from 9–9, 9–8 through to 2–1, 1-1. Biology, Chemistry and Physics A-levels are designed to

follow on from the combined science curriculum.

Summary of 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

8

In addition to this we also offer the opportunity for selected students to

study three separate GCSEs in Biology, Chemistry and Physics.

Separate Sciences ~ GCSE Biology AQA, GCSE Chemistry AQA, GCSE Physics AQA

By studying the three sciences as separate GCSEs, students will gain a more in depth understanding

of Biology, Chemistry and Physics. Students are therefore more thoroughly prepared for further

study/ future careers within science. However, it is not a requirement to have studied Separate

Sciences in order to take Biology, Chemistry and Physics at post-16 as A Level courses are designed

to follow on from the combined science curriculum.

It should be noted that separate courses have significantly more content and are therefore much

more demanding in terms of challenge and workload.

There are 8 required practicals in each of the three sciences that students will cover over the

duration of the course. Students will be assessed on their practical skills in the written exams with at

least 15% of the marks coming from questions relating to practicals. Students will complete two

papers in each of Biology, Chemistry and Physics at the end of year 11 – each paper is equally

weighted. The A* to G grades will be replaced by 9 to 1 for Biology, Chemistry and Physics.

Summary of content

The Separate Sciences curriculum builds on the content covered in the GCSE Combined Science:

Trilogy curriculum

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

9

PHYSICAL EDUCATION

In an age when people are becoming increasingly aware of the importance of exercise in

maintaining a healthy and active lifestyle, the Physical Education programme in Years 10 and

11 has been designed to give pupils the opportunity of participating in a variety of activities

which could be continued in their post-school years.

In accordance with National Curriculum requirements, pupils participate in a range of

activities taking on roles such as performer, coach and official. Throughout Year 10 and 11

pupils will take part in Games, Racquets, Aesthetics, Outdoor Education and Athletics. In

addition, all pupils will complete a health and fitness course which includes Aerobics,

Boxercise, Circuit training and use of the school multi-gym equipment.

In Year 10 PE lessons, pupils are also given the opportunity to gain valuable Leadership

experience in a range of activities. Pupils are taught the skills required to plan, prepare and

lead physical activities for their peers and younger students. Pupils also spend time working

with local primary schools and at extra-curricular clubs in order to gain leadership experience.

Netball, hockey, athletics, dance, gym and tennis, which formed the basis of the Physical

Education Programme in Years 7-9, together with basketball, football, fitness and

trampolining are offered in extra-curricular time.

10

GCSE FOOD PREPARATION AND NUTRITION

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:

1. Food, nutrition and health

2. Food science

3. Food safety

4. Food choice

5. Food provenance.

Upon completion of this course, students will be qualified to go on to further study, or embark

on an apprenticeship or full time career in the catering or food industries.

Assessment

Paper 1: Food preparation and nutrition: (represents 50% of the GCSE).

This paper assesses the theoretical knowledge of food preparation and nutrition from

sections 1 to 5 above. Assessment is in the form of a written examination of 1 hour 45

minutes. The examination consists of multiple choice questions worth 20 marks and five

structured sub divided questions worth 80 marks.

Non Exam Assessment: : (represents 50% of the GCSE).

Task 1: Food investigation

This will provide students' with the opportunity to display their understanding of the working characteristics, functional and chemical properties of ingredients. This will be demonstrated by the production of a written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation.

Task 2: Food preparation assessment

This will provide opportunity for the students’ to demonstrate their knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. 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. This will be assessed by production of a written or electronic portfolio including photographic evidence.

11

GCSE DESIGN AND TECHNOLOGY

The New Design & Technology GCSE encourages students to be able to design and make

products with creativity and originality, using a range of materials and techniques. It

provides opportunities for students to develop an awareness of the nature and significant

importance of Design and Technology in a rapidly changing society. Students will build on

their knowledge gained at Key Stage 3 in their Design & Technology lessons, and learn to

use a wider range on materials and manufacturing processes through a number of design

tasks during the course. This will prepare them for their final coursework project. For the

final project they will have the opportunity to develop work to suit their own capabilities

and interests. They will research, develop a range of solutions, finally selecting and making

their product.

