Sackville School

Together We Achieve

www.sackville.w-sussex.sch.uk

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Contents Introduction Mr J Grant ................................................................................................................... 4

GCSE English Language and Literature Mrs R Stuart ........................................................................... 6

GCSE Mathematics Mr S Rahim ........................................................................................................... 8

GCSE Combined and Triple Science Mr S Bush .................................................................................... 9

GCSE Religious Studies – Belief and Values Mr S Challis/Ms D Yendell ............................................ 10

GCSE Art and Design Mr P Andrews .................................................................................................. 11

GCSE Business Studies Mrs J Fleming ................................................................................................ 13

BTEC First Award in Business Mrs J Fleming ...................................................................................... 14

GCSE Computer Science Mr J Lea ...................................................................................................... 15

OCR Level 1/2 Cambridge National Certificate in Creative iMedia Mr J Lea ..................................... 16

BTEC First Award in Dance Mrs A Beasley ......................................................................................... 17

GCSE Drama Mrs A Beasley ............................................................................................................ 18

BTEC First Award in Performing Arts Mrs A Beasley .......................................................................... 19

Design and Technology Mr K Treen ................................................................................................... 20

GCSE Resistant Materials .................................................................................................................. 21

GCSE Graphic Products ..................................................................................................................... 21

GCSE Cooking and Nutrition ............................................................................................................. 22

GCSE Textiles Technology ................................................................................................................. 22

V Cert - Level 2 Certificate in Creative Studies: Graphic Design ....................................................... 23

V Cert - Level 2 Certificate in Creative Studies: Craft – Wood .......................................................... 24

V Cert - Level 2 Certificate in Creative Studies: Craft – Textiles ........................................................ 26

GCSE Geography Mr N Robinson ...................................................................................................... 28

BTEC First Award in Health and Social Care Mrs H Valentine ............................................................ 29

GCSE History Mrs J Dunnell ............................................................................................................. 31

GCSE Media Studies incorporating Film Studies Mr G Scarfe ............................................................ 32

GCSE Modern Foreign Languages Mr M Bolton ................................................................................ 33

GCSE Music Mr N Nicholson ............................................................................................................. 35

BTEC First Award in Music Mr N Nicholson ....................................................................................... 36

GCSE Physical Education Mr A Currie/Mrs L Richards ....................................................................... 37

BTEC First Award in Sport Mr A Currie/Mrs L Richards ..................................................................... 38

GCSE Sociology Mrs M McFarlane .................................................................................................. 39

SEND Provision Mrs S Robinson ..................................................................................................... 40

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Introduction Mr J Grant Dear Students and Parents/Carers

In this booklet you will find information about the curriculum to be offered in years 9 to 11 from

September 2015. The courses combine the requirements of the National Curriculum – the ‘core’

curriculum – with the opportunity to choose from a broad range of other subjects – ‘options’. The

aim is that all students receive a broadly balanced education and are able to gain the qualifications

needed for entry into Sackville Sixth Form. We are very pleased to have on offer our widest range of

subjects ever and believe that our curriculum will suit students of all abilities and aspirations and

prepare them well for the challenges of the world beyond.

Looking at pathways to age 18 at Sackville is very important. The government has raised the age of

participation in full-time education now, stating that:

“We want to give all young people the opportunity to develop the skills they need for adult life and

to achieve their full potential. Participating in learning for longer means they are more likely to get

the skills and qualifications that will open doors to future employment, help them make the most of

their potential and earn more over their lifetime.”

Parents will no doubt be aware that GCSE qualifications are changing rapidly and, as a school, we are

committed to supporting students through this change through careful planning that is also

responsive and flexible as the need arises. One example of these changes is that all examinations

are now sat at the end of the courses. Parents and students can be assured that we offer high quality

courses throughout our curriculum offer and that we continually monitor government requirements

so that our students will not lose out. In addition, we are committed to ensuring strong preparation

for entry into our excellent Sixth Form.

I would like to take this opportunity to wish students and parents all the best at the start of this

coursing process and, once again, give you our assurance of strong communication throughout.

Headteacher

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Information for Students Mr P Street

During the spring term 2015 you will be making some important decisions. You will need to work

closely with your parents and teachers in order to make sensible subject choices for your KS4

courses, which start in September 2015 when you begin year 9.

In order to help you make these important decisions you will being taking part in a year 8 Options

morning on Tuesday 24th February 2015 which will provide you with the opportunity to discuss

your option choices with your tutor and research the subjects you would require for desired career

paths. In addition to this day we will be running the Year 8 Options Fair on Thursday 26th February

2015 providing an opportunity for you and your parents to investigate new subject areas as well as

those you are familiar with.

This handbook outlines the courses that are available at KS4. You will also be issued with a subject

preference form for year 9. You are asked to complete the form, showing your subject preferences

for starting in year 9, and return it to your form tutor by Monday 2nd March 2015.

In making your option choices as a starting point you should consider choosing the subjects that you

are expected to have the most success in over the next three years.

Decisions may have to be made about whether certain subjects continue to be offered if only a small

number of students opt for them. Additionally each year some students do not get all of their

preferred choices. We will speak with students and parents if any of the preferred options are not

possible or suitable. I will ask you to take a letter home for your parents to confirm your subject

choices, together with information about setting arrangements, in the summer term 2015.

New GCSE Grading from 2018 GCSEs will be graded on a nine-point scale, 1-9 9 is the top grade – equivalent to A** C grade equivalent is likely to be around 4 Students failing to reach the minimum standard required for grade 1 will be recorded as U

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GCSE English Language and Literature Mrs R Stuart All students will sit two GCSEs in English language and literature Two examination papers for language. Two examination papers for literature. Unlike past GCSEs, the new 2015 specifications require students to sit all assessment through examination. There is no controlled assessment or coursework. The expectation is that students will maintain excellent reading habits outside of the classroom as this will increase their opportunity for success in these challenging new assessments. English Language Spoken Language for English All students are required to complete speaking and listening assessments BUT this does not count towards their final mark. They will receive a separate mark for this. Skills covered in this unit are: Presenting Responding to questions Using Standard English English Language Examinations – reading and writing Two exams, each 2 hours long Mixture of reading and writing questions, communicating information and ideas and exploring

the effects and impact of language Reading Students need to read a variety of fiction and non-fiction texts including nineteenth century

prose and non-fiction Students will also encounter twentieth and twenty-first century non-fiction and literary prose Students will be required to answer questions demonstrating the skills of: comprehension,

inference, analysis, summary skills and the evaluation of writers’ language choices Writing Students will be tested on writing in a variety of writing styles – fiction and non-fiction eg

descriptive writing or an opinionated piece A key part of achieving well at GCSE will be achieving and maintaining a high level of accuracy in

