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ST EDMUND’S SCHOOL
KS4 CURRICULUM 2014-2016
Name …………………………………….
Tutor group …………………………….
KEY STAGE FOUR PATHWAYS
A Guide to the KS4 Curriculum,
starting September 2014
CONTENTS
Section A – Introduction Key points about the KS4 Curriculum and process 2 About the Booklet 3 Curriculum Overview 4 Section B – The Core Curriculum Core Subjects 5 English 6 Maths and Statistics 7 Science 8 & 9 Personal, Social, Health & Economic Education 10 & 11 Citizenship 11 Religious Studies 12 Physical Education 13 Section C: Pathway Courses Art & Design GCSE 14 Dance GCSE 15 Drama GCSE 16 Engineering GCSE 17 Food Technology GCSE 18 French GCSE 19 Geography GCSE 20 Health & Social Care GCSE 21 History GCSE 22 Hospitality & Catering GCSE 23 ICT GCSE 24 Media Studies GCSE 25 Music GCSE 26 Photography GCSE 27 Psychology GCSE 28 Science GCSE (3rd Science taken as an option subject) 29 Spanish GCSE 30 Textile Design GCSE 31 Work Skills BTEC 32 Detachable sheet KS4 Pathways Form
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A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmunds.
YEAR 9 CURRICULUM PATHWAYS FOR KEY STAGE 4 – KEY POINTS
You are about to begin an exciting phase in your education which will take you through the transition
from secondary school to further education post 16.
We aim to give you the guidance and support that will ensure you are able to make an informed
decision about the pathway of study you will follow from September 2014.
Changes in education over the past few years have meant that number of ‘choices’ available to most
young people has reduced significantly. It is now at 16 when real choice is possible.
The government has revised the expectations of young people’s achievement at GCSE. The
subjects studied have more challenging content and GCSEs will be more difficult. In addition, there
is an expectation that students will study particular subjects at GCSE and attainment for them will be
measured by what is now called the ‘Best 8 subjects’. Certain subjects or groups of subjects are
compulsory, other subjects are required to fulfill the ‘Best 8’ which will mean most students will be
limited to one other choice from the pathway. This is explained more fully in this booklet.
What you need to do now is:
1. Read through the booklet carefully with your parents.
The booklet contains:
A glossary of key terms you will come across in the booklet.
An overview of the pathways.
Information about the Core Curriculum – subjects you have to take.
Detailed information about all the GCSE courses on offer.
2. Consider the advice you received during your consultation.
3. Attend the subject information sessions on 28th January 2014 from 2.15 – 3.30pm, where you
can ask teacher questions about their courses.
4. Confirm your pathway by submitting the form, signed by parents and tutors, by 25th
February.
It is important to note that each student is different and will have different interests and aspirations. It
is, therefore, vital to make decisions based on your future, not what your friends may do.
You should also be aware that a course will require a minimum of 15 students in order to run next
year. Therefore, you will be asked to submit a second choice on your form.
If you have queries do not hesitate to ask your tutor or Head of House. You can also come and see
me or email me csmith@st-edmunds.eu
Mrs Smith
Assistant Head teacher
2
A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmunds.eu
SECTION A
INTRODUCTION ABOUT THE BOOKLET This booklet is designed to guide you through the process of deciding the correct pathway for you at Key Stage 4.
1. Section A gives an overview of the curriculum and the choices available to you.
2. Section B explains the Core curriculum (what everyone has to do).
3. Section C provides information about the additional courses you can choose from.
The choices form is on a separate sheet. You must complete this and hand it in no later than 25 February
Glossary of key terms Awarding Body or Examination Boards are identified directly underneath the subject heading.
An Examination Board is the organization that writes the specification. They set and mark exams
and moderate teacher-assessed `controlled assessments’.
Best eight A measurement which assesses your daughter’s performance in her best 8 subjects,
including English and Maths.
BTECs are work related qualifications suitable for a wide range of students. They’re built to
accommodate the needs of employers and allow progression to University.
Controlled Assessment is assessed work that is produced under the direct supervision of
the teacher. Many subjects have controlled assessment, which counts as part of the final
assessment (often about 20%, with the remaining part assessed by one or more exams). Your
teachers mark it, but it is also sent to external examiners who moderate the marking.
English Baccalaureate (E Bacc.): a measure of student attainment. To achieve the E Bacc you
must gain a GCSE C grade or higher in – English, Maths, two Sciences, a language and a
humanity (History or Geography). The E Bacc is not a separate qualification, rather a measure of
achievement.
Language Orals test your speaking skills in foreign languages.
Portfolios are extended pieces of coursework. Some courses are assessed largely by portfolio
eg. Applied GCSEs, BTEC and Vocational courses.
Specification (or Syllabus): this is an outline of what you have to study in a subject. The
specification for every course can be found on the exam board website. Links to these are on
each subject page in this booklet.
Terminal Examinations are examinations at the end of the course. These are usually held in
May / June in Year 11. Grades A* - G are awarded in GCSE examinations.
Further details may be obtained from this booklet, subject staff or on the awarding bodies’
websites:
www.aqa.org.uk www.edexcel.com
www.ocr.org.uk www.wjec.co.uk
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A copy of this booklet, complete with functioning hyperlinks is available on the school website: www.st-edmunds.eu
Key Stage 4 Curriculum Overview
As in Key Stage 3 students will be set into ability groups for Maths, English and Science.
All students follow the RS GCSE course which they have already begun to study. The
PSHEE course is primarily activity based and does not lead to a GCSE qualification. All
students follow a level 2 PE course. There are different PE options available; further
information can be found in the PE section of this booklet. Most students will also take
Statistics GCSE.
CORE SUBJECTS
BLOCK 1
BLOCK 2
BLOCK 3
COLLABORATION
Maths Science English English Literature PE RS PSHE
Science History Geography Spanish French Health and Social Care Art & Design Hospitality & Catering BTEC Work Skills
Science History Geography Spanish French Health and Social Care Dance Media Studies ICT Photography
History Geography Art & Design Drama Engineering* Hospitality & Catering* Media Studies* Music Photography Psychology Textile Design N.B. all these subjects will be taught in collaboration with Wyvern.
*These subjects will be taught in Wyvern College
#Subjects in bold are counted as part of the ‘Best 8’ measure.
#The science option offered in blocks 1 or 2 is for students who wish to take three
separate science GCSEs.