Aims

To encourage students to combine their designing and making skills with knowledge and understanding, in order to design and make quality products;

To promote Design and Technology capability in students through activities which involve a range of contexts, materials and processes and lead to practical results;

To give students confidence to design, make and modify products for identified purposes, selecting and using resources effectively;

To encourage the development of students critical and aesthetic abilities, enabling them to evaluate design and technology activity, including their own, in the context of an identified need;

To encourage students to consider the effects and implications of technological advances in society;

To give students opportunities to work both individually and as a member of a team.

Careers

All areas of study will provide a good foundation for a wide range of careers, the following

are given as examples: Design in all of its various fields, product design, industrial design,

graphic design, interior design, architectural design, theatre design, furniture design,

jewellery design, engineering - mechanical, civil, automotive and manufacturing. It will also

provide good problem solving skills that can be applied to all walks of life.

12

Assessment

Assessment of pupils includes both practical capability in Design and Technology applied to

designing and making a product and the knowledge and understanding which underpins this

capability.

The New GCSE assessment consists of two components:

Written Examination (50%)

The written paper will test student’s application of knowledge and understanding of

designing and making.

The focus for the questions will be the range of materials that have been covered during the

course followed.

Coursework (50%)

Coursework will consist of a project where students will be expected to design and make a

quality product.

They will create a coursework folder which will consist of research, planning, designing and

the manufacture of their product, as well as evaluating and modifying their final outcome.

This will be produced using powerpoint and have around 20 slides of supporting work.

The project for the GCSE should typically represent about 35 hours of supervised time.

Examination Board: AQA

13

MODERN LANGUAGES

Speaking Modern Foreign Languages is an asset which can be put to use at work and in personal lives, at home and abroad. Studying a language enables pupils to follow a broad and balanced curriculum and whichever career path students pursue their language skills will always be a major selling point to any employer. Some universities require a language GCSE for degree courses in English, History and Law.

In this age of leisure and travel it is a real advantage to be able to show future employers evidence of Language proficiency at any level; furthermore we live in a world where communicating between countries for business has become indispensable.

The promotion of cultural diversity, active European citizenship, social cohesion and intercultural understanding are also an important aspect of language teaching in the UK.

The Modern Languages Department welcomes the emphasis in the Government White Paper, ‘Educational Excellence Everywhere (2015)’, on the importance of language teaching and learning at secondary level. Languages are an integral part of ‘The English Baccalaureate’ award, which encourages pupils to focus more strongly on ensuring they pursue foreign language learning to the age of 16.

FRENCH AND ITALIAN

Pupils in this school have to study a Modern Language for GCSE; they may choose either French or Italian in the Language Options Block or, if they are currently studying the two languages, the Modern Foreign Languages Department encourages pupils to continue with both. They choose French in the Language Options Block and Italian as one of their options.

During the two years, students will acquire a practical working knowledge of the languages studied and will develop the ability to communicate with native speakers. The course enables pupils to cope in practical everyday situations and at the same time encourages them to develop the ability to express their own opinions and talk about their daily lives in French and Italian. Students will master key skills in communication, both written and spoken which will allow them to develop their problem solving and interpersonal skills. The course offers a firm base for further language study, at A level.

Students will practise their speaking skills regularly on a one to one basis with the French/Italian Language Assistants.

Home Language

If you speak a different language at home (i.e Spanish or Polish) and can both read and write this language, please see Mrs Esposito, who will arrange for you to take a GCSE examination in your language.

14

ICT

There will be opportunities for students to use and develop ICT skills. Pupils will be working with a wide range of software, mainly using word-processing and spreadsheet skills as well as accessing authentic material from the Internet.

Materials

We will use textbooks as well as authentic foreign materials and sound recordings, which we will supplement with broadcasts and DVDs to provide realistic and varied settings for language practice.

Setting Arrangements

Pupils will be set at the beginning of Year 10 on the basis of their achievements in Year 9. There will be opportunities for moving up groups throughout Years 10 and 11, as the sets are reviewed on a regular basis.