SPELLING, PUNCTUATION and GRAMMAR

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GCSE English Language and Literature Mrs R Stuart English Literature Literature examinations 2 exams, each around two hours long Essay questions on texts read in class including Shakespeare, nineteenth century prose, modern

prose or drama, unseen extracts and a poetry anthology Students will be required to analyse language, themes, ideas and issues, characters and

relationships and refer to social/cultural contexts Poetry tests students’ comparative skills and the

ability to deal with an unseen poem Texts may include: 20th Century Drama or Prose – eg An Inspector Calls,

Blood Brothers, Lord of the Flies, Curious Incident of the Dog in the Night-time (play), Animal Farm, Anita and Me

Pre-1914 Prose eg Frankenstein, Dr Jekyll and Mr. Hyde, Great Expectations, Pride and Prejudice and Jane Eyre

Shakespeare - Macbeth, Romeo and Juliet, Merchant of Venice and Much Ado About Nothing

Poetry –theme based selection such as Love and Relationships, Power and Conflict and Youth and Age

“English literature gives you a broader and deeper understanding of the literature of this country”

Michael Da Rocha Year 11

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GCSE Mathematics Mr S Rahim All students follow a linear GCSE course which is examined in June of year 11 and will be taught over 4 lessons a week with supporting homework. Students are set at the start of year 9 based on their ability and the achievement they have made throughout years 7 and 8. These sets are reviewed on a term by term basis so that we can ensure student needs are met. Some students will be entered for the higher tier course which covers grades 9 to 4. This will typically be sets 1 and 2 although final decisions on tier entry are not made until students are in year 11. The remaining students will study the foundation tier course which covers grades 5 to 1. Both tiers are assessed with three 1 hour 30 minute papers for which two allow the use of a scientific calculator. The course content is dependent upon the tier studied but will include the following mathematical skills: number algebra geometry and measures ratio, proportion and rates of change statistics probability Both courses aim to enable students to: develop a positive attitude to mathematics apply mathematical knowledge and understanding to solve problems think and communicate mathematically, precisely, logically and creatively appreciate the place and use of mathematics in society acquire the skills needed to use technology such as calculators and computers effectively acquire a firm foundation for further study

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GCSE Combined and Triple Science Mr S Bush All students are required to follow a science course at Key Stage 4, but how the curriculum is structured is changing. The final specifications have not been released, but a summary of the situation at time of printing is as follows: Elements of the current GCSEs to be maintained: All students must continue to study all three sciences: biology, chemistry and physics Students may follow separate GCSEs in all three sciences (triple science) or follow a route that leads to two GCSEs Changes introduced for first examination in 2018: Students can no longer sit GCSE science in year 10 and GCSE additional science in year 11.

Instead, students will follow a double “combined science” route leading to two GCSE grades Therefore, all exams will be sat at the end of year 11 for all students (including triple) Grades will be awarded on the new 1-9 scale rather than A*-G The course is 100% examined with no controlled practical assessment (although this is still under

review). However, an understanding of practical investigations will still be examined and standard practicals may be required in class.

All students will follow the same science curriculum in year 9, so no option choice is required. After completing a unit of work developing their scientific skills, year 9 students will begin the GCSE subject content. At the end of the year, all students will sit a GCSE practice exam paper. Based on these results and the work throughout year 9, a recommendation will be made in writing regarding the best route to follow, double or triple award. A broad range of topics will be studied for each subject across years 9-11, including: Biology: Cells, transport systems, health & disease, coordination & control, photosynthesis,

ecosystems, inheritance & evolution. Chemistry: Atomic structure, the periodic table, chemical change, energy in chemistry, rates of

reactions, chemical analysis, industrial chemistry, earth & atmosphere. Physics: Energy, forces & motion, waves, electricity, magnetism & electromagnetism, particle

models, atomic structure

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GCSE Religious Studies – Belief and Values Mr S Challis/Ms D Yendell The government have long identified religious studies as a vital subject for all students to study. In today’s rapidly changing and increasingly globalised world these issues are more important than ever. Therefore, all Sackville students complete a GCSE in religious studies. The aims of the course are: Help students to think critically Give students an understanding of some key ethical issues Give students the skills to discuss and debate these issues respectfully Enable students to examine their own opinions and the opinions of others in a reflective and

logical way Foster an understanding of the diverse world in which we live and respect for others Students will consider important world issues and find out what other people, including religious people think about them. They will have the chance to analyse these views and come to their own balanced conclusions about those issues. Students are given the space to reflect on their opinions about important moral issues such as the death penalty and to identify the reasons for their own views. This is an excellent preparation for becoming an informed citizen and any career which requires analytical thought or an understanding of people. Specific content for the new GCSE qualification is in the process of being written, however all students will be expected to study at least two religions in depth (one of which will be Christianity) and to study a range of ethical and philosophical issues. Homework, Assessment, Revision and Moodle Students will be set homework activities and sit an in class assessment for each module. Students should look on Moodle for both their homework activities and for revision materials. After-school revision sessions are offered in year 11, starting in the second half of the spring term. The best way you can help your child to succeed in Beliefs and Values is to support them with completing their homework activities. Discussing world issues in the news with them will also help them greatly.

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GCSE Art and Design Mr P Andrews There are two specialisms to choose from in art and design at GCSE level, all set by the AQA examination board. For those who propose to follow a career in the art world, we are pleased to offer a unique opportunity by providing the choice of studying both two dimensional and three dimensional courses. Visits to galleries and places of cultural interest are considered to be a vital component of all three courses outlined below. Students are strongly encouraged to take part in these valuable visual experiences. Art & Design courses aim to enable you to: open out to visual and tactile experiences and responses build upon the accumulated knowledge of technical skills and introduce the possibilities of new

experiences; nurture and foster the skills of decision making resulting in a holistic understanding of art

Topics and skills covered skills input/sketchbook work/how to build a portfolio of work internally assessed task 1 Still life internally assessed task 2 Natural forms internally assessed task 3 Portrait Multicultural internally moderated assessment mock exam there is no written exam undertaken as part of the courses offered. Art & Design Fine Art (drawing, painting, printing and mixed media) This course is predominately a mark making, mixed media painting course which consists of three internally assessed tasks that count for 60% of the portfolio marks. Themes set cover a broad range of artistic drawing and painting techniques. In addition there will be an A4 sketch book with supportive studies relating to the three units of study plus gallery and exhibition visits. The remaining 40% of the marks is gained through a 10 hour practical exam. The main requirement for this course is an interest in the subject, an ability to work independently and, most importantly, enthusiasm and a determination to succeed. The majority of homework is based on research in preparation for the various topics and visits which are organised to develop your awareness and enthusiasm. You will require a basic set of art drawing and painting materials which can be purchased at a reduced rate from the school plus 2 x A2 folders and a workbook.