# Courses require a minimum of 15 students to run, so you will need to have a
second choice you are happy to study
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A copy of this booklet, complete with functioning hyperlinks is available on the school website: www.st-edmunds.eu
SECTION B:
THE CORE CURRICULUM
CORE SUBJECTS
All students will follow the core curriculum. The subjects that make up the core curriculum are
English, English Literature, Maths, Science, Physical Education (PE), Religious Studies (RS), ICT,
Citizenship and Personal, Social, Health and Enterprise Education (PSHEE). Most students will
also take Statistics GCSE.
In RS all students will follow the AQA Religious Education GCSE. This course also complies
with the Wiltshire Local Authority agreed syllabus and covers aspects of Christianity and other
religions as well as a range of moral and social issues. Students began this programme of
study in September 2013 and will complete this course with external examinations in the
summer of 2015.
The PSHEE programme prepares students for life outside school and covers includes health
education, sex and relationships education.
Citizenship is integrated within all parts of the curriculum and extra-curricular life of the school.
The school aims to ensure that students are aware of their and others’ rights and duties and
that they become thoughtful and responsible local and global citizens.
ICT is used throughout the curriculum to enhance learning and also to develop students’ key
skills in preparation for further study and employment.
In addition during KS4, students will also receive Careers Educational Guidance which aims to
increase students’ self-awareness and self-esteem and helps them make informed choices for their
future education.
Students will also have the opportunity to develop skills for enterprise and employability through
mock interviews, problem solving activities and enterprise days.
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A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmunds.eu
ENGLISH IGCSE
(Cambridge Exam Board)
ENGLISH LITERATURE
(AQA certificate) IGCSE
All Students will complete both English Language and English Literature Courses.
The English course:
is designed to develop the ability to communicate clearly, accurately and
effectively in both Speech and Writing. Students will learn how to employ a wide-
ranging vocabulary, use correct grammar, spelling and punctuation, and develop a
personal style and an awareness of audience. The course will also develop skills
such as synthesis, inference and the ability to order facts and present opinions
effectively.
Coursework portfolio
3 ass ignments , each of 500-800 words
40% weight ing
Speak ing and L is ten ing Coursework
Approx imately 10-12 m inutes
Ind iv idua l task and D iscuss ion.
20% of tota l marks
Exam 2 hours
Candidates answer 3 quest ions on two passages of 600 -700 words
each, l inked by a common theme.
Weight ing 40%
IGCSE English Literature
This course of fers the scope to pursue ind iv idua l read ing interes ts
a longs ide more t rad i t iona l tex ts . I t prov ides exc i t ing L i terature
content and deve lops independent learn ing and th ink ing sk i l ls and
the chance to be s t retched, prev ious ly on ly ava i lab le a t A Leve l .
Coursework
1 p iece 1000 words on l inked tex ts 40% weight ing
Exam
A set tex t se lec ted f rom a range of modern and l i terar y
her i tage L i tera ture
Unseen poetr y tex t . 60% weight ing
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A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmunds.e
MATHEMATICS GCSE
Awarding Body: EDEXCEL
The course: covers a variety of tasks in Number, Algebra, Shape, Space and Measures and
Handling Data, to suit each student’s ability, while encouraging them to aim for
the highest level possible at which they can succeed. The course focuses on
“functional skills” where maths is related to practical applications.
http://www.edexcel.com/quals/gcse/gcse10/maths/maths-a/Pages/default.aspx
Assessment: Examination: 100%
By examination only, with two papers taken in June of Year 11.
One calculator and one non-calculator paper each worth 50%. Both papers cover
all topics.
As in lower school, students will be placed in sets based on their ability and the
grades they are predicted to achieve.
Students are entered at the following levels:
Foundation: Possible grades G – C
Higher: Possible grades D - A*
Most Students will also take:-
STATISTICS GCSE
During the GCSE studies, students will be given the opportunity to enhance their statistical skills by
studying GCSE Statistics in their maths lessons. This develops certain key areas while also
introducing new topics such as time series and probability distributions.
Assessment is by examination (75%) and controlled assessment (25%) with grades as in the normal
GCSE range. This has previously been offered as an enrichment activity and the school has a 100%
A* to C record.
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A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmunds.eu
SCIENCE GCSE
Awarding Body: AQA
Students follow the “Core” Science A course leading to a single GCSE award at
the end of Year 10. In Year 11 some students will go on to study GCSE
“Additional Science” leading to a second single award.
Students wishing to gain three separate science subjects (Physics, Chemistry
and Biology) at GCSE must choose the science option in the first or second
‘option’ block. This is recommended for those students wishing to take a Science
subject at ‘A2’ level. Please read the Science GCSE in the options section.
The course:
Year 10 – GCSE Core Science A
The course is made up of three units:
Biology 1 – including human body, plants, evolution and environment
Chemistry 1 – including atoms, periodic table, rocks, metals and oils
Physics 1 – including energy, efficiency, electricity, waves,
http://www.sciencelab.org.uk/resourcezone/sciencea.php
Assessment:
There is a 60 minute test for each unit. The tests are available at Foundation
Level (Grades G-C) and Higher Level (Grades D-A*).
Tests take place in June.
The three tests make up 75% of the total assessment.
The final 25% comes from an ‘Investigative Skills Assignment’, which takes the
place of normal class practical work followed by two externally set tests.
Year 11 – GCSE Additional Science
The course is made up of three units:
Biology 2– including Cells, Photosynthesis, Enzymes and Genetics
Chemistry 2 – including the Periodic Table, Bonding, Atomic Structure
and Rates of Reaction
Physics 2– including Speed, Forces, Static Electricity, Mains Electricity
and Nuclear Fission
Additional Science GCSE: http://www.sciencelab.org.uk/resourcezone/additional.php
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A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmunds.eu
Assessment:
There is a 60 minute exam for each unit. The three exams make up 75 % of the
total assessment.
The exams are taken in June (of year 11). As in Year 10, there will
be Foundation and Higher tiers available and these papers will make up 75% of
the assessment. The final 25% is gained through an ‘Investigative Skills
Assignment’.
Year 11 – GCSE Additional Applied Science
The course is made up of five modules:
Following standard procedures
Health and Safety at Work
The use of science in maintaining health and fitness
The use of science in food production
The use of science in analysis and detection
These areas are studied in the context of Sports Science, Food Science and
Forensic Science.
Additional Applied GCSE: http://www.sciencelab.org.uk/resourcezone/additionalapplied.php
Assessment:
Unit 1: Science at Work – there is a 60 minute written paper with closed and
structured questions (40%)
Unit 2: How Scientists use Practical Techniques – there is a 1 hour controlled
assessment written paper (60%). The Controlled Assessment will be based on
two assignments chosen from those supplied by AQA each year:
Investigating the work of scientists and how they use science.
How scientists use evidence to solve problems.