Assessment and Final Examination:

French & Italian: Students will be examined in the four skills of listening, speaking, reading and writing at the end of the course, each carrying a 25% weighting. Students will develop their grammar, translation, conversation and reading comprehension skills in the context of interesting topics so that they can talk about things that really matter to them.

Examination Board: French & Italian-Edexcel

Quote from Barack H Obama: “You should have every child speaking more than one language; that’s a powerful tool to get a job, you are so much more employable, you can be part of international business.”

15

GEOGRAPHY

The Geography course is an invigorating and exciting one

It is relevant and topical

It is suitable for all pupils who enjoy finding out, researching and asking questions

about the environment, the physical world and people

Students will develop an understanding of their role in society, by considering

different viewpoints, values and attitudes.

Topics of study include climate change, poverty, deprivation, global shifts in

economic power and the challenge of sustainable resource use

The course is based on the AQA examination board proposed specification (GCSE

draft 8038)

Course detail

Weighting Assessment

Unit 1

Living with the physical environment Natural hazards (tectonic and weather and

climate change) Ecosystems (tropical rainforests, cold

environments) Physical landscapes (coastal and river

processes)

35% Examination

Unit 2

Challenges in the human environment Urban issues and challenges The changing economic world The challenge of resources management

35% Examination

Unit 3

Geographical applications and skills Issue evaluation A Physical and human geographical enquiry

(one day in each different environment making two fieldwork days in total)

30% Examination

The Geography course involves a compulsory field work component. Two contrasting environments must be visited over a minimum of two days, to collect primary data. It is proposed at the moment to visit a coastal environment and an urban environment on two separate days.

16

HISTORY

Course

The GCSE course is exciting and varied. It is divided into four main areas of study: Medicine;

Superpower relations, Elizabethan England; and Germany.

Paper 1: British Thematic Study with Historic Environment

Medicine in Britain C1250 to present

Historic Environment: The British sector of the Western front: injuries, treatment and the trenches

Paper 2: Period Study and British Depth Study

Superpower relations and the Cold War, 1941-91

Early Elizabethan England, 1558-88

Paper 3: Modern Depth Study

Weimar and Nazi Germany, 1918-39

This is a challenging course and you will develop the ability to write analytically and use a

range of source material. Interest and understanding of the subject are just as important as

the ability to remember detailed information.

Assessment

This course is assessed through three written examination papers.

Paper 1: 30% (1 hour 15 minutes)

Paper 2: 40% (1 hour 45 minutes)

Paper 3: 30% (1 hour 20 minutes)

Examining Board: EDEXCEL

17

AQA GCSE Business Studies

Have you ever wondered?

Why does the iPhone go down in price so quickly after it is launched? Why is TV not always the best way to advertise? Why did Sainsbury’s acquire Argos? What’s the best way to train a life guard? Why are sausage rolls made in batches? Why might it cost a significant amount of money to recruit a new worker? Then find out the answers to these questions in Business Studies lessons!

The course is assessed by means of two papers and there are no controlled assessments.

Paper 1: Influences of operations and HRM on business activity

What's assessed: Business in the real world Influences on business Business operations Human resources

How it's assessed: Written exam: 1 hour 45 minutes 90 marks 50% of GCSE

Paper 2: Influences of marketing and finance on business activity

What's assessed: Business in the real world Influences on business Marketing Finance

How it’s assessed:

Written exam: 1 hour 45 minutes 90 marks 50% of GCSE

18

Both Paper 1 and Paper 2 follow the same format with regards to the question structure.

Questions: Section A has multiple choice questions and short answer questions worth 20 marks. Section B has one case study/data response stimuli with questions worth approximately 34 marks. Section C has one case study/data response stimuli with questions worth approximately 36 marks. As a student studying Business Studies it will assist you to:

become an independent learner

use a critical approach to distinguish between fact and opinion, build arguments and

make informed judgements

develop and apply knowledge, understanding and skills to contemporary issues in

local, national and global contexts

appreciate the range of perspectives of different stakeholders in relation to business

and economic activities

consider the extent to which business and economic activity can be ethical and

sustainable

recall, select and communicate their knowledge and understanding of concepts,

issues and terminology

apply skills, knowledge and understanding in a variety of contexts and in planning

and carrying out investigations and tasks

analyse and evaluate evidence, make reasoned judgements and present appropriate

conclusions

Learn while having fun with relevant and up to date business ideas

To cope with the various demands of the course it is essential that students have a good

depth of knowledge in English and Maths when analysing, communicating and

evaluating key aspects of the curriculum content to adequately address the assessment

objectives within the AQA specification.