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GCSE Art and Design Mr P Andrews Art & Design Combined (drawing and painting, printmaking and textiles) This is a mixed media course designed to suit those who enjoy variety without specialising. You will have a positive interest in all aspects of art and creativity and will be determined to expand your practical skills by experiencing a wider area of mixed media focusing on creative textiles and enhancing your flair and practical aptitude. You need a genuine interest in all aspects of art, an ability to work at home and research independently, and a determination to succeed. The majority of homework is based on research in preparation for the various topics and visits which are organised to develop your awareness and enthusiasm.

“Art allows me the freedom to express myself”

Najwa Agmin Year 10

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GCSE Business Studies Mrs J Fleming This is a popular course that many students continue with into the 6th Form. You will find this subject very relevant to your everyday life. As a consumer you already have a good knowledge of many of the concepts and topics included! Reflecting today’s enterprise orientated culture, the newly updated course contains an increased focus on what it takes to be an entrepreneur and what is required when setting up and building a small business. In addition to this, the course investigates how the national/international economy functions and how it affects each and every one of us. Many employers like the variety of topics studied, the skills learned and appreciate their relevance to the requirements of many jobs in today's workplace. Business Studies will appeal to anyone who is interested in learning more about companies they know and use every day. There are two pathways available, the BTEC First course and the GCSE course featured here. The GCSE course has a strong focus on final examinations and research based skills and students may wish to also look into the BTEC First Course in Business when selecting the most appropriate option for them. The course aims to enable you to: use business terminology, methods and concepts recognise strengths and weaknesses of arguments and ideas distinguish between facts and opinions evaluate information and make judgements develop knowledge on a wide range of issues related to business activity understand the thoughts and actions of interested parties (in relation to business activity) eg

consumers, employees, government, shareholders. Topics and skills covered The students will be learning around the five major business topics – marketing, customer service, business finance and the wider world affecting business.

“Business studies helps me to develop my entrepreneurial skills” Andy Dowling Year 9

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BTEC First Award in Business Mrs J Fleming The BTEC First Award is equivalent to a GCSE grade A*-C. This course will suit students who wish to learn about the more practical aspects of working in a business and who wish to learn skills rather than just theory. This course is largely coursework based (although it does have some examined elements) and therefore may suit students who wish to study a course that does not solely rely on their performance in final examinations. In the past few years, many of our Level 2 students have gone on to pursue the Level three Business qualification in the Sixth Form. The course aims to: inspire and enthuse learners to consider a career in one of the many business disciplines, such as

marketing, finance, sales, recruitment or retail give learners the opportunity to gain a broad knowledge and understanding of, and develop

skills in, the business sector across each discipline support progression to a more specialised level 3 vocational or academic business course or an

apprenticeship give learners the potential opportunity, in due course, to enter employment within a wide range

of junior job roles across the business sector. Junior job roles include marketing assistant, business administrator and finance assistant.

Assessment Students will study Core Units and Specialist Units as per the table below. The majority of the units are coursework based which is internally assessed. In addition, students will study one unit which is worth 25% of the overall course which are externally assessed by Edexcel. Edexcel BTEC Level 2 First Certificate in Business Unit Core Unit Assessment Method 1 Enterprise in the Business World Internal 2 Finance for Business External – online test Specialist Units 3 Promoting a Brand Internal 8 Recruitment, Selection & Employment Internal

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GCSE Computer Science Mr J Lea GCSE Computer Science This carefully planned course gives students a real, in-depth understanding of how computer technology works. It offers an insight into what goes on ‘behind the scenes’, including computer programming, which many students find absorbing. Through this qualification students can: Develop their understanding of current and emerging technologies and how they work Look at the use of algorithms in computer programs Become independent and discerning users of IT Acquire and apply creative and technical skills, knowledge and understanding of IT in a range of

contexts Develop computer programs to solve problems Evaluate the effectiveness of computer programs/solutions and the impact of computer

technology in society Why Choose GCSE Computing? It’s a great way to develop critical thinking, analysis and problem-solving skills, which can be

transferred to further learning and to everyday life Students who want to go on to high study and employment in the field of computer science will

find it provides a superb stepping stone

Unit Title and Description Assessment and Duration Weighting Unit A451: Computer systems and programming This unit covers the body of knowledge about computer systems on which the examination will be based.

1 hour 30 minutes Written paper 80 marks

40%

Unit A452: Practical investigation This controlled assessment assesses the technical writing skills, by using research methods to evaluate and make recommendations.

Investigative task. OCR-set scenario with a choice of research tasks. 45 marks

30%

Unit A453: Programming Project Students will need to: • Understand standard programming techniques • Be able to design a coded solution to a problem including the ability to: - Develop suitable algorithms - Design suitable input and output formats - Identify suitable variables and structures - Identify test procedures • Create a coded solution fully annotating the developed code to explain its function • Test their solution: - To show functionality - To show how it matches the design criteria

Controlled assessment Programming task. Design, develop and test a solution to a problem within the OCR-set scenario. 45 marks research, technical understanding, analysis of problem, historical perspective, use of

30%

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OCR Level 1/2 Cambridge National Certificate in Creative iMedia Mr J Lea The Cambridge Nationals in Creative iMedia will equip learners with a range of creative media skills and provide opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. Through the use of these skills, learners will ultimately be creating fit-for-purpose creative media products. The Cambridge Nationals in Creative iMedia will also challenge all learners, including high attaining learners, by introducing them to demanding material and techniques; encouraging independence and creativity and providing tasks that engage with the most taxing aspects of the National Curriculum. This course will suit students who like to work on computers for creative tasks and its assessment procedures will benefit those who prefer coursework. This is predominantly a vocational based course that prepares students for careers in information technology. Course Structure (example)

Unit Core/Mandatory Assessment Method 1 Pre-production skills External 2 Creating digital graphics Internal 6 Creating a multipage website Internal 8 Developing digital games Internal

“Good ICT skills are a must have in modern society”

Izzy Bray Year 9

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BTEC First Award in Dance Mrs A Beasley This vocational course focuses on the study and performance of dance as part of the performing arts industry. The course is practical and work related, with students completing assignments based on realistic workplace situations, activities and demands. Students will develop technical skills required for dance performance working within a range of dance styles. The Award qualification attracts the same points as a GCSE grade A* - C. The units are mainly internally assessed and externally moderated but there is one unit which is marked externally. Students are awarded a pass, merit, distinction or distinction*. Units: Unit 1: Individual Showcase Externally assessed unit in which students write a letter of application for a job in the industry and perform two solo audition pieces which are recorded for the examiner. Unit 2: Preparation, Production and Performance Internally assessed unit in which students work together to rehearse, produce and perform a dance showcase for an evening performance in full show conditions in year 11. Unit 4: Dance Skills Students are introduced to a range of different dance styles as well as choreography techniques. They participate in regular technique classes and write weekly logbook record sheets tracking the development of their own dance skills. Commitment, good attendance and some dance skills are essential for this course. Students will need to work as part of a team to choreograph dances and will be expected to rehearse outside of lesson time. It is a physical course so students will be expected to be ready for all lessons with the appropriate kit. All students will be required to purchase a dance uniform to wear during practical lessons. Please note that BTEC Dance cannot be taken alongside BTEC Performing Arts.