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9
A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmunds.eu
PERSONAL, SOCIAL, HEALTH & ECONOMIC EDUCATION
The fundamental theme of PSHEE concerns putting students in charge of their lives, and
helping them to make responsible and informed decisions for themselves.
In this way PSHEE promotes the spiritual, moral, social, cultural and economic development of
students and prepares them for the opportunities, responsibilities and experiences of adult life.
The PSHEE programme supports and underpins the school’s mission statement, and its core
objectives, through both strands: Personal Wellbeing and Economic Wellbeing and Financial
Capability.
During KS4 students w i l l build on the knowledge, skills and understanding that they have
gained in KS3. In PSHEE students are prepared to take new and more adult roles in school and
in the wider community.
PSHEE aims to encourage:
Self-esteem, confidence, personal responsibility, enabling students to make the most of
their abilities
A healthy, safer lifestyle; including Drug Education
Good relationships and respect for the differences between people
Economic wellbeing and financial capability
This is carried out through a comprehensive scheme of work including health education,
sex and relationships education, economic and enterprise education and aspects of
citizenship.
Health Education aims to:
Develop understanding of how to maintain a healthy lifestyle
help students to make informed choices regarding their health.
Sex and Relationship Education Guidance focuses on:
Developing self-esteem and a sense of value of themselves and others
Combating ignorance and prejudice by increasing understanding through the
provision of honest information.
Promoting responsible sexual behaviour within the context of stable, loving
relationships in line with St Edmund’s Sex and Relationships Education Policy.
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10
A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmun
CITIZENSHIP Citizenship is integrated across the curriculum in all subject areas, including within the PSHEE
curriculum. There are also many opportunities provided for students in years 10 and 11 to take
part responsibly in both school and community activities.
During Key Stage 4, Citizenship continues to help students to become informed, thoughtful and
responsible global citizens, who are aware of both their rights and their duties. It assists moral,
social and cultural development, promotes self-confidence and equips young people with the
knowledge, skills and understanding necessary to play an effective role in public life.
Citizenship encourages students to play an active role both within the school and in the wider
community.
It teaches democratic values and encourages respect for diversity. Students further develop
the ability to question, to take part in rational discussion and to reflect on controversial issues.
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A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmunds.eu
RELIGIOUS STUDIES GCSE
Awarding Body: AQA
The course: The focus of the course is entitled “ETHICS, PHILOSOPHY AND RELIGION
IN SOCIETY” and all students are entered for the AQA ‘Religious Studies Specification B Full GCSE Course’.
The course is split into two units:
1. ‘Religion and life issues’ covering the relationship between religion and its views on animal rights, planet earth, prejudice, abortion/early life, war and peace and young people.
2. ‘Religion and Morality’ covering religious attitudes toward matters of life
(medical ethics), the elderly and death, drug abuse, crime and punishment, wealth and poverty in the UK and world poverty.
All of these issues are taught in a way that allows students the time for self reflection, discussion and the opportunity to understand and evaluate what Christian and Buddhist believers think and teach about these matters.
Religious Studies is a rigorous, academic subject, in which students’ views on the subjects taught are sought, challenged and discussed within a framework of listening, respect and tolerance. The Russell Group of the top 27 universities, in a report entitled ‘Informed Choice’, stated that a GCSE in Religious Studies is highly valued by universities precisely because of the skills learned, the topics covered and the maturity developed. Similarly, employers in Nursing, Police Force, Armed Forces, Retail and Journalism all value a GCSE in Religious Studies as a qualification.
This GCSE has a single tier of entry for all. There is no coursework element.
http://web.aqa.org.uk/qual/newgcses/his_rel/new/rel_studies_b_materials.php?id=10&prev=10
Assessment: A single tier of entry with the full range of grades A* to G. Terminal Examination – 100% Two written papers each of 1 hour 30 minutes.
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A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmunds.eu
PHYSICAL EDUCATION
All Students take PE as part of the core curriculum in Key Stage 4. In addition to this most girls take advantage of our extensive after school enrichment programme.
During their core lesson pupils will have to opportunity to take a level 2 course, these may include GCSE PE, BTEC PE and Junior Sports Leaders Award.
Pupils will be guided into options for the Core PE courses once they have been placed into pathways, final decisions will not be made until term 5. GCSE PE
Awarding body: Edexcel
This course develops the skills of a performer, leader and official in a range of sporting activities. Pupils are assessed through 4 practical areas where they are graded as a performer, leader or official. They will learn the importance of exercise and fitness on the key body systems and how we can improve and maintain our fitness. Pupils will study the effects of lifestyle on the body systems and how it affects our performance in sport. This will be assessed through a written exam.
Assessment
60% - Controlled assessment. This is made up of 4 practical sporting areas and a piece of coursework based around Analysis of Performance and the creation and completion of a training programme.
40% - Written paper: 1 hour 30 minutes BTEC Level 2 Award in Sport
Awarding body: Edexcel
This is a vocational qualification where pupils will complete a series of assignments based around sporting situations. This course consists of 4 units which are a combination of practical and theoretical aspects of sport. Pupils will learn and develop their skills in team and individual sports and understand the importance of maintaining fitness.
Assessment
Pupils will undertake 4 units. 3 of these will each include between 3 or 4 scenario based assignments. This will be through a variety of methods such as presentations, booklets and practical tasks. The fourth unit will consist of a 1 hour online exam. This course is the equivalent to One GCSE grade A*-C Sports Leaders Award (Level 2)
Pupils will complete the Junior Sports Leaders Award, which will develop their ability to lead sporting activities. They will be taught a number of transferable skills which will help them in their future careers. They will focus on the importance of a healthy lifestyle, how to ensure activities and inclusive for all. Pupils will be expected to lead small group activities throughout the course and also be involved in Sports Festivals held throughout the year.
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A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmunds.eu
SECTION C
PATHWAY COURSES
ART AND DESIGN GCSE
Awarding Body: AQA
You will enjoy this course if you have an interest and enthusiasm to explore a
variety of art forms. You should be willing to spend time outside the classroom
on preparation, research and development of your work.
The course: gives students the opportunity to experiment with a range of media and
techniques including drawing, painting, clay work, fabric decoration, printing,
mixed media studies and a selection of 3D projects. An important part of the
course is the study of the work of other artists and students will use a variety of
locations and visits as a stimulus for their own work. Students are expected to
keep a journal of work in progress and produce a personal portfolio.
www.aqa.org.uk/ArtandDesign2009
Assessment:
Unit 1: Portfolio of work 60%
Unit 2: Externally set task 40%
Students have unlimited preparation time in the weeks prior to the
examination. They are given a time limit of 10 hours for a final examined piece,
which is completed under supervision in school.
