chipping sodbury school 2013 – 2015 year 10 options booklet · introduction to the key stage 4...

Chipping Sodbury School

2013 – 2015

Year 10 OPTIONS BOOKLET

School Values

Respect Integrity

Responsibility Aspiration

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Contents

o Introduction to the Key Stage 4 Curriculum 2013-2015 Mr G Millington

o Guided Student Pathways explained Mr D Hinkins

o Student Support & Communicating with School Mr D Hinkins

o Homework Mr D Hinkins

o Art & Design

o Art and Design (BTEC First Certificate)

Mrs A William-Jones

Mrs A William-Jones

o Business – BTEC First Certificate – Intermediate Mrs J Turner

o Children’s Care, Learning & Development (CCLD) – BTEC First Certificate

Mrs L Boyce

o Foundation Learning (Step-up) Mr J Poole

o Design & Technology Mr K Mellens

o Performing Arts BTEC First Certificate Mrs A William-Jones

o Engineering - BTEC Level 2 Foundation Certificate Mr K Mellens

o English Language & English Literature Mr M Sayers

o English Mr M Sayers

o Geography Miss L Morgan

o History Mrs K Smee

o Information & Communications Technology Ms L Jarvis

o PSHE and Careers Mrs S Boulton

o Mathematics Ms M Moult

o Media Miss J Balchin

o Modern Foreign Languages Ms D Bryan

o Music Mrs A William-Jones

o Physical Education Miss C Maggs

o Religious Education (short course) Mrs L Boyce

o Science Mr M Stow

o Sport - BTEC First Certificate Miss C Maggs

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INTRODUCTION TO THE KEY STAGE 4 CURRICULUM 2013-2015 In Chipping Sodbury School we have a number of core principles that we follow when designing the curriculum for Year 10 and Year 11. One of these is the emphasis upon a strong core of subjects so that students can work with you as parents and us as teachers to plan their future learning. For 2013-2015 we have devised a curriculum that has more choice and flexibility within it than previously offered. This booklet has been put together to ensure that you have as much information as possible to help you work with us to make the correct choices for your son or daughter. Enclosed you will find: An explanation of the Guided Choice Pathways process A template showing the curriculum choices on offer A description of all the courses we are offering We recognise that this is an important time in your child's education and we want to provide as much support as possible. So far, we have introduced the choices to the students in assembly, met with you for our Parents Evening on 16th January and will meet with you at Options Evening on Thursday 24th January. Part of the information with this pack contains a form that will need to be completed by students and parents. Students will have had the chance to meet one-to-one with their subject teachers at the Parents’ Evening on 16th January. Following this there is an Options Evening on Thursday 24th January where students will meet with their tutor/mentor for a 15-minute discussion about their choices, attend a presentation and have a further opportunity to discuss their options with subject staff in the Gym. We will then work with all the information and finalise student choices. We will do our utmost to accommodate all student requests, but inevitably there will be some compromises and this will be explained to you in the presentation at Options Evening. Once the choices have been finalised, we will then ask you to confirm that you are in agreement with the allocations made. Once this process has been completed, we will then be in a position to create the classes and finalise timetable arrangements for next year during the summer term. Reminder - the deadline for the return of all of the option forms is Friday 8th February 2013. Thank you and I look forward to meeting you. G Millington Headteacher January 2013

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YOUR FUTURE

How to use this booklet This booklet will tell you all about the subjects you will study next year. You should read the booklet carefully and discuss it with your parents and mentor. The information about the subjects will be set out in a similar way. Hopefully this will answer most questions e.g.

What is the course about? What sort of group will I be in? What will the exam be like? How will the coursework count towards my final grade? How long is the course?