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GCSE Drama Mrs A Beasley GCSE Drama is an exciting course, which challenges the imagination and develops confidence and interpersonal skills. The dramatic process is reliant on flexibility and cooperation and develops problem solving abilities, all of which are vital within the work place. The course also offers you the opportunity to develop acting and technical theatre skills. The course aims to enable you to: respond to ideas and issues using drama forms develop and explore ideas practically perform devised and scripted pieces to an audience analyse and evaluate your own work and that of others, including live professional productions Topics and skills covered scripted work, including a set text improvisation devising performing evaluating group work theatre in education physical theatre design and technical aspects of theatre The course will have 2 components: 1: Written Exam External exam taken in the summer of year 11. Students will describe, explain, analyse and evaluate their own practical work produced during the course and live performance work they have seen. Students prepare for this unit throughout the course with practice questions and other written work. 2: Practical Performance Students will undertake a variety of practical units beginning in the summer term of year 9. They produce both scripted and devised performance work which is performed to a range of audiences including peers, staff and family. Commitment is essential for the subject as students will need to work as part of a team to create performance work. They will need to spend time outside of lessons rehearsing for their assessments. Attendance at organised theatre visits is an essential part of the course; whilst being a necessity for Unit 1, it also deepens students’ understanding of the art form. All students are required to attend a minimum of one theatre visit per year. Please note that GCSE Drama cannot be taken alongside BTEC Performing Arts.

“Dance allows me to express my words, feelings and emotions through movement” Sam Delaney Year 9

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BTEC First Award in Performing Arts Mrs A Beasley This vocational course focuses on the study and performance of musical theatre and acting as part of the performing arts industry. The course is practical and work related, with students completing assignments based on realistic workplace situations, activities and demands. Students will develop technical acting, singing and dance skills required for performance including both scripted and devised work. The Award qualification attracts the same points as a GCSE grade A* - C. The units are mainly internally assessed and externally moderated but there is one unit which is marked externally. Students are awarded a pass, merit, distinction or distinction*. Units: Unit 1: Individual Showcase Externally assessed unit in which students write a letter of application for a job in the industry and perform two solo audition pieces which are recorded for the examiner. This can be focused in musical theatre, acting or singing. Unit 2: Preparation, Production and Performance Internally assessed unit in which students work together to rehearse, produce and perform a showcase performance event in full show conditions in year 11. Unit 3: Acting Skills This unit introduces learners to the technical and interpretive skills of acting, exploring vocalisation, physicality and textual character creation. Students are required to track the development of their own skills and set targets for their progress in weekly logbook record sheets. They take part in a range of technique classes and culminate in a performance of extracts from a scripted play. Unit 5: Musical Theatre Skills This unit introduces learners to the technical and interpretive skills of acting, singing and dance. Students are required to track the development of their own skills and set targets for their progress in weekly logbook record sheets. They take part in a range of technique classes and culminate in a performance of extracts from a musical. At the end of year 9, students can opt to be assessed on musical theatre or just acting according to their strongest skill areas. Commitment is essential for the subject as students will need to work as part of a team to create performance work. They will need to spend time outside of lessons rehearsing for their assessments. It is a physical course so students will be expected to be ready for movement and dance lessons with the appropriate kit. Please note that BTEC Performing Arts cannot be taken alongside BTEC Dance or GCSE Drama.

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Design and Technology Mr K Treen GCSE Design & Technology is about being creative enabling you to develop designing skills based on identifying needs and practical problem solving. Studying one of these courses helps support students in developing important and valuable life skills. We run two different types of qualifications routes; these are either the GCSE or the new V Cert route. V Certs are a vocational qualification, which are equivalent to a GCSE and can be more practical based than the traditional GCSE. There are 4 GCSE options within this area, all of which have similar aims and patterns of assessment. Cooking and Nutrition – which is a new course - Graphic Products, Resistant Materials and Textiles Technology have two assessment objectives: designing (40%) and making (60%). These are assessed by a controlled assessment (coursework), which has a 60% weighting, and by a written terminal examination which has a 40% weighting and has a single tier of entry. We also run 3 V Cert qualifications in Creative Studies: Graphic Design, Creative Studies: Craft – Wood based and Creative Studies: Craft – Textiles based. Design & Technology courses aim to: Help students understand the importance of and need for well-designed items that enhance and

improve people’s lives. Prepare students for a 21st century technological world. Develop students’ skills and knowledge for modern technological learning. Course Content An introductory project preparing students for their final piece of coursework consisting of a 20 - 25 slide electronic design folio that will be produced using PowerPoint, plus a final product realised in their chosen material area. A number of theory lessons allied to the chosen material area will be delivered at relevant points to reinforce understanding. The examination is taken at the end of the course. During the three years, students will complete mini projects, theory and the controlled assessment (coursework). Topics and skills covered identifying needs research using a variety of sources designing skills using CAD/CAM modelling making skills in the chosen material sustainability developing skills evaluation through testing knowledge and understanding of chosen materials communication skills (written, ICT etc.)

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GCSE Design and Technology Mr K Treen

GCSE Resistant Materials Students will learn to work with many materials within the woods, metals and plastics classifications to create a range of exciting projects. They will understand the properties of different materials, eg woods, metals, plastics and SMART materials. Also, students will receive training to know how to use 2D design and SolidWorks (CAD) and using the laser machine, CNC router and the 3D printer (CAM) successfully. Year 9 In year one of the course, students will make a small storage product, design and make a single pen stand from acrylic without any gluing, design and make a pewter key ring or jewellery. They will also learn about the different types of woods, metals and plastics, joints & joining methods and finishes. Year 10 Students will begin the controlled assessment by researching the project brief which is currently to design and make a multi-functional piece of furniture or a small storage unit. They will then produce a range of design ideas and develop the idea of their choice through drawings and modelling. This will allow them to know how they will make their product leaving them to finally test and evaluate the success of it. Students who demonstrate high practical skills will be entered in The South of England Show for the Young Craftsman of the Year competition, where students have the opportunity to win a range of cash prizes. Year 11 Students will cover all the areas of the theory aspects in preparation for the summer examination. This will be mainly through practical theory.