All work is assessed by the school and moderated by AQA.
Career Pathways:
Art and Design GCSE is a requirement if you want to continue with an Art related
subject at a higher level such as AS, A2 or Degree level. It is also highly
recommended if you are considering numerous careers such as: Animator,
Architect , Careers in Art Galleries / Museums, Art Therapist, Display / Window
Dresser, Exhibition Designer, Fashion Designer, Fine Artist, Florist, Furniture
Designer, Graphic Designer, Hairdresser, Illustrator, Interior Designer, Landscape
Designer, Make-up Artist, Packaging Designer, Painter & Decorator,
Photographer, Costume / Set Designer, Art & Design Teacher, Careers in
Advertising, Model Maker, Jewellery Maker, Web Designer, Nursery School /
Early Years Teacher, Sign Writer, Traditional Crafts Worker, Special / Visual
Effects Designer, Textile Designer, Cartoonist, Cabinet Maker, TV / Film Director,
Technician.
Art is also of intrinsic pleasure to many people and shows that you are a
creative person – a skill many employers value very highly.
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A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmunds.eu
DANCE GCSE
Awarding Body: AQA
You will enjoy this course if you have enjoyed your experience of dance at Key Stage 3, enjoy
performing and wish to extend your knowledge of performance and choreographic techniques.
The course contributes to the students’ aesthetic and social development. As a physical activity it
promotes fitness and wellbeing as well as developing confidence and self-esteem. Effective
performance requires pupils to gain an awareness of others and understand the importance of
teamwork, physical effort and the determination to succeed and improve. Choreography enables
pupils to use their imagination, creativity and problem solving skills to create dance pieces. Pupils
will also have the opportunity to critique professional dance works and make informed decisions
about the dances they see.
Assessment:
The course is split into 4 units. 3 of these are assessed practically in the spring term of Year 11, with
the final unit being a written exam at the end of year 11. The course is 80% practical assessment and
20% written assessment.
Unit 1: The critical appreciation of dance – 1 hour exam paper worth 20% of final grade. This is
based on 2 professional dance works.
Unit 2: Set Dance – Pupils will be taught a 1 minute solo dance. They are marked on their
performance of this piece. This is worth 20% of the final grade.
Unit 3: Performance in a duo/group – Pupils will work with the teacher to create a 3 minute dance
piece in small groups. This piece is marked on their final performance. This is worth 20% of the final
grade.
Unit 4: Choreography. This unit is a creative unit where pupils are given 2 choreography tasks. The
first being a solo dance based on teacher taught motifs, worth 15% of the final grade. The second
task is a longer choreography task, created solely by the pupil themselves. Based around their
chosen theme, this can be a solo or group piece. It is worth 25% of the final grade
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A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmunds.eu
DRAMA GCSE
Awarding Body: Edexcel
This course is right for you if you enjoy drama, if you are interested in theatre and wish to enjoy
the challenge of developing your own performance and other theatre-related skills.
The course:
The Edexcel Drama GCSE course is a fun and practical course in which you are awarded marks for your standard of performance, your contribution to group work and your ability to evaluate the work that you and others have performed. There is no written exam.
UNIT 1 – Drama Exploration
6 hours of practical work based on a theme and a ‘documentary response’ controlled assessment which is writing up what you did for your practical work and how well you performed. This year the theme set by the teacher was a humorous look at ‘Family Values’ and the relationships and arguments between family members
UNIT 2 – Exploring Play Texts
6 hours of practical controlled assessment work and a ‘documentary response’ controlled assessment which is writing up what you did in your practical work. The current Year 11 are working on the play “Two” by Jim Cartwright which takes a look at the lives of characters who drink in a Northern pub.
You will also go on a trip to see a West End musical and write an evaluation of the performance.
UNIT 3– Drama Performance
At the end of your course your final ‘exam’ is NOT a written one. It is a performance exam assessed by an external examiner and will take place in May of Year 11.
Assessment:
Unit 1 – Practical and written controlled assessment = 30%
Unit 2 – Practical and written controlled assessment = 30%
Unit 3 – Performance Exam (Acting or technical theatre option e.g. lighting, costume) = 40%
Career pathways:
Drama GCSE is an important preparation for Theatre Studies AS/A2 level, and gives a sound
introduction to all aspects of the Performing Arts industry.
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16 A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmunds.eu
ENGINEERING GCSE Awarding body: AQA
Engineering is the science, skill, and profession of acquiring and applying scientific, economic, social, and practical knowledge, in order to design, build, and maintain structures, machines, devices, systems, materials and processes. On this course you will be learning how to design and communicate ideas, understand engineered products, how to manufacture engineering products and the application of new technologies. You will use a range of processes and materials. A recent report by the Royal Academy of Engineering has estimated 830,000 graduate-level Stem (science, technology, engineering and maths) experts and 450,000 technicians will be needed by 2020. The Course Intended as an introduction to Engineering, this qualification allows students to develop skills and understanding which will be of use generally and as part of a progressive career path leading to further technical or academic engineering qualifications. Assessment Single Award
Unit 1
Two sections:
Product Study based on information in a presentation sheet
Manufacturing and Materials.
Unit 2
Two parts:
Designing and Communicating/Manufacturing an Engineering Product
A portfolio/one project (Mechanical, Pneumatic or Electronic) for Single Award.
This link will take you to the AQA web pages for the course.
http://tinyurl.com/d7hpouf
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A copy of this booklet, complete with functioning hyperlinks is available on the school website:
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FOOD TECHNOLOGY GCSE
Awarding Body: EDEXCEL
The Course: Edexcel Food Technology GCSE
60% controlled assessment marks.
40% written paper: 1 hour 30 minutes.
There will be practical work most weeks in this course.
Term 1 & 2 Term 3 & 4 Term 5 & 6
Year 10 Nutrition for all and the dietary needs of different groups of society. E.g., Vegetarians, children, special diets. You will be learning about and preparing a range of food commodities such as eggs, milk, fruit, cereal crops etc.
You will be learning about methods of production and organisation. Pupils will develop their knowledge and understanding of Food Technology, through class work and focused practical tasks.
Pupils will develop their knowledge and understanding of Food Technology , through class work and focused practical tasks Pupils will be introduced to the controlled assessment and complete the first section of research, initial and final design ideas for a chosen design brief.
Year 11 Completion of controlled assessment Units. (60%).
Revision for the final exam.
Revision for the final exam.