The Choices Stage Your future is important to us; inside this booklet you will find details of the courses on offer to you as well as advice and information on where and how you can get support to make these choices. Students can choose between three routes when deciding their Courses:

Academic GCSE’s (traditional subjects) GCSE’s and BTEC courses (academic courses, relating to the business sectors) Personalised Curriculum – tailored to meet the needs of students

The English Baccalaureate (EBacc) Two years ago the Government introduced a new measure for schools – the English Baccalaureate (EBacc). A student will achieve the EBacc if they achieve a grade C or above in English, Mathematics, 2 Sciences, a Modern Foreign Language and History or Geography (6 specific GCSE qualifications in total). At present there is no certificate available for students attaining this measure, however some (not all) universities have said that attaining the EBacc would be a criteria for entry to some of their more competitive academic courses. At Chipping Sodbury School, our curriculum provision includes all of the EBacc subjects (a Modern Foreign Language, Double Science, History and Geography) They are therefore popular option subjects. We recognise that many students would want to take subjects that ensure they attain the EBacc; however our advice will always remain that students should choose subjects they enjoy, are good at, and prepare them well for their future careers. We strongly advise that students with the potential for Higher Education should study the EBacc subjects. However, we are committed to successful delivery of all of our courses and are rightly proud of the achievements of all of our subjects, whether they qualify for the EBacc or not.

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Advice and Guidance Where a choice is to be made consider your reasons:

Good Reasons Bad Reasons

You’re good at the subject.

You think you’ll enjoy the course.

It fits your career ideas and plans.

It goes well with your other choices.

You’re interested in the knowledge and skills it develops.

It will give you plenty of choice in the future.

Your friends are doing it.

People say it’s easy.

Someone else thinks that it’s a good idea but you disagree.

You like the teacher you have now.

You didn’t have time to research your options properly.

How to Choose your Options – Put yourself first. This is your chance to take control of your learning and shape your future. It’s important to choose options that interest and motivate you. What interests you? What makes you work hard?

Look at all your options before you make a decision. Don’t fall into the trap of thinking that some subjects are only for boys and some only

form girls – this isn’t true. If you have a firm career idea, choose subjects that you’ll need for the next stage of

your career journey – the ones you need to go into the Sixth Form, Further or Higher Education or into an apprenticeship or job with training.

If you don’t have a firm career idea, choose subjects that will allow you to keep your options open.

Don’t be afraid to ask for help and advice from your teachers, careers coordinator (Mrs Boulton).

Involve your parents – discuss things with them. Subject teachers will talk about GCSE courses and can answer any questions. See your Head of House and Mentor. Talk to your friends – but do not be persuaded to take subjects they are choosing in

the hope that you will be together. This may not happen. In any case, it must be your interests and skills that determine your choices, not someone else’s.

Thinking About Work Reflect upon what you have learnt in Life lessons and the Ambitions Event. Aim to be flexible and well qualified. Labour market information tells us that:

o Most people will change jobs several times during their working lives. o Employers will need fewer and fewer people with qualifications at Level 2 or

below. o Employers will need more and more people with qualifications at Level 3 or

above.

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o People with higher level qualifications will earn more and have better

employment prospects that those with lower level qualifications or no qualifications at all.

o Employers want people with good employability skills. You can always redo the Myers-Briggs personality test.

Compulsory Subjects

English (7) – Language and Literature Mathematics (6) Science (5) RE (2) PE (4) PSHE (1)

Option Subject Guidance All students take Maths and English (Language). The top sets will have the opportunity to take Literature. All students take Science, Core Science or BTEC Science, Additional (Double) Science and Triple Science. The top sets will be guided to take Double and Triple Science which is excellent preparation for ‘A’ level Science study. Choose one from each block.