Further information can be obtained from the AQA website:

http://filestore.aqa.org.uk/resources/business/specifications/AQA-8132-SP-2017.PDF

19

ART AND DESIGN

If you choose this subject you will need a real interest and commitment to Art, and sufficient enthusiasm and self-motivation to persevere when faced with problems and difficult decisions. The ability to concentrate for a reasonable length of time is also important.

The Course

During the course a wide range of skills and techniques will be studied including drawing, painting, collage, printmaking, claywork, papermache, model making and fabric printing. Encouragement will be given to drawing from observation whenever possible, in order to develop sensitivity, perception and judgement.

Students will be expected to:-

a) Develop a mature and responsible approach to their work through private study and

individual research.

b) Go to Art Galleries.

c) Keep a sketchbook.

d) Evaluate their own work and that of other artists.

e) Buy a few art materials which they will need for homework.

Studying this subject could lead to a creative, imaginative and confident young person. Students should have the ability to formulate their own opinions, make judgements and meet the challenge of a rapidly changing world. Many careers require artistic skills and knowledge and appreciation of Art and Design. Good qualifications may lead you into a career as an illustrator, graphics designer, sculptor, fine art curator, fine art restorer and conservator, jewellery designer, media production, product designer and interior designer to name but a few.

Assessment

The Assessment of all completed work including the end of year exam is marked by the Art Teacher and externally moderated. Throughout the course a variety of activities will be assessed under controlled conditions.

Examination

The examination consists of 2 parts:

Unit 1 - Personal Portfolio in Art and Design 60% - Themes

internally set Unit 2- Externally set assignment 40%

Examining Board: EDEXCEL

20

DRAMA

This GCSE is an exciting and prominently practical one. GCSE Drama is well regarded by universities and prospective employers due to the practical and academic skills developed throughout the two year course.

The course is broken down into three main components understanding drama, devising drama and texts in practice. Students will develop their self-confidence in addition to communication, collaboration and analytical skills.

Component What’s assessed How it’s assessed

Component 1:

Understanding drama

Written exam:

1 hour and 45 minutes

80 marks

40% of GCSE

Knowledge and

understanding of

drama and theatre

Study of one set play

from a choice of six

Analysis and evaluation

of the work of live

theatre makers

Section A: multiple

choice (4 marks)

Section B: four questions

on a given extract from

the set play chosen (46

marks)

Section C: one two part

question (from a choice)

on the work of theatre

makers in a single live

theatre production (30

marks)

Component 2: Devising

drama (practical)

80 marks in total 40% of

GCSE

Process of creating

devised drama.

Performance of

devised drama

(students may

contribute as

performer or

designer).

Analysis and

evaluation of own

work.

Devising log (60 marks) –

Written diary of process

of devising. How did you

create your

performance?

Devised performance (20

marks) Marked by your

teacher.

Component 3: Texts in

practice (practical)

50 marks in total 20% of

GCSE

Free choice of play but it

must contrast with the set

play chosen for Component

1.

Performance of two

extracts from one play

(students may

contribute as

performer or

designer).

Performance of Extract 1

(25 marks) and Extract 2

(25 marks)

Marked by visiting AQA

examiner.

21

CHILD DEVELOPMENT

This qualification will appeal to those who wish to develop applied knowledge and practical skills in child development. The qualification is designed with both practical and theoretical elements, which will prepare students for further qualifications in Child Care, Health and Social Care, Psychology, Sociology and Biology.

The Course

All students will study three mandatory topics as follows:

Health and well-being for child development

Understand the equipment and nutritional needs of children from birth to five years

Understand the development norms of a child from birth to five years The topics will be delivered using a mixture of theory based lessons and practical activities that appeal to different types of learners.