INFORMATION What to expect: The course places an emphasis on the design and manufacture of a product. During the first section of your controlled assessment you will research into the design brief to gather information to help you with your designs for a product. This research will consist of analysing existing products, interviewing the public and investigating techniques and processes. You will then use this research as a basis for a series of design ideas which will be made during practical sessions in school. You will be encouraged to design a unique food product and will be credited for being imaginative and experimental when combining ingredients. The final design of your food product will be made and evaluated by your teacher and peers in a final practical exam Is it a lot of work? It is comparable to all other GCSEs. A student who achieves the higher grades generally will do more work than a student who achieves a C grade. All students, if they follow the course guidelines, are capable of achieving a C grade. Employment in Food Technology: The GCSE will provide you with a good foundation for undertaking courses and employment in Quality Control, Health and Safety, Nutrition, Food Production etc. What is the difference between Food Technology and Catering?
Hospitality and Catering is about the cooking and presentation of food to clients in hotels, cafes,
hospitals, conference centres etc. There is a focus on making skills and hygiene and food safety.
Food Technology is focussed on the development of a new food product made in a factory, stored
and sold in supermarkets.
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18 A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmunds.eu
FRENCH GCSE
Awarding body: OCR
You will enjoy this course if you want to study a subject that offers a range of
skills and a variety of activities with topics that include media, entertainment &
youth culture, education, training & employment and social activities, fitness and
health. It will appeal to all types of students including those interested in travel,
culture and people from different countries, as well as those who always have
something to say!
The course: You have developed important language skills and knowledge at Key Stage
3 (Years 7-9) based around the skills of Listening, Speaking, Reading and
Writing. The GCSE course will build on this and introduce you to a wider range
of language structures and vocabulary. You will learn to recognize these and to
apply your new knowledge to different contexts.
http://www.ocr.org.uk/qualifications/type/gcse/languages/french/
Assessment: This course is assessed throughout the two years in a series of small modular
tests. These can be taken at Higher Tier (grades D to A*) or at Foundation Tier
(grades G to D).
Written examination papers:
Listening 20%
Reading 20%
Controlled Speaking Assessment (speaking test that is carried out by your teacher)
30%
Controlled Writing assessment (to assess Writing skills 30%
Career pathways:
Many University degree courses often still require students to have studied a
language at GCSE. A language GCSE is required to gain the new English
Baccalaureate. (The new “National Standard” introduced in the Government
Education White Paper October 2010).
Studying a language encourages you to express yourself, your likes, dislikes,
ideas and opinions and develops self-confidence. Learning another language
can enhance your employment and mobility prospects whether you want a
career in business, engineering, fashion or world class football!
French GCSE offers a progression route to further study of French at AS, A2
level or as an option within Vocational A levels, BTEC First or National awards.
A GCSE in French confirms your ability to learn a foreign language and
facilitates the learning of other languages. Employers are always asking for
candidates with language skills and a GCSE in a modern foreign language will
place you in a strong position for interesting employment with plenty of career
opportunities. Examples of employment where language skills are particularly
valued include journalism and media, law, engineering, business and marketing,
ICT, sport and leisure, travel and tourism, customer service, civil service
(Immigration, Customs and Excise, Diplomatic Service) and teaching (UK and
abroad).
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19 A copy of this booklet, complete with functioning hyperlinks is available on the school website:
www.st-edmunds.eu
GEOGRAPHY GCSE
Awarding Body: AQA
Geography is the subject to take if you want to understand the people and
places around you. It is the subject to take if you want to be able to respond to
your massively changing world in the first half of the 21st
Century.
We have chosen an exciting and topical course that aims to:
provide innovative relevant and modern Geography fit for the 21st
Century
allow students to appreciate the differences and similarities between
environments, societies and cultures
develop responsibilities as global citizens and apply learning to the real world
http://web.aqa.org.uk/subjects/geography.php (Geography A course general information)
http://store.aqa.org.uk/qual/newgcse/pdf/AQA-4030-W-SP.PDF For the specification.
However you can get a more human face on the course if you look at the blog
and search for posts tagged with “AQA GCSE Geography” this is available by
the school website or directly at www.geogteacher.wordpress.com
Field Trips
At present we have field trips to Bath and the Dorset Coast. We are planning
further visits to learn about tourism and also rivers.
Assessment: One exam is taken at the end of Year 10: 37.5%.
Controlled assessment: 25%
Terminal Exam at the end of year 11: 37.5%.
Career pathways:
Geography GCSE will open the door to many Sixth form and University courses.
The skills you learn can be applied to many many situations.
Geography GCSE is usually required to progress to Geography or Geology AS
or A2 level. Geography will help to prepare you to follow a career in geology
(mining research, the oil industry), outdoor education/pursuits, travel and
tourism, community development, urban planning, cartography, meteorology,
surveying, environmental / resource management.
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20
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HEALTH & SOCIAL CARE GCSE
Awarding Body: EDEXCEL
If you’re interested in working with people in a health, social care or early years setting, then this is the course for you. The course will give you the background knowledge and skills needed for working with people. You will:
learn through investigation
develop knowledge and understanding about health, social care and early years
complete practical work
learn about and understand the world you live in
research occupations you may want to work in.
The course: is split into two units:
Unit 1 (Exam at the end of yr. 11)
This unit helps you understand how people grow and develop, as well as the
personal relationships people have during their lives. You will look at how people
progress from birth right through to later adulthood. This knowledge will help you
to understand others and help you understand yourself.
Unit 2 (Controlled Assessment based on work experience, yr. 10)
This unit is based on an investigation into the needs of one person and how health,
social care and early years organisations meet those needs. You will select the
person you study and conduct all the research yourself.
Students will need to complete a week of work experience based in a health,
social or child care setting.
http://www.edexcel.com/quals/gcse/gcse09/hsc/Pages/default.aspx
Assessment:
Unit 1 (40% of the total marks)
This unit is assessed through an end of course exam and is externally marked.
Unit 2 (60% of the total marks)
Is carried out through a controlled assessment. The unit is broken down into
different tasks and a total of 22.5 hours is available in which to complete all
tasks.
Career pathways:
This course is ideal preparation for progression to more detailed study of health,
social care and early years.
After this course you can continue your studies in one of the following ways:
• an A Level course
• a BTEC National qualification
• a 14-19 Diploma in Society, Health and Development. Some students
may complete the course and progress to working or training in a
specialised area within the health, social care and early years field.
You will enjoy this course if are interested in caring for other people and are
considering going into the field of Health & Social Care, such as Childcare,
Teaching, Social Work and Health Care. You will be the sort of person that
enjoys practical work and is able to manage your own learning.
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HISTORY GCSE
Awarding Body: EDEXCEL
History isn’t just about answering questions and learning lists of dates. History
gets you to ask your own questions about the past and makes you think for
yourself. Studying history enables students to develop valuable and
transferrable skills such as analysis, explaining significance, selecting and
deploying information and making judgments. These skills are valued by
colleges and employers.