If you are in sets 9J1, 9J2 or 9J3 for Modern Foreign Language you are expected to complete the EBacc (see Option Booklet for more information). You therefore must choose one Humanities subject i.e. Geography or History and one language in addition to your Science options. Other students are encouraged to also choose EBacc subjects but it is not compulsory for them. If there are any problems see Mr Hinkins. There is also an option to take German as an additional foreign language. You will note that Design Technology is no longer compulsory. Students have an option to either carry on or alter their choices. Where a course is oversubscribed, students will be selected according to their capacity to complete the course successfully based upon a judgement of prior performance. Students affected will be contacted. Rarely a course will need to be cancelled due to under subscription or other matters beyond our control. We will do all we can to avoid this but should it affect your son/daughter we will contact you to discuss. All students also take RE. All students will take core PE/Games. This is timetabled over and above the blocking system and is seen as an integral part of a student’s learning. Healthy students achieve higher grades as well as developing team building and leadership skills. Participation in extracurricular and House sport is strongly encouraged. Citizenship, Careers, Personal, Social and Health Education is a compulsory part of the curriculum and will be delivered in a similar style to lower years.

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All other subjects will appear in the Option Form for 2013 where appropriate choices will be made by students. If there is a combination issue please describe it in the section provided and we’ll look into the options available. Students have also been asked to provide two reserve choices. SOME SPECIFIC CAREERS AND OPTIONS: Medicine: (Doctor, Dentist, Vet) – Triple Science, MFL and a Humanities. Only really suitable for students with targets of at least 7 in Maths, English and Science. Nursing: Nurses will be required to be educated to degree level so Double Science a must. Law (solicitor/barrister) – MFL (Slight preference for French but not essential), Double Science, a Humanities (slight preference for History but not essential) another GCSE. Engineering – If degree level (MEng) - recommend A levels in Maths and Physics, so Triple Science is slightly better than BTEC Engineering. Otherwise (e.g. mechanic) Double Science recommended and BTEC Science may be OK but speak with Science teachers first. BTEC Engineering should be considered. Education (teaching Primary or Secondary) – will need a degree and A levels in mostly national curriculum subjects so option choices should reflect this. Double Science and MFL and History/Geography and another GCSE. If aiming to be a primary teacher then emphasise breadth of study. If aiming to be a secondary teacher then should choose the subject they would like to teach. CCLD may be good for those who want to work with children in other capacities. Architect: Art, Double Science, Hist/Geog and MFL. Very competitive so for most able students. Armed forces – officer rank will need at least A levels and probably a degree. Double Science and MFL and a Humanities. PE/Sport may be useful but not absolutely essential. Other ranks should have a range of relevant qualifications depending on regiment and PE/Sport should be considered. Communications, REME etc will need Double Science and MFL recommended (ability to learn a new language is skill needed for operations in foreign countries). Journalism: Hugely competitive and jobs are achieved more by who you know than what you know. Best route in is with a degree from a top university followed by professional qualifications thereafter which is slightly better than a degree in Journalism from another university. English Lit at A Level is almost a must. Should do a balance including Double Science, MFL at least one Humanities. Media Studies should be considered and will be of interest. Electrician/Plumber: Double Science preferred for many vocational courses but BTEC Science can be considered – refer to Science teacher. Should consider Engineering. Financial/Banking: English Bacc courses as level 3 courses/degrees expected for many jobs. BTEC Business may appeal. Fashion: Art and DT Textiles (chosen at Easter) should be chosen. Performing Arts: May need to discuss options further. Physiotherapist/Personal Trainer/Fitness Coach: Very competitive. Double Science and speak with PE staff about BTEC Sport/GCSE PE.

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Hospitality and Catering: Food Tech should be chosen at Easter. BTEC Business may appeal. Something else? If unsure refer to Connexions, Careers page in OSCAR. STUDENT SUPPORT AND COMMUNICATING WITH SCHOOL At Chipping Sodbury School we believe in working closely with parents/carers to support all students with their education. To do this we need to communicate effectively with one another. If you have any concerns or queries please contact a member of staff. If you wish to discuss a subject-related issue, you should speak to your son/daughter’s subject teacher or the Head of Subject/Faculty. Heads of Faculty and Subject Coordinators