GCSE Graphic Products “Are you a creative problem solver who is full of great ideas and would like to gain skills and experience in a fast-paced, energetic and exciting industry? Graphic Products is about more than you can possibly image, in fact it is around you every day influencing, impressing and communicating information to you in a creative and fresh way. If you want to be on a course that has opportunities all over the world, perhaps you don’t need to look any further!” Students will design and make a variety of 2D and 3D projects such as cinema displays, consumer items, brochures, corporate identity and card engineering. Students will use a wide variety of media to produce their work including CAD (computer aided design), CAM (computer aided manufacture), artwork (although it is important to not you do not have to be great at drawing to be a successful Graphics), card and paper as well as a range of resistant materials. Studying Graphic Products at GCSE can lead to a wide variety of areas product support, product design, media studies, architecture, production technology, engineering, travel and environment, sports and pastimes, design presentation and entertainment. Above all the variety of challenges that students face whilst undertaking this GCSE, lead it to be a popular and rewarding choice in year 9.

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Design and Technology Mr K Treen

GCSE Cooking and Nutrition GCSE in Cooking and Nutrition will enable students to gain knowledge, understanding, and skills required to cook and apply the principles of food science, nutrition and healthy eating. The course will encourage students to cook and enable them to make informed decisions about a wide range of dishes that enable them to feed themselves and others affordably and nutritiously, now and later in life. This will include: demonstrating effective and safe cooking skills by

planning, preparing and cooking using a variety of food commodities, cooking techniques and equipment

understanding the relationship between diet, nutrition and health

understanding the economic, environmental, ethical, and socio-cultural influences on food availability, production processes, and diet and health choices

demonstrating knowledge and understanding of properties, sensory qualities and food safety considerations when preparing, processing, storing, cooking and serving food

understanding and explore a range of ingredients and processes from different culinary traditions (traditional British and international), to inspire new ideas or modify existing recipes

There will be assessments in both practical and theory; information to come at a later date.

GCSE Textiles Technology Students will have the chance to design and make a range of fabric products/garments that will give an understanding of decorative and construction techniques as well as learning how the many different fibres and fabrics can be used to make a product. The course is run by students completing a range of mini projects to build the skills and knowledge so that they can be carried across to the final major project. Students who demonstrate high practical skills will be entered in The South of England Show for the Young Craftsman of the Year competition, where students have the opportunity to win a range of cash prizes. We also run trips to The Clothes Live and to Brighton to buy their fabric. Students can also take part in or help organise a fashion show.

“I love the practical nature, lessons are never dull”

Ella O’Leary Year 10

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GCSE Design and Technology Mr K Treen

V Cert - Level 2 Certificate in Creative Studies: Graphic Design Aim: This qualification is designed for learners wishing to gain an understanding of the graphic design industry and develop the basic skills across a range of areas within the subject. This qualification aims to: develop a broad and comprehensive understanding of graphic design develop a significant knowledge core which spans the vocational sector provide academic and study skills that will support progression within graphic design and more

broadly The objectives of this qualification are to help learners to: develop a portfolio of design work use materials, tools and equipment competently and safely provide evidence of functional skills attainment where appropriate What will I study? Over the three years you will be completing lots of mini projects, eg design pop up cards, desk top publishing, point of sale displays and more to build up your knowledge and skills. To gain the qualification you will then complete four units of work and these are shown below. Understand graphic processes, materials and techniques (portfolio) In this unit, learners will explore and understand a range of graphic processes, materials and techniques in response to the context and specification of a given design brief. Learners will develop intermediate-level technical skills in using graphic materials, techniques and processes. Research sources of ideas in a graphic design context (portfolio) In this unit, learners will explore the relevance of a range of primary and secondary graphic sources in the context of the design brief. Learners will make judgements about the contexts of secondary sources and will investigate influences in the development of graphic design solutions.

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Design and Technology Mr K Treen Develop ideas and graphic solutions (external assessment) In this unit, learners will use the sources they have investigated to inform their ideas in response to a given design brief. Learners will use visual techniques to propose a range of alternative graphic ideas and solutions in response to feedback and constraints or external factors affecting the design development. Plan, produce and present final graphic design work (portfolio) In this unit, learners will plan and prepare for the production of their final work using developed ideas and will produce the work using an intermediate level of technical skill. Learners will present the final graphic design solution and will evaluate it with reference to the design brief, development of ideas, materials and techniques used in the final work. What can this course lead onto? Enterprise Skills Design and Technology Creative and Media Foundation degree/degree in art, craft and design subjects Diploma in Art, Design and Creative Studies A level/GCSE in Art and Design BTEC National Certificate/Diploma in Design Degree in Product Design, Interior Design, Architecture

V Cert - Level 2 Certificate in Creative Studies: Craft – Wood Aim: This qualification is designed for learners with an interest in craft and will allow students to design and make products from wood, which develop a wide range of skills and knowledge. This qualification aims to: develop a broad and comprehensive understanding of craft develop a significant knowledge core which spans the vocational sector provide academic and study skills that will support progression within craft and more broadly The objectives of this qualification are to help learners to: use raw materials, tools and equipment in a safe and competent manner develop analytical, research skills and evaluate their own work, develop ideas and knowledge develop an understanding of health and safety considerations in the craft environment develop an overview of enterprise skills and characteristics present in successful enterprising

individuals develop communication skills through a range of media

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Design and Technology Mr K Treen So what will I study? Over the three years you will be completing lots of mini projects eg mini enterprise project for designing and making small products to sell, small storage products and much more to build up your knowledge and skills. To gain the qualification you will then complete four units of work and these are shown below. Exploring craft and enterprise skills (internal assessment) At this level, learners will already have developed basic craft skills and knowledge of materials and techniques. In this unit, learners will extend their understanding of how to exploit the strengths and weaknesses of materials and resources according to their ideas and intentions. They will develop techniques to use the materials and resources appropriately and will observe health and safety procedures. Learners will also identify and explore enterprising project opportunities, selecting one to develop further. Research and develop design ideas for craft items (internal assessment) Learners will draw ideas from a range of sources to explore possible ways forward and will develop them creatively to achieve their intended outcome(s). Learners will record significant points of development in their craft work and will reflect on what they have done, making appropriate modifications in response to circumstances and feedback from teachers and peers. Learners will follow health and safety procedures when developing and adapting ideas. Respond to a craft brief (external assessment) In this unit, learners will use the information from a range of sources they research to inform their ideas in response to a given design brief. Learners will use visual techniques to present their final idea together with a fully costed project plan. Produce final craft work (internal assessment) In this unit learners will prepare and produce final craft item(s) following health and safety procedures. Learners will demonstrate a level of skill when using materials and techniques and will set and adhere to their own targets for production. Learners will evaluate what they have learnt through the whole craft process and how their final item(s) portrays their original ideas and intentions. Learners will reflect on their own technical skills.

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Design and Technology Mr K Treen What can this course lead onto? Foundation degree/degree in art, craft and design subjects Craft - specific qualifications Diploma in Art, Design and Creative Studies A level/GCSE in Art and Design BTEC National Certificate/Diploma in Design or Craft Degree in Product Design, Interior Design, Architecture and Engineering.