History is also important for understanding why the world is like it is today.
Where did democracy come from? How do we know about germs? What was
the Holocaust and how can we prevent it happening again? Why are there
religious tensions in the world? Why were women banned from being doctors?
How was the NHS created and what problems does it have today? All these
issues affect your life today. Other subjects tell you how, history tells you why.
The course we offer is interesting and varied. We expect history students to
challenge themselves and to become rigorous thinkers.
The course
Unit 1 Development study: Medicine & Treatment from 50AD – present day.
Unit 2 Depth study: Life in Germany 1918- 1945
Unit 3 Source Enquiry: The transformation of surgery 1845 – 1918
Unit 4 Representations of History: The Vietnam War, 1950-1975
www.edexcel.com/quals/gcse/gcse09/history/b/Pages/default.aspx
Assessment: Each unit is equally weighted at 25% of your overall grade.
Units 1, 2 and 3 will each be assessed in external exams lasting 1 ¼ hours
each.
Unit 4 is a controlled assessment. Students are allowed to take a prepared plan
and notes into the assessment. This will take place in school under exam
conditions in no more than 2 hours 30 minutes.
Career pathways:
History GCSE is usually required to progress to History AS or A2 level. History
is also useful if you are considering taking a degree in Law or Social Sciences.
Many Universities (including Russell Group Universities) and professions value
the skills of research, analysis and evaluation of evidence achieved by taking
History GCSE.
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22
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HOSPITALITY & CATERING
Awarding Body:WJEC
The Course: This is a single award GCSE in Catering with WJEC Examining Board.
The course has two units to cover:-
Assessment Areas of Study
Unit 1: Catering skills related to food preparation and service.
TWO practical controlled assessments. Assessment 1: Worth 20% of final grade. Task: Afternoon tea is very popular and is an excellent way for chefs to demonstrate their skills at producing baked products. Prepare, cook and serve four items, at least one of which must be savoury that could be offered as part of an afternoon tea menu. Assessment 2: Worth 40% of final grade. The local hotel in your area is holding an international week. As the trainee chef you have been invited to take part and have been asked to prepare, and serve a two course meal for two people from a country of your choice.
The industry – food and drink. Job roles, employment and training. Specialist equipment (for food preparation, cooking and serving). Communication and record keeping. Environmental considerations. Health, safety and hygiene. Food preparation, cooking and presentation. Nutrition. Menu Planning Portion control and costing.
Unit 2: Theory
One written paper 1hour 15mins: Worth 40% of final grade. Paper is externally marked. All questions are compulsory and targeted at the full range of GCSE grades. The paper contains short answer, structured and free response questions.
As above.
FREQUENTLY ASKED QUESTIONS What is the difference between Food Technology and Hospitality and Catering? Catering is about the cooking and presentation of food to clients in hotels, cafes, hospitals, conference centres etc. There is a focus on making skills and hygiene and food safety. Food Technology is focussed on the development of a new food product made in a factory, stored and sold in supermarkets. How often will I cook? You will cook in each double lesson and cover the theory in the single lesson. You will be expected to contribute to the cost of the ingredients approx. £80 per year. The ingredients for practical work will be available in school, along with a uniform supplied. You will need to bring to lessons a container to carry home products made. What qualities do I need to follow this course? Be a good team worker, enjoy hands on experience, and show a willingness to learn new skills.
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23
A copy of this booklet, complete with functioning hyperlinks is available on the school website:
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ICT GCSE
Awarding Body: EDEXCEL
This GCSE is designed for those students that enjoy and are interested in
all forms of ICT and how these are used through a variety of contexts relevant to
today’s society. You must be self-motivated and able to manage your own time
and work.
The course: is delivered through two units:
Unit 1: Living in a Digital World
In this unit students explore how digital technology impacts on the lives of
individuals, organizations and society. Students learn about current and
emerging digital technologies and the issues raised by their use in a range of
contexts (learning and earning, leisure, shopping and money management,
health and wellbeing, on the move). They develop awareness of the risks that
are inherent in using ICT and the features of safe, secure and responsible
practice.
Unit 2: Using Digital Tools
This is a practical unit. Students work with a range of digital tools and
techniques to produce effective ICT solutions in a range of contexts. Students
learn to reflect critically on their own and others’ use of ICT and to adopt safe,
secure and responsible practice. They put into practice what they learnt about
digital technology in Unit 1.
www.edexcel.com/quals/gcse/gcse10/ict/Pages/default.aspx
Assessment: Unit 1: Weighted 40% of the GCSE in ICT
A 90 minute Single tier examination paper set and marked by Edexcel.
The examination paper is a question and answer booklet consisting of five
compulsory questions. It includes a variety of question styles: multiple-choice,
short answer and extended-writing
Unit 2: Weighted 60% of the GCSE in ICT
A Controlled Assessment Brief (CAB) is marked by the teacher and moderated
by Edexcel:
Students have 40 hours to work on the CAB
The CAB is an interactive onscreen document which is downloaded from
the Edexcel website
Career Pathways:
The GCSE ICT qualification is useful for all careers not just ICT. Most
employers and colleges like to see evidence of an ICT qualification when
considering potential candidates.
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24
A copy of this booklet, complete with functioning hyperlinks is available on the school website:
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MEDIA STUDIES GCSE
Awarding Body: AQA
You will enjoy this course if you are interested in what we see, read or hear. For
example: what makes you react to news items? Who ‘creates’ the next pop
idols? Why do you buy the clothes you wear after school or at weekends? How
do radio stations increase their audiences?
The course: investigates advertising, T.V., radio, newspapers, magazines, the film world, the
music business and the internet to see why media is such a growing force in our
lives.
Students may spend time outside the classroom, visiting cinemas, radio stations
or newspaper companies. They may also have the opportunity to listen to guest
speakers who have worked in the media business such as film makers or
advertisers.
http://www.aqa.org.uk/qualifications/gcse/english-and-media/media-studies.php
Assessment:
Unit 1: Investigating the media. External assessment (written paper of 1hour and
30mins): 40% of the GCSE
Unit 2: Understanding the media (3 controlled assessments) 60% of the GCSE.
Career pathways:
This GCSE lays the foundation for a career in working in T.V., radio, journalism
or advertising. It prepares students f o r studying both Communications and
Media Studies AS and A2 level courses.