Art & Design & BTEC Art Design and Media

Mrs A William-Jones

BTEC Business Mrs J Turner Careers Education & Guidance & PSHE

Mrs S Boulton

BTEC CCLD Mrs L Boyce Foundation Learning (Step-up) Mr J Poole Design & Technology Mr K Mellens BTEC Engineering Mr K Mellens English Mr M Sayers Geography Miss L Morgan History Mrs K Smee ICT Ms L Jarvis Mathematics Ms M Moult Media Miss J Balchin Modern Foreign Languages Ms D Bryan Music Mrs A William-Jones BTEC Performing Arts Mrs A William-Jones Physical Education & BTEC Sport Miss C Maggs RE Mrs L Boyce Science incl BTEC Science Mr M Stow

Your son/daughter’s tutor is generally your first point of contact and he/she must be notified about any absences from school. You may also need to speak to the following:

Heads of Learning Year 7 Mrs D Clarke Year 8

Mr C Whitfield Year 9 Year 10 Mr D Bond

Year 11 Post-16 Ms G Hilleard

The Personal Journal remains important in Years 10 and 11 because of the increasing need to plan work over a number of weeks. Coursework deadlines and the planning for work needed to meet these deadlines will be of increasing importance. The Journal, of course, remains an important communication link between school and home. We hope you will continue to check and sign your son/daughter’s Journal regularly.

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HOMEWORK (EXTENDED LEARNING) POLICY

Rationale Homework is an important part of students’ learning, helping them to develop the work habits, skills and attitudes they will need for successful lifelong learning. Homework also supports the development of independent learning skills. Purposes

o To consolidate and reinforce skills and understanding developed at school o To extend school learning and raise standards of achievement o To engage parents in the learning process o To engage students in developing the ability to work independently, managing their

time and developing self-discipline. The homework timetable Homework is set according to the simplified timetable attached as Appendix A. Subject teachers will generally give long deadlines for the completion of homework, to allow students to be able to manage their own workload. In some cases work is set for the next day, particularly when newly learnt skills are needed to be practised whilst fresh in the mind. This is typically the case in subjects such as mathematics or languages. Students in all years should aim to complete a regular personal study session Sunday to Thursday during term time regardless of tasks set. This should typically be 1½ hours in Year 7, rising to 2 hours or more in Year 11. This personal study time should take place every Sunday to Thursday during term time independent of volume of homework set – guidance on tasks that should be completed during this time is included in the school journal. The nature of homework

o All students must be set relevant and varied homework that is appropriate to their needs and abilities.

o Homework tasks must form a meaningful and coherent part of the work of each subject and will be expressed in the scheme of work.

o Extended projects in selected subjects at Key Stage 3 are broken down into separate tasks with discrete deadlines.

Monitoring the setting and completion of homework

o All homework, together with a completion date, should be recorded in the student journal.

o Subject teachers should display the homework task on the whiteboard and allow plenty of time for students to record it in their journal or issue a handout.

o Our aim is for all homework tasks to be posted on OSCAR. o Tutors will monitor the setting and completion of homework via the student journal on

a weekly basis. Facilities to support the completion of homework

o The school library is available to students from 3.15 pm-4.15 pm every day. o Computer facilities to access OSCAR will be available in the Learning Resource

Centre from 3.15 pm-4.15 pm every day. o Homework club runs in the Inclusion Division every lunchtime.

Parents and homework

o We expect parents/carers to support their child in relation to homework by: o Providing a suitable quiet place in which a student can complete their

homework o Encouraging their child to do their best and achieve high standards o Expecting deadlines to be met and checking that they are

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o Signing the journal on a weekly basis o Checking the journal on a daily basis for tasks to be done o Arranging a regular time for homework to be completed

Conclusion The establishment of regular homework habits is an essential life skill and is critical to a student’s ability to achieve their subject targets.