Assessment

Each of the three units will be assessed and will contribute to the overall grade.

Unit 1 will be in the form of an externally set and examined written paper, Unit two and three will be internally set and marked tasks (moderated by exam board).

Examination

UNIT CONTENT ASSESSMENT

1 All students will learn the essential knowledge and understanding for child development, covering reproduction, parental responsibility, antenatal care, birth, postnatal checks, care, conditions for development, childhood illnesses and child safety.

Written paper OCR-set and marked 1 hour and 15 minutes – 80 marks

2 Students will gain knowledge of the equipment needs of babies and young children and an understanding of the factors to be considered when choosing appropriate equipment to meet all of these needs. They will also gain knowledge of nutrition and hygiene practices and will be given the opportunity to evaluate dietary choices.

Centre assessed tasks - OCR moderated

3 Students will gain knowledge of, and skills in, developing activities to observe development norms in children up to the age of five. This unit will include researching, planning, carrying out activities with children and observing and reviewing these activities, as well as an understanding of the development norms and the benefits of play in child development.

Centre assessed task - OCR moderated

Examining Board: OCR

Qualification type: Cambridge Nationals. These qualifications are designed to fit into the curriculum and to offer the same size and rigour as GCSEs. Cambridge Nationals offer progression onto A Level, Further Education or on to an apprenticeship or work.

22

COMPUTER SCIENCE

Examining Board: AQA

Introduction

Computing is of enormous importance to the economy, and the role of Computer Science as a discipline itself and as an ‘underpinning’ subject across science and engineering is growing rapidly.

Value of the Course

Computer technology continues to advance rapidly and the way that technology is consumed has also been changing at a fast pace over recent years. The growth in the use of mobile devices and web-related technologies has exploded, resulting in new challenges for employers and employees. For example, businesses today require an ever-increasing number of technologically-aware individuals. This is even more so in the gaming, mobile and web related industries and this specification has been designed with this in mind. Course Aims

Students studying this specification will learn how to create applications that:

Run on mobile devices operate in a web enabled environment.

In addition they will:

Learn how to create simple computer games gain an understanding of the fundamental

concepts around creating software applications have opportunities to work

collaboratively.

Key Features of this course

Having studied this specification, candidates will be able to create their own mobile applications to gain additional functionality from their mobile devices, such as mobile phones or tablets, rather than being restricted to the applications available from other sources. They will also be able to create interactive web-based applications as opposed to just being end users of these. In the context of gaming, candidates will be able to create their own simple games instead of being restricted to those produced for them by others. In essence, studying this specification will free the candidate from dependency on other people creating applications for them to use. They will have developed the skills and understanding which underpin the creation of their own applications. The specification provides progression from Key Stage 3 studies by building on the knowledge and skills taught and will provide excellent progression to ‘A’ level Computer Science, vocational courses and on to degree level courses in the areas of computing, engineering and science. Whilst this specification is not specifically mapped to any particular industry standard IT qualifications it will provide a sound preparatory basis of study for them. In addition the course provides the knowledge, skills and understanding that a growing number of employers are demanding.

23

Prior Attainment

It is essential that pupils opting for this GCSE should be in at least Set 1, Set 2 or Set 3

Mathematics. The high level order of numeracy skills required for the programming element

means that pupils need to possess these skills to be able to competently meet the rigours of

Component 1 (practical programming).

Summary of Assessment Information

Paper 1 – Computational thinking and problem solving (50%)

Paper 2 - Computing fundamentals - is exam based (50%)

Programming Project

AQA Computer Science weblink:

http://www.aqa.org.uk/subjects/ict-and-computer-science/gcse/computer-science-

8520/specification-at-a-glance

24

GCSE MUSIC

If you enjoy Music and are willing to sing or learn an instrument over the course of 2 years, GCSE Music is for

you!

Music improves fine motor skills, coordination, communication, ability to work with others, self-confidence,

determination & commitment.

You are given the opportunity to be expressive, independent, develop musicianship skills, perform, compose

& learn an instrument.