V Cert - Level 2 Certificate in Creative Studies: Craft – Textiles Aim: This qualification is designed for learners with an interest in craft and will allow students to design and make products from fabrics to produce a textiles product or garment, which develop a wide range of skills and knowledge. This qualification aims to: develop a broad and comprehensive understanding of craft develop a significant knowledge core which spans the vocational sector provide academic and study skills that will support progression within craft and more broadly The objectives of this qualification are to help learners to: use raw materials, tools and equipment in a safe and competent manner develop analytical, research skills and evaluate their own work, develop ideas and knowledge develop an understanding of health and safety considerations in the craft environment develop an overview of enterprise skills and characteristics present in successful enterprising

individuals develop communication skills through a range of media So what will I study? Over the three years you will be completing lots of mini projects, eg mini enterprise project for designing and making small products to sell, textiles garments and much more to build up your knowledge and skills. To gain the qualification you will then complete four units of work and these are shown below. Exploring craft and enterprise skills (internal assessment) At this level, learners will already have developed basic craft skills and knowledge of materials and techniques. In this unit, learners will extend their understanding of how to exploit the strengths and weaknesses of materials and resources according to their ideas and intentions. They will develop techniques to use the materials and resources appropriately and will observe health and safety procedures. Learners will also identify and explore enterprising project opportunities, selecting one to develop further.

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Design and Technology Mr K Treen Research and develop design ideas for craft items (internal assessment) Learners will draw ideas from a range of sources to explore possible ways forward and will develop them creatively to achieve their intended outcome(s). Learners will record significant points of development in their craft work and will reflect on what they have done, making appropriate modifications in response to circumstances and feedback from teachers and peers. Learners will follow health and safety procedures when developing and adapting ideas. Respond to a craft brief (external assessment) In this unit, learners will use the information from a range of sources they research to inform their ideas in response to a given design brief. Learners will use visual techniques to present their final idea together with a fully costed project plan. Produce final craft work (internal assessment) In this unit learners will prepare and produce final craft item(s) following health and safety procedures. Learners will demonstrate a level of skill when using materials and techniques and will set and adhere to their own targets for production. Learners will evaluate what they have learnt through the whole craft process and how their final item(s) portrays their original ideas and intentions. Learners will reflect on their own technical skills. What can this course lead onto? Foundation degree/degree in art, craft and design subjects Craft - specific qualifications Diploma in Art, Design and Creative Studies A level/GCSE in Art and Design BTEC National Certificate/Diploma in Design or Craft Degree in Product Design, Interior Design.

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GCSE Geography Mr N Robinson GCSE geography is an exciting, contemporary, issues-based course where we seek to explore the key issues facing today’s world. Geography is an English Baccalaureate subject and prepares students well for future study in humanities, arts and sciences. Central to the course are issues underpinning many of today’s political, environmental and economic decisions such as climate change and sustainability. Examinations at the end of year 11 will test students' geographical knowledge and skills. In a significant to change to the previous GCSE there will be no coursework or controlled assessment but there will be an exam based on field work. In preparation for this we will be undertaking practical field work for both human and physical geography topics in two contrasting locations. To this end students will undertake urban field work on a day trip to London in year 9 and will complete a river study of the Afon Taff as part of a residential trip to Wales in year 10. Although the specification for examination in 2018 has not yet been finalised, the following are likely to be covered by the GCSE: Geographical knowledge: Understanding of process and patterns in Human

Geography (urban issues, population pressures, consuming resources). This fosters an understanding and appreciation of the cultures and backgrounds of people from all over the world

Understanding of process and patterns in Physical Geography (plate tectonics, hydrology, climate change). This enables students to be able to interpret the world around them and understand the natural processes that shape the planet

Geographical skills: Interpretation of maps and diagrams Interpretation of graphs Interpretation of data and calculations such as percentage increase/decrease Evaluation of written source material Geographical decision making based on all of the above Students opting to study geography will be well supported and expected to work hard. Currently the department offers the following support in addition to excellent classroom teaching: A bespoke revision guide written by the department A copy of the text book to use at home Moodle resources for each topic Specific homework tasks for each topic designed to

extend and consolidate knowledge Walk-through examinations to help prepare

candidates in year 11 After school revision, talks and seminars in year 11

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BTEC First Award in Health and Social Care Mrs H Valentine The BTEC First Award Level 2 in Health and Social Care is equivalent to a GCSE at grades A* to C. Students can be awarded a Distinction* / Distinction/ Merit or Pass. It is an exciting and practical qualification, widely recognised by higher education institutions and employers, with strong vocational and work related links. It is very relevant to everyday life, the world of work and potential apprenticeships and future career paths. The practical nature of the course makes it attractive to future employers. The course aims to give students a well-rounded and complete grounding in the values underpinning the health and social sector, as well as in to more practical and vocational aspects of health and social care. Areas of study include: Understand aspects of personal development, and the health, social care and early years sectors

through investigation and evaluation of a range of services and organisations understand what health and social care services are and how and when people access them. investigate mental health issues, social trends, communication between vulnerable groups, and

the values of care study how we maintain health, and health issues. Trips and Visits Students have the chance to experience health care in action with frequent visits to health and social care settings and opportunities to plan and lead activities relevant to their coursework. We have strong links with local nurseries, Chailey Heritage and a primary school with a unit for the visually impaired. In some instances these visits can lead to the opportunity to complete short work experiences. As a strongly vocational course, it is important to take our students out on a range of visits to local nurseries, child care and health care establishments.

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BTEC First Award in Health and Social Care Mrs H Valentine Career and further study options with this qualification? Many of our students continue with this subject at a higher level in years 12/13. The course equips you to progress either to a higher level BTEC, a traditional A level in HSC, Further Education courses or workplace apprenticeships or employment. Popular career options chosen by some students who follow this course are paramedic, nurse, midwife, early years’ teacher, nursery worker, carer or working with the disabled. How is the BTEC Certificate assessed? 75% portfolio assessed 25% exam (1 one hour exam) Portfolio assignments include filming students leading activities in health care settings, giving presentations and writing reports and evaluating some of our practical visits. Assignments are in short manageable chunks. Unit titles Human lifespan development Students look at the life stages of development of a human being from birth through to old age. Externally assessed. Health and social care values Internally assessed unit in which students work together to lead a practical activities in a nursery, old people’s home and then organise a day trip to a local tourist attraction for a group of people with health and social care needs Promoting health and wellbeing Internally assessed unit in which students look at health promotion campaigns, such as the role of the school nurse The impact of nutrition on health and wellbeing Internally assessed unit in which students examine through case studies the importance of food and nutrition on our lifestyles. Case studies of dietary needs will be undertaken. What support do you get? Your progress is monitored closely by your teachers. Meeting deadlines is important as the course is not an exam based course. Our dedicated team of teachers offer support throughout the course and arrange stimulating and interesting vocational visits.

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GCSE History Mrs J Dunnell This course will give you an understanding of history from three eras: Medieval 500-1500, Early Modern 1450-1750 and Modern 1700-present day. You will develop skills which are valued by all employers and which could lead to careers in the media, education, public services, law and journalism. It is a highly regarded subject, and will count towards the English Baccalaureate qualification. If you have enjoyed history in years 7 and 8 the GCSE course will allow you to develop your understanding of these periods further. Examination The course will be assessed by examinations and will include a depth study, a period study and a thematic study. These studies will cover British history, local history and Europe and the wider world. All students will be issued with appropriate books which, together with class notes, should be the main focus of revision. Main Skills to be able to evaluate the importance of key events to have a knowledge and understanding of how the past has shaped the present to be able to communicate knowledge effectively, both verbally and in writing to be able to analyse and evaluate a range of historical evidence to reach conclusions based on evidence to be able to complete an historical enquiry to develop effective independent research skills

“One must look back in the past to understand the future” Ethan Chapman Year 9

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GCSE Media Studies incorporating Film Studies Mr G Scarfe This is an exciting and challenging course that encourages students to develop their own critical awareness of the mass media and the role it plays in our society. Students will study a variety of media platforms (broadcast, print and e-media), assess the institutions that produce it and analyse its impact on the audience that consumes it. This course will appeal to students who like discussing issues treated in the media; have the initiative and drive to devise their own assignments; enjoy practical involvement in lessons; look forward to experiencing a range of new skills including the making and editing of video and those who are prepared to give their full commitment to practical and written work throughout the course. Typical areas for study that you might expect to encounter on the MEDIA course are: British comics and magazines, cross-platform advertising, newspaper reports, TV news, soap operas and documentaries. In addition, you will be involved in producing your own script, storyboard, film sequence, magazine front cover, comic, newspaper or web-page. This course will lead to a GCSE qualification and will be assessed by written and practical work. You will complete a minimum of 3 controlled assessment assignments and one major practical production assignment which, together, are worth 60% of the final grade. In addition, during the summer term of year 11, you will be prepared for and sit a controlled test on a topic chosen by the examination board. The topics chosen cover such areas as Music magazines and websites, Television news, and TV crime drama. The controlled test is worth 40% of the final grade. Our three-year key stage allows us the space to offer FILM STUDIES GCSE to all students who choose Media studies. This will begin at the start of year 10 and will enable students to leave our subject area with TWO GCSE qualifications. Film is widely acknowledged as the major art form of the 20th century and today film continues to be an important part of most people’s cultural experience. This GCSE is designed to build upon students’ own experience of film – as consumers and creators – and to encourage a recognition of the complexity of this experience within an increasingly globalised, interconnected environment. Starting with familiar mainstream films, the subject allows students to study films in the same way as English students study texts. Typical areas for study that you might expect to encounter on the FILM course are: Focusing on one film genre forming knowledge and understanding of film language and key industry and audience issues. Exploring Film outside Hollywood on a British film focussing on characters, narratives, themes, issues and representation. Controlled Assessment (50%) in the shape of an exploration of a film of a candidate’s choice consisting of industry research (350-500 words) and a micro analysis of a short extract from the film (350 – 750 words). Production - Candidates create a pitch for an imaginary film; use the created pitch to form the basis of a preproduction and a final production. They then complete a brief evaluative analysis of the final production.

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GCSE Modern Foreign Languages Mr M Bolton Why do you need a language? A wide range of jobs offer significantly better opportunities and salaries to those who can offer a language. Languages are used in all sorts of jobs: engineering, accounting, banking, computing, customer services, the media, manufacturing, import/export, travel, tourism, hotels, hospitality, the aircraft industry, retail, human resources, education, interpreting … to name but a few. Achieving a GCSE grade A*-C in a language as well as in a humanities subject and in science, maths and English will also mean that you will qualify for the English Baccalaureate. The aim of the course is to provide you with the necessary tools and skills to communicate well in a foreign language. There are several language pathways depending on which set you have been in for years 7 and 8. Please read the information below with great care to ensure that you fully understand the options which are open to you. Route A (for fast-track students only) Fast Track students will automatically take French or Spanish GCSE at the end of year 9. They therefore do not need to select this as an option. They can also select an optional additional language GCSE to be taken in year 11. The course will start in year 9 and run for three years. They can select, French, German or Spanish, (but not the language they are already studying, of course). The structure of the course is the same for French and Spanish fast track GCSEs. Students will be assessed in 4 skills, listening, speaking, reading and writing. The assessments comprise: 2 x Speaking Controlled Assessments which are done in class (30%) 2 x Written Controlled Assessments which are done in class (30%) Listening Test at the end of the course (20%) Reading Test at the end of the course (20%) Fast Track students who wish to continue with their first language with a view to taking A Level in KS5 will be provided for. This will be bridged by a series of lessons, once year 11 exams have been completed. The form of assessment for the second language, (examined in year 11), is currently being finalised by examinations boards. It is expected that the four skills above will be equally weighted at 25%. The written Controlled Assessments are likely to be replaced by a written examination at the end of year 11.

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Modern Foreign Languages Mr M Bolton Route B (for fast-track students only) Fast Track students will take French or Spanish GCSE at the end of year 9. They therefore do not need to select this as an option. No MFL in years 10 and 11. Students will continue to study the language they have been learning in years 7 and 8 and will take their French or Spanish GCSE at the end of year 9. Students will then already have a GCSE in a Modern Foreign Language so may choose to concentrate on other subjects for their remaining GCSE choices. The structure of the GCSE course is the same as that set out in section A. Fast Track students who wish to continue with their first language with a view to taking A level in KS5 will be provided for. This will be bridged by a series of lessons, once year 11 exams have been completed. Route C (only for students in fast-track sets who are NOT taking GCSE in year 9 by prior arrangement) Students may opt for GCSE in year 11 in the language which they have studied until now. Route D (For students in non fast-track groups) GCSE: Students opt to continue with their current language through to year 11 and take GCSE. Students will be assessed in 4 skills; listening, speaking, reading and writing. The assessment process is currently under review by examination boards. However, the likely structure is as follows: 2 Speaking Controlled Assessments which are done in class (25%) Written exam at the end of year 11 (25%) Listening exam at the end of year 11 (25%) Reading exam at the end of year 11 (25%) At the end of Year 11, students will receive a GCSE in the subject they have been studying since year 7. A Level courses are available thereafter for those who wish to study further. Route E (For students in non fast-track groups) These students may choose to stop learning a language at the end of year 8. Students are advised to speak to their MFL teacher, form tutor and head of year before selecting this option.

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GCSE Music Mr N Nicholson The course aims to: Gain an understanding and appreciation of a wide range of music. The course structure is divided into listening, performing and composing. In year 9 you will have a listening lesson once a fortnight, in which you will; analyze a wide range of music, learn musical theory, gain an understanding and awareness of musical styles of the past and present. Also once a fortnight you will have 1 lesson in the practical areas of music, in which you will learn how to improve your ensemble and solo skills. At the end of the course you must offer the following: singing or playing at least 1 piece of music individually; singing or playing at least 1 ensemble piece. Once a fortnight you will spend one lesson on working on musical composition. You will gain skills in using Garageband, Logic and Sibelius software. You will also learn how to combine sounds and create imaginative musical ideas. Examination Listening paper There is one end of course exam lasting 1 hour 30 minutes on which you will be examined upon your ability to aurally identify musical features using musical terms. This exam is equivalent to 20% of the course. Performance Exam At any time during the course you can take this part of the exam. You will need to perform one solo piece and one ensemble of around a grade 3 standard. This is equal to 40% of the course. Coursework: composing represents the final 40% of the total mark. Two compositions have to be submitted, one of which is includes an appraisal exam at the end of the course. Course requirements: It is essential that you play an instrument or sing and are ideally having lessons on this instrument/voice.

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BTEC First Award in Music Mr N Nicholson This course is aimed at students who may or may not play a musical instrument but are interested in music technology and the music industry. The music department is equipped with fully professional resources, preparing you for work. This includes; Fireface 800 digital interface, 4 X Drawmer compressors, MX200 & MX400 lexicon reverb units, Fostex CR 500 CD recorder, 16 track Mackie mixing desk, 2 X AKG 414 microphones, 2 Rhode M3 condenser microphones 2 X Shure sm57, AKG Drum set II HRmk2 Mackie Monitors, 2.8Ghz Quad-Core Mac Pro running Logic Pro. You will also have access to the 2 music ICT suites equipped with 15 x G5 Macs and Edirol interfaces and the all new analogue studio. The course is equivalent to 1 GCSE grade A*-C and is conducted over the normal 3 year period in years 9, 10 and 11. The course is broken down into 1 core unit and 2 specialist units. Core Units Working in the Music Industry The aim of this unit is to give you a broad knowledge of employment opportunities in the music industry and the jobs undertaken by those who work in it. Professional Development in the Music Industry You may be hoping to become a musician or a composer. You may be considering a career as a studio engineer. This unit will allow you to consider the options by exploring what the music industry has to offer in terms of possible careers. Specialist units. You will need to choose 2 of the following: Exploring Computer Systems In this unit you will develop your composing skills with music technology to create an arrangement of a well known song for a backing track for the unit “Produce a musical recording”. You will learn keyboard skills and recording techniques as well as composing and arranging skills. Producing a Musical Recording You will learn about the role of the sound engineer and develop key skills of using music technology. You will produce a final recording which includes your backing track from the unit “Exploring Computer Systems”. Working as a Musical Ensemble You will learn about the different roles in the ensemble and the different practise methods available to musicians. You will also study a range of musical ensembles, from rock bands to choirs and orchestras. Also in this unit you will practise with others and perform 2 songs.

“It boosts my confidence as a performer”

Darcie Tarhuni Year 9

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GCSE Physical Education Mr A Currie/Mrs L Richards The GCSE PE option is an excellent choice for those who have a keen interest in sport and/or physical activity and are perhaps considering further education and/or a career within this field. The courses aim to: enable students to enjoy and understand the benefits of living a healthy and active lifestyle understand how to train the body both physically and mentally understand how factors such as culture and society affect levels of participation, performance

and sporting trends the world over. Course Content - GCSE PE Practical component - 60% Four Individual Performance Assessments from at least two different activity areas/ ‘ways of thinking’. You can be assessed in a number of roles such as performer, official or choreographer however at least two performances must be as a player/performer. Theory - 40% Written Paper (1 hour 30 minutes) multiple choice section short answer questions extended answer section based on scenario issued prior

to examination. Main topics and skills covered linking physical activity with diet, work and rest personal health and physical fitness physical training principles, programmes and techniques social and cultural factors affecting participation and

performance media, sponsorship, competition and ICT in sport range of practical activities – basic skills and more

advanced techniques.

“Relating sport to science has really engaged me”

Rienel Bronilla Year 10

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BTEC First Award in Sport Mr A Currie/Mrs L Richards The BTEC First Certificate is equivalent to GCSE grades A*-C The course aims to prepare young people for careers in the sports sector. It provides education and training for sports related personnel who are employed in a variety of types of work, such as fitness, coaching support and land/water based outdoor pursuits. The qualification is based on coursework produced over three years, and one external exam. BTEC qualifications are recognised by employers and education institutions. BTEC First Diplomas and Certificates offer direct progression on to BTEC National programmes. On completion of a BTEC National, students can progress to a BTEC Higher National or BTEC Foundation Degree programme. Students will study Core units The Body in Sport Leadership in Sport Specialist units Practical Sport Fitness in sport

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GCSE Sociology Mrs M McFarlane If you are someone who promptly categorises someone or always wonders why people do the things they do, then you are a natural sociologist. Sociology allows you to study why individuals and groups act in particular ways, such as: Why do some people work hard and others not? What makes someone a criminal? Why are fewer people marrying and more divorcees remarrying? All this makes sociology potentially very interesting but also very demanding. If you are interested in people, would like to research something independently and are potentially seeking a career working with people (journalism, law, policing, personnel, sales, teaching, health service work, politics etc) then this may be the option for you. The course aims to: raise a critical awareness of the social environment around you improve your analytical and application skills to enable you to become a more self aware citizen enable you to be more regularly aware of current affairs and major past events enable you to become a more independent thinker and worker. Course Content The course consists of 2 examined units. There is no coursework.

Unit 1: Studying Society; Education; Families (41901) Written Paper – 1 hour 30 minutes 90 marks – 50% Candidates answer all questions in all 3 sections

Unit 2: Crime and Deviance; Mass Media; Power; Social Inequality (41902) Written Paper – 1 hour 30 minutes 90 marks – 50%

Candidates choose 3 sections from 4 section options and answer all questions in each chosen section. Topics and skills covered

studying society families education crime and deviance

mass media power social inequality

Both units will be examined at the end of the two year course.

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SEND Provision Mrs S Robinson Curriculum Support A group of students, selected in consultation with the Deputy Head, Pastoral Leader for Year 8 and SENCo, will be able to follow the curriculum support option. These students will have previously received learning support through the LINK and will be given the opportunity to consolidate and improve their achievements and skills whilst following GCSE courses in English, Maths, Science and Belief and Values. They will also follow the school’s new Forest Schools programme which will lead to a BTEC qualification in Countryside and Environment. This is an exciting, accessible and practical course offering an introduction to the opportunities and activities taking place in our surrounding environment and countryside. In addition students will also be able to select two further curriculum options. Additional Support There is also flexible support for other students with specific needs whilst following a full quota of GCSE subjects.