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(SUBJECT) ART & DESIGN (GCSE) AQA

Head of Subject: Mrs A William-Jones Assessment Coursework Portfolio 60% Examination Externally Set task 40%

Course Description: Portfolio: The student’s portfolio must include more than one extended collection of work or project selected from work undertaken during the course of study. A portfolio must include preparatory work and sketchbooks showing research and development of an idea or theme to a finished outcome. Work is produced using a variety of art media and techniques. It should reflect a student’s knowledge and understanding of art in a historical and cultural context. Students are expected to make written notes to explain ideas, make references and evaluate their work. Within the portfolio students must demonstrate their understanding of all of the assessment objectives. Externally Set Task: Students will be required to respond to one starting point for an outcome. A response to all assessment objectives is required. Starting points are set by the examination board. There will be a preparatory period, followed by 10 hours of supervised time to produce a final outcome. This outcome will be based upon preparatory studies and research that has been made. Recommended Equipment Two A3 size sketchbooks and an A1 size folder, available at a reduced cost from the Art Department. A range of drawing pencils; coloured pencils; a black fine line pen; a fine brush and watercolours. Access to a digital camera.

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(SUBJECT) ART AND DESIGN (BTEC First Certificate)

Head of Subject: Mrs A William-Jones Assessment Coursework 100%

Examination There are no formal exams. Assessment is through

coursework units which are Internally verified by a BTEC Lead Verifier.

Duration: 2 years

The BTEC Firsts in Art and Design have been designed to address the needs of learners in key areas, including working to a brief, designing work for specific occasions and experimenting with a wide variety of media. Learners have the opportunity to develop skills to support them as they build relationships with a wide variety of customers internal and external to a range of business environments. Art and design encompasses many different fields, including graphic design, photography, web design, illustration, fashion and textiles - so there are many career options available. The BTEC Level 2 First Certificate and Diploma in Art and Design are designed to introduce learners to working in the sector or prepare them for further study, such as a BTEC National qualification or an appropriate NVQ. Learners are encouraged to take responsibility for their own learning and achievement, taking into account industry standards for behaviour and performance. Course content: Two Core Units • 2D and 3D Visual Communication • Contextual References in Art and Design And two Specialist Units • Working with Visual Arts briefs • Working with Graphic Design briefs Skills required: You will need to be hard working, well organised and self-motivated in order to be successful. You should also be interested in the business world and the world of work. Where will this course take me? This course will prepare you for a variety of creative courses at P-16 level. Board: Edexcel

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(SUBJECT) BUSINESS (BTEC Level 1/Level 2 First Award)

Head of Subject: Mrs J TurnerAssessment Coursework 75%

Examination There is one formal external assessment – 25%.

Equivalent to 1 GCSE Grades A – C

Duration: 2 years

The BTEC Firsts in Business have been designed to address the needs of learners in key areas, including interpersonal skills and customer service. Learners have the opportunity to develop skills to support them as they think about their next steps in education and the world of work. We continue to develop our links with local industry and businesses, allowing learners to participate in visits and practical activities. Learners are encouraged to take responsibility for their own learning and achievement, by developing their self-management and independent-learning skills. Course content: Two Core Units: • Enterprise in the business world • Finance for business And two Specialist Units • Promoting a brand • Principles of customer service Skills required: You will need to be hard working, well organised and self-motivated in order to be successful. You should also be interested in the business world and the world of work. Where will this course take me? The BTEC First Diploma in Business will enable you to progress to a BTEC National course in Business or to A Level Business Studies (if you achieve a merit or distinction), and will give you the skills required to be a successful sixth form student. Board: Edexcel

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(SUBJECT) CCLD – Children’s Care, Learning & Development (BTEC

First Certificate)

Head of Subject: Mrs L Boyce Assessment Coursework 100% Examination There are no formal exams. Assessment is through

assignments based on each of the three units which are verified by an external moderator.