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25
A copy of this booklet, complete with functioning hyperlinks is available on the school website:
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MUSIC GCSE
Awarding Body: AQA
You will enjoy this course if you want to study a subject that involves performing,
listening to all kinds of music, composing and using music technology. You will
need to be able to play an instrument or sing to be able to complete this course,
although you can also perform as a DJ and through using Sequencing software.
As a GCSE music student you will have the benefit of a free weekly 10 minute
instrument/singing lesson paid for by the school and provided by the peripatetic
instrumental team.
The course: applies the three interrelated skills of: composing, performing and listening and
analysing music. There are five key areas:
1. Rhythm and Metre
2. Harmony and Tonality
3. Texture and Melody
4. Timbre and Dynamics
5. Structure and Form
These five areas are studied using three different strands or styles: 1. W estern Classical Music: Orchestral music, Concertos and opera. 2. Popular Music of the 20th and 21st Centuries: Blues, The Beatles,
Rock music, R ‘n’ B, Hip- Hop, Musicals and Film music. 3. W orld Music: African, Caribbean and Indian
http://web.aqa.org.uk/qual/newgcses/art_dan_dra_mus/new/music_overview2.php?id=04&pr
ev=04
Assessment: There are four assessments
Unit 1: Listening to and Appraising music – 1 hour long written paper based
on the Areas of Study (80 marks which is 20% of the total marks).
Unit 2: Composing and Appraising music – 1 composition based on 2 areas of
study, this is written, using computer software, during class time and includes a
written appraisal of the composition. The strand/style of the composition will
be chosen by the exam board (40 marks which is 20% of the total marks).
Unit 3: Performing Music – a solo and group performance on any instrument
or voice (60 marks which is 40% of the total marks).
Unit 4: Composing Music – 1 composition based on 2 or more areas of study
in any style or genre. This composition is written, using computer software, in
class time (30 marks which is 20% of the total marks).
Career pathways:
GCSE Music is a good preparation for further musical study and an essential
foundation for AS/A2 Music or Music Technology and later BA Hons
Music/Music Technology degrees. Other career pathways include: the
Vocational Performing Arts A level, BTEC National Diplomas –Music, Popular
Music. This GCSE lays a suitable foundation for careers in the music industry,
publishing, entertainment, teaching or any job which involves communication
and expressive skills. Return to Contents page
26
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PHOTOGRAPHY GCSE Awarding Body: AQA
You will enjoy this course if you have an interest in and enthusiasm to explore a variety of different photography styles and extend your understanding of manipulating images digitally with the use of Photoshop. You should have an eye for detail and be willing to spend time outside the classroom on preparation, research and development of your work. The course: gives students the opportunity to learn how a camera works and to experiment with a range of photographic processes and techniques, e.g montage and digital manipulation. An important part of the course is the study of the work of other Photographers and students will use a variety of locations and visits as a stimulus for their own work. Students are expected to keep a journal of work in progress and produce a personal portfolio. Students must have a personal digital camera (no mobile phones) for them to use during lessons and out of school hours. Assessment: Unit 1: Portfolio of work 60% Unit 2: Externally set task 40% Students have unlimited preparation time in the weeks prior to the examination. They are given a time limit of 10 hours for a final examined piece, which is completed under supervision in school. All work is assessed by the school and moderated by AQA. Career Pathways: Photographer (Freelance/ Wedding/ School…), Teacher, Animator, Forensics / Police, Fashion Industry, Magazine/ Newspaper, Journalism, Graphic Designer, Illustrator, Interior Designer, Careers in Advertising, Web Designer, Visual Effects Designer, Cartoonist, TV / Film Director, Technician.
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27
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PSYCHOLOGY GCSE (Full Course) Awarding Body: AQA
The Course:
Psychology full course GCSE is an insightful and highly popular subject dealing with how and why people behave the way they do.
The course is divided into 2 units;
Unit 1 – making sense of other people.
Unit 2 – understanding other people.
These will include theories and seminal studies around the topics of memory, learning, personality, non-verbal communication and social influence as well as information about how data is gathered for such studies. Candidates will have the opportunity to demonstrate their knowledge of what is or should be considered ethical or unethical as well as honing their skills of empathy and evaluation.
http://web.aqa.org.uk/qual/newgcses/soc_sci/new/psy_materials.php?id=09&prev=09&tabid=4
Assessment:
There is no course work.
Both units have a 90 minute exam worth 50%
You will receive one overall grade for both Psychology exams.
Career pathways:
Psychology is a hugely popular subject at A level and Degree. A GCSE in it can be the perfect platform to study it at college or university. It has a crossover with many other topics that could then be studied at a higher level such as RE, Ethics, Philosophy, Sociology, Citizenship, Communication and Culture, Critical thinking, Counseling and the Sciences.
Careers can range from health and social welfare occupations, such as Care Assistant and Assistant Psychologist, to commercial, professional and managerial jobs, such as Chartered Accountant and Marketing Manager. Graduates from this field have also entered administration, information work, sales, teaching and the media due to the number of transferable skills from both the qualifications available in this option.
Employers in the UK value graduates for their qualities and skills derived from time at university as well as life outside it. Transferable skills such as verbal and written communication, leadership, logical reasoning and teamwork are as important to getting a job as the degree subject you are offering.
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28
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SCIENCE GCSE
Awarding body: AQA
You will enjoy this course if you have a real interest in Science and have done
well in the subject so far. You will, most likely, be in the ‘top set’ for Science at
the moment and be thinking of doing a Science subject at AS or A2 in the Sixth
Form.
The course: builds on the science subjects of Biology, Chemistry and Physics that are
introduced in the Core and then Additional GCSEs.
Each Science subject has three units. To gain the Core Science GCSE students
take the first unit in each subject. To gain the additional Science GCSE students
take the second unit in each subject. To gain separate GCSEs in each subject
students must take all three units in each subject.
By following this course students will gain 3 Science GCSEs: Biology GCSE,
Chemistry GCSE and Physics GCSE. Their understanding of all three sciences
will be deeper and wider than those students who just follow the Core Science
GCSEs. Biology
http://www.sciencelab.org.uk/resourcezone/biology.php
Chemistry
http://www.sciencelab.org.uk/resourcezone/chemistry.php
Physics
http://www.sciencelab.org.uk/resourcezone/physics.php
Assessment:
The assessments for the three separate sciences complement the Core Science
and Additional Science GCSEs.
There is a 60 minute exam for each unit. The three exams make up 75% of the
total assessment.
All 3 units for each of the Sciences are now taken in June of year 11. There will be Foundation and Higher tier available and these papers will make up 75% of the assessment. The final 25% is gained through an ‘Investigative Skills Assignment’.