It is an academic course! You learn to analyse in a more subjective manner, justifying your discoveries and

thinking ‘outside the box’. A musician uses every part of their brain; not just one section. A student who

studies music often does much better in their other subjects too.

EDEXCEL GCSE MUSIC

UNIT 1:

PERFORMANCE

Solo: Any instrument/voice

Ensemble: Any instrument/voice

Total performance time – 4 minutes

Internally assessed

Prepared during instrumental lessons & class workshops

Completed by Easter of year 11

UNIT 2:

COMPOSITION

Composition 1: Set brief by Edexcel

Composition 2: Free composition – any style

you want

Total composition time – 3 minutes

Internally assessed

Prepared during lessons

Sibelius 7 Software

Completed by Easter of year 11

UNIT 3: LISTENING Instrumental Music 1700–1820

● J S Bach: 3rd Mvt. Brandenburg Concerto no.

5 in D major

● L van Beethoven: 1st Mvt. Piano Sonata no. 8

in C minor ‘Pathétique’

Vocal Music

● H Purcell: Music for a While

● Queen: Killer Queen

Music for Stage and Screen

● S Schwartz: Defying Gravity (from Wicked)

● J Williams: Main title/rebel blockade runner (Star Wars IV: A New Hope)

Fusions

● Afro Celt Sound System: Release ( ‘Volume 2: Release’)

● Esperanza Spalding: Samba Em Preludio (‘Esperanza’)

Externally assessed

Prepared during lessons

throughout years 10 & 11

1 hr 45 mins exam Takes place

Summer of Year 11

Did you know…? You do not need to know how to read music to get a top grade in GCSE Music?Any other questions? See Mrs McCoy in the Music department.

25

GCSE PHYSICAL EDUCATION 9-1 Examining board: EDEXCEL

This course builds on the knowledge, understanding and skills established in Key Stage 3 Physical Education. Pupils opting for this course should have a keen interest in sport/recreation and regularly take part in sport outside of their PE lessons. GCSE PE is predominantly a theoretical course and therefore serves as a preliminary to further sports-related study at A-level, BTEC or higher education. ASSESSMENT and CONTENT

Component 1 & 2-Theory of Physical Education (60% of overall grade)

Component Assessment Content

Component 1: Fitness and Body Systems

Written examination: 1 hour and 45 minutes 36% of the qualification

Applied anatomy and physiology

Movement analysis

Physical training

Use of data

Component 2: Health and Performance

Written examination: 1 hour and 15 minutes 24% of the qualification

Health, fitness and well-being

Sport psychology

Socio-cultural influences

Use of data

Component 3 & 4:-Performance and performance analysis (40% of overall grade)

Component Assessment Content

Component 3: Practical Performance

Non-examined assessment: internally marked & externally moderated 30% of the qualification 105 marks (35 marks per activity)

One team activity, one individual activity and a free choice from the list published by the DfE* Assessed as a Performer only

Component 4: Personal Exercise Programme (PEP)

Non-examined assessment: internally marked & externally moderated 10% of the qualification 20 marks

Aim and planning analysis Carrying out and monitoring the PEP Evaluation of the PEP

It is expected that all pupils attend extra-curricular PE activities as this will form part of their assessment. Assessment in areas of expertise outside of the PE curriculum will also be considered e.g. skiing or Irish dance 26

*DfE Approved list Amateur boxing, Association football (Cannot be five-a-side or futsal), Athletics, Badminton, Basketball, Canoeing, Cricket, Cycling (Track or road cycling only, Dance, Diving (Platform diving), Golf, Gymnastics (Floor routines and apparatus only), Handball Hockey (field hockey, not ice hockey or roller hockey), Equestrian, Kayaking, Netball, Rock climbing (Can be indoor or outdoor), Rowing Rugby league (Cannot be tag rugby), Rugby union (Can be assessed as sevens or fifteen a side. Cannot be tag) Skiing (Outdoor/indoor on snow. Must not be dry slopes), Snowboarding (Outdoor/Indoor on snow. Must not be dry slopes) Squash, Swimming (Not synchronised swimming), Table tennis, Tennis, Trampolining, Volleyball

27