Equivalent to 1 GCSE Grades A* – C Duration: 2 years

The BTEC First Certificate in CCLD develops a range of skills and techniques, personal qualities and essential attitudes for working with children in a range of settings. Working with children is exciting and rewarding with a vast range of career opportunities. It covers areas such as pre-schools, nurseries, primary schools, secondary schools, child-minding, nursing and social work. This is a practical course which allows for many different learning styles, reflecting the nature of work within Childcare. Learners are encouraged to work creatively, researching and carrying out assignments based on the workplace. Learners are encouraged to take responsibility for their own learning and achievement including organising work placements and acting professionally within them. Course content: Three Core Units:

Understanding Children’s Development Keeping Children Safe Communicating with Children and Adults

You will be required to complete two weeks of relevant work experience. One week will take place during the Year 10 Work Experience in July at a Primary School. This is a compulsory element of the course. Skills required: You will need to be hard working, well organised and enthusiastic in order to be successful. You should have an interest in working with children. Where will this course take me? The BTEC First Certificate in CCLD will enable you to progress to a BTEC First Diploma course or a related subject such as Health & Social Care. Board: Edexcel

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(SUBJECT) FOUNDATION LEARNING (STEP-UP)

Head of Subject: Mr J Poole Assessment Coursework By assessment of portfolio of work, internally assessed and

externally moderated. Examination N/A

The Foundation Learning option is available ONLY to students who have previously discussed this option with Mr Poole. In these lessons students will follow an Entry Level 3/Level 1 course that enables students to take responsibility for planning, organising and carrying out activities or challenges that leads to accreditation from the OCN awarding body. Students need to be able to work with others, improve their own learning, make oral presentations and do problem solving tasks. Assignments include film-making, enterprise skills and preparing for work and the next stage of their career path. There will also be an opportunity to use part of this time to support other subject areas.

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(SUBJECT) D&T – FOOD TECHNOLOGY

Head of Subject: Mr K Mellens Assessment Controlled Assessment 60% Examination 40% Recommended Resources: o A copy of the book AQA Design Technology: Food Technology (Nelson Thornes ISBN

978-1-4085-0272-3) for use at home and during revision would be beneficial. o Access to the internet for research purposes would be an advantage. How you can help: o By providing ingredients for practical food work. o Supporting students during extended Controlled Assessment Tasks – consumer needs,

time management, product testing.

CURRICULUM OVERVIEW

YEAR 10 Autumn Spring Summer

o Practical food preparation skills

o Food materials, their properties and processing techniques.

o Designing skills o Diet and health

o Practical food preparation skills

o Development of designing and evaluation skills through Platinum Award design project

o Commercial food manufacturing

o GCSE Controlled task o Product analysis o Market research o Analysis of situation

Assessment o Homework and design tasks

assessed regularly

o Platinum award assessed in line with GCSE criteria

o Year 10 examination o GCSE controlled task

starts


o GCSE Controlled task o Designing o Practical prototyping o Experimental work

o GCSE Controlled task o Production methods o Development of final product o Commercial production o Packaging o Project evaluation

o Revision and exam preparation

Assessment o GCSE controlled task o Trial examination

o GCSE controlled task completed (60%)

o 2 hour examination (40%)

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(SUBJECT) D&T – GRAPHIC PRODUCTS

Head of Subject: Mr K Mellens Assessment Controlled Assessments 60% Examination 40% Recommended Resources: o Students will be given a text book at the beginning of the course. o Protective aprons will be required for practical work. o Examination questions and revision topics can be found on the internet website:

www.bbc.co.uk/revision

CURRICULUM OVERVIEW

YEAR 10

Autumn Spring Summer o Development of graphic

skills o Orthographic, isometric and

perspective projection o Geometric construction o Modelling and rendering

techniques o Computer Aided Design

and Computer Aided Manufacture.

Development of design skills through the completion of project work. Students will use a range of compliant materials to produce concept models of finished products.

Students will begin to produce a controlled task through market research and the evaluation of existing products. They will be required to produce a design brief and a detailed specification.

Assessment Homework and design tasks assessed regularly throughout the course.

Project work assessed using GCSE criteria.

Year 10 Examination. Teacher controlled task assessed as it develops. Students given key completion dates for each stage.


Continued development of the controlled assessment. Students will consider alternative solutions and select the best prior to making the finished product.

Completion of the controlled assessment including a final evaluation. Revision of topics covered earlier in the course.

Revision – students will work through a range of examination questions both in school and at home.

Assessment Year 11 Trial Examination. Project work assessed at each stage of its development.

Assessment of prescribed homework tasks related to examination techniques.

2 hour examination.

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(SUBJECT) D&T – ELECTRONIC PRODUCTS

Head of Subject: Mr K Mellens Assessment Controlled Assessment 60% Examination 40% Recommended Resources: o Students will be encouraged to purchase a revision guide at the start of the course. o Protective aprons will be required for practical work. o Examination questions and revision topics can be found on the internet website:

www.technologystudent.com o CAD software is free to students following the course and can be downloaded at home o Microprocessor Control software is also available free of charge from www.picaxe.com

CURRICULUM OVERVIEW

YEAR 10

Autumn Spring Summer o Introduction to pneumatic,

electronic and mechanical systems

o Design and production of printed circuit boards

o Development of Graphic skills

o Computer Aided Design and Computer Aided Manufacture

o Use of microcontrollers. o Introduction to energy,

structures and forces

Students will begin to work on a controlled task through market research and the evaluation of existing products. They will be required to produce a design brief and a detailed specification.



Teacher controlled task assessed as it develops. Students given key completion dates for each stage. Year 10 examination.


Continued development of the controlled assessment. Students will consider alternative solutions and select the best, prior to making the finished product.

o Completion of the controlled task, including a final evaluation.

o Revision of topics covered earlier in the course.

Revision – students will work through a range of examinations questions both in school and at home.

Assessment o The controlled task will be

assessed at each stage of its development

o Year 11 Trial Examination


2 hour examination

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(SUBJECT) D&T – RESISTANT MATERIALS TECHNOLOGY

Head of Subject: Mr K Mellens Assessment Coursework 60% Examination 40% Recommended Resources: o Students will be given a text book at the beginning of the course. o Protective aprons will be required for practical work. o Examination questions and revision topics can be found on the internet website:

www.bbc.co.uk/revision

CURRICULUM OVERVIEW

YEAR 10

Depending on workshop access the topics shown below will developed throughout the year. Development of practical skills through the production of a range of artefacts made from wood, metal and plastic. o Analyse products to

determine the features, advantages and benefits to the user. How they may be modelled and manufactured in quantity

o Introduction to Computer Aided Design and Computer Aided Manufacture.

o Development of graphic skills through the completion of a number of focussed design tasks.

o Develop an awareness of sales and marketing techniques together with product life cycles.

Students will undertake a controlled task through market research and the evaluation of existing products. They will be required to produce a design brief and a detailed specification.




YEAR 11

Depending on workshop access the topics shown below will developed throughout the year. Continued development of the controlled assessment. Students will consider alternative solutions and select the best, prior to making the finished product.








2 hour examination

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(SUBJECT) D&T – TEXTILE TECHNOLOGY

Head of Subject: Mr K Mellens Assessment Coursework 60% Examination 40% Recommended Resources: o Text Books – Design and Make H Stanley Thornes, Nuffield Design & Technology

Textiles, Skills in Textiles Technology o A copy of the book AQA Design Technology: Textiles Technology (Nelson Thornes

ISBN 978-1-4085-0275-4) for use at home and during revision would be very beneficial. o Access to own sewing machine. Fabric and components for practical work. o Examination questions and revision topics can be found on the internet website:

www.bbc.co.uk/revision o How you can help: Encouraging students to visit museums and shops for research. o Helping to source fabrics for practical projects.

CURRICULUM OVERVIEW

YEAR 10

Autumn Spring Summer o Investigations into fashion

drawing and development o Classification of fibres and

fabrics o Investigations into physical

properties of fabrics and their uses

o Production of decorative artefact using textiles

o Artefact (continued) o Investigate textile

production, and types of manufacturing/

distribution o Disassembly of existing

products o Sustainability in the textiles

environment

Students will begin to work on a controlled task through market research and the evaluation of existing products. They will be required to produce a design brief and a detailed specification.




YEAR 11

Autumn Spring Summer Continued development of the controlled assessment. Students will consider alternative solutions and select the best, prior to making the finished product.








2 hour examination

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(SUBJECT) DRAMA (BTEC Performing Arts)

Head of Subject: Mrs A William-Jones Assessment Coursework 100% Course Description: The BTEC Performing Arts qualification is examined at first certificate level with the potential to extend to first diploma. This gives a qualification equivalence of 2 A-C GCSE passes for the certificate, and 4 A-C passes for the diploma. The course is delivered in a single GCSE block and so represents good value for students. Like any BTEC qualification, the units of which it is comprised are linked to ‘real world’ situations and scenarios and involve continuous and significant record keeping and evidence gathering on the part of the student. The course has a split focus between practical skills development and performance, and the business aspects of the performance industry. A high level of commitment is required to succeed in the subject as there are many practical performances to audiences throughout the course and teamwork is essential. The course would suit anyone seeking to pursue a career in any aspect of performance whether as a participant or organiser/manager. The opportunities offered within the qualification are also central in developing confidence, organisation and an understanding of working towards deadlines. Many students follow this course for their own enjoyment and to continue with their practical drama. Progression routes for this qualification naturally include A level Theatre Studies, but the course will also act as effective preparation for any other performance course at level 3 and will contribute towards a GCSE points tally for entry into post-16 education. For further information please speak to Ms Foale. How you can help: o Support out-of-school rehearsals o Support the keeping of notes after every lesson

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(SUBJECT) BTEC Level 2 Foundation Certificate in ENGINEERING

Head of Subject: Mr K Mellens

Course Description: This course has been developed to meet the needs of students who have a specific vocational interest in Engineering or Manufacturing. The certificate will be a level one or two qualification and graded at a Pass, Merit or Distinction. It will be delivered in five periods per cycle throughout Years 10 and 11. Students who successfully complete this course will be prepared to enter employment in the Engineering and Manufacturing sector or to progress to further education vocational qualifications. Completion of this award will provide a good progression route to more advanced qualifications such as the BTEC National Awards. The course provides education and training specifically in the areas of engineering which are directly relevant to the changing needs of employees, employers and related professional organisations. Within the course, learning will take place through practical activities and a wide range of written assignments and tests that must be completed by a set deadline. This deadline may be based on a submission date or a time limit to sit a test. Students will make a number of engineered artefacts using hand tools, machine tools and computer controlled equipment. Accreditation will be based on external and internal assessment of assignment work completed throughout the course with external validation. The structure of the course will require students to complete two core units entitled The Engineering World and Investigating an Engineering product plus specialist units to make up sufficient points for a qualification to be awarded. The student must make a submission of work for all units to achieve a qualification. At this stage the final decision has not been made as to which specialist units are on offer. To some extent it may be possible to negotiate this with the students in order that we can provide a generic course that best meets the needs of the majority. Assignments not submitted by the deadline date do not need to be accepted. However, If there is a legitimate case for the late submission such as illness, the assignment may be accepted. The learner will be given one opportunity to retake a completed assessment or assignments after a summative grade has been given. This may involve a different assignment that prevents the learner gaining an unfair advantage. At this stage students who require further information should talk to their current Design & Technology teacher or Mr Mellens.

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(SUBJECT) ENGLISH LANGUAGE AND ENGLISH LITERATURE

Head of Subject: Mr M Sayers Assessment English Language: Speaking and Listening

20%

Controlled Assessment 40% Examination English Literature: Controlled Assessment Examination

40% 25% 75%

Exam board: AQA Course Description: Speaking and Listening During the course students will undertake a range of speaking and listening activities. At the

end of the course a final assessment will be made by selecting from the course records three activities representing the best achievements of the student. Oral pieces must include the following: Presenting, Discussing and Listening, Role-playing.

Controlled Assessment At the end of the course students will submit a folder of assignments: • Understanding Spoken and Written Texts and Writing Creatively – one task based on an

extended text (English Language) • Two creative writing