Career pathways:
This course is highly recommended for students who are planning to continue to
study a science at AS or A2 level in Sixth Form. Science A2 levels are sought-
after by universities and are required for degrees in: Astronomy, Biology,
Chemistry, Human Biology, Maths, Medicine, Physics, Veterinary Medicine. It is a
preferred subject in many degrees such as Nursing, Physiotherapy and
Psychology.
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29
A copy of this booklet, complete with functioning hyperlinks is available on the school website:
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SPANISH GCSE
Awarding Body: OCR
You will enjoy this course if you want to study a subject that offers a range of
skills and a variety of activities with topics that include media, entertainment &
youth culture, education, training & employment and social activities, fitness and
health. It will appeal to all types of students including those interested in travel,
culture and people from different countries, as well as those who always have
something to say!
The course: You have developed important language skills and knowledge at Key Stage
3 (Years 7-9) based around the skills of Listening, Speaking, Reading and
Writing. The GCSE course will build on this and introduce you to a wider range
of language structures and vocabulary. You will learn to recognize these and to
apply your new knowledge to different contexts.
www.ocr.org.uk/qualifications/type/gcse/languages/spanish
Assessment: This course is assessed throughout the two years in a series of small modular
tests. These can be taken at Higher Tier (grades D to A*) or at Foundation Tier
(grades G to D).
Written examination papers:
Listening 20%
Reading 20%
Controlled Speaking Assessment examination (speaking test that is carried out by your teacher) 30%
Controlled Writing Assessment (to assess Writing skills) 30%
Career pathways:
Many University degree courses often still require students to have studied a
language at GCSE. A language GCSE is required to gain the new English
Baccalaureate. (The new “National Standard” introduced in the Government
Education White Paper October 2010).
Studying a language encourages you to express yourself, your likes, dislikes,
ideas and opinions and develops self-confidence. Learning another language
can enhance your employment and mobility prospects whether you want a
career in business, engineering, fashion or world class football!
Spanish GCSE offers a progression route to further study of Spanish at AS, A2
level or as an option within Vocational A levels, BTEC First or National awards. A
GCSE in Spanish confirms your ability to learn a foreign language and facilitates
the learning of other languages. Employers are always asking for candidates
with language skills and a GCSE in a modern foreign language will place you in
a strong position for interesting employment with plenty of career opportunities.
Examples of employment where language skills are particularly
valued include journalism and media, law, engineering, business and marketing,
ICT, sport and leisure, travel and tourism, customer service, civil service
(Immigration, Customs and Excise, Diplomatic Service) and teaching (UK and
abroad).
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30
A copy of this booklet, complete with functioning hyperlinks is available on the school website:
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TEXTILES DESIGN GCSE
Awarding Body: AQA
You will enjoy this course if you have an interest in and enthusiasm to explore a variety of different textile areas and media, including Fashion, Costume, Printing, Dying, Surface manipulation and Decoration. You should have an eye for design and flair for experimentation.
The course: gives students the opportunity to work with a range of textile processes and techniques, e.g. surface decoration and constructing garments.
An important part of the course is the study of the work of other Artists and students will use a variety of locations and visits as a stimulus for their own work. Students are expected to keep a journal of work in progress and produce a personal portfolio.
Assessment:
Unit 1: Portfolio of work 60%
Unit 2: Externally set task 40%
Students have unlimited preparation time in the weeks prior to the examination. They are given a time limit of 10 hours for a final examined piece, which is completed under supervision in school.
All work is assessed by the school and moderated by AQA.
Career Pathways:
Artist, Teacher, Technician, Fashion Designer, Footwear Designer, Digital Print Designer, Garment Technologist, Stylist, Magazine/Newspaper, Interior Designer, Costume Design, TV/Film Industry (Costumes), Seamstress, Milliner, Window Dresser, Handcraft Tailor, Pattern Cutter, Traditional Crafts Worker, Upholsterer, Sample Machinist
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BTEC LEVEL 2 CERTIFICATE IN WORKSKILLS
Awarding Body: Edexcel
What is WorkSkills BTEC?
WorkSkills BTEC is a qualification available at Entry Level to Level 3 in the Qualifications and Credit Framework (QCF) and is designed to provide a specialist work-related qualification. It gives learners the knowledge, understanding and skills that they need to prepare for employment. It is a qualification recognised and respected by employers. The course
The Edexcel BTEC Level 2 qualification in WorkSkills has been developed to give students the
opportunity to:
engage in learning that is relevant to them and which will provide opportunities
develop a range of skills and techniques, personal skills and attributes
essential for successful performance in working life
achieve a nationally recognised Level 2 vocationally-related qualification
progress to employment
progress to related general and/or vocational qualifications.
Edexcel BTEC Level 2 Certificate in WorkSkills:
Covers some of the knowledge and practical skills required for the vocational sector.
It is a 13-credit and 130 guided learning hour (GLH) qualification.
It consists of optional units that provide for a combined total of 13 credits.
At least 8 credits must be at Level 2 or above.
Optional units may also be selected from Entry 3, Level 1 or Level 3 WorkSkills units.
Students will also be expected to complete a minimum of one week’s work experience. There are no mandatory units so the course can be designed to fit the requirements and interests of the students. There is a choice of 31 units. They will, however, undertake an Enterprise Challenge project that will contribute 3 credits to their final qualification. Other units may include: Managing your own money Applying for a Job Interview Skills Self-management Skills Career Progression Developing Personal Skills for Leadership Working in a Team Preparing for Work Placement Learning from Work Placement Understanding Employment Responsibilities and Rights Students will also be required to complete a minimum of one week’s Work Experience Assessment All units are internally assessed and students will either receive a pass or fail. They will have the opportunity to retake an assessment once. To achieve a ‘pass’ a learner must have successfully passed all the assessment criteria for a unit. There is no terminal examination.
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KS4 PATHWAYS FORM
NAME: TUTOR GROUP:
In each of the other option blocks choose one subject as your first choice and one second choice.
Discuss your choices with your tutor before completing the form.
Block 1 Advised Choice
1st Choice
2nd Choice
Science
History
Geography
Spanish
French
Health & Social Care
Art & Design
Hospitality & Catering
BTEC Work Skills
Block 2 Advised
Choice 1st Choice
2nd Choice
Science
History
Geography
Spanish
French
Health & Social Care
Dance
Media Studies
ICT
Photography
Block 3 Advised Choice
1st Choice
2nd Choice
History
Geography
Art & Design
Drama
Engineering
Hospitality & Catering
Media Studies
Music
Photography
Psychology
Textile Design
Signed by:
Tutor Date
Student _ Date
Parent Date
Head of House Date
Please place this form in the box for your tutor group at reception by Tuesday 25th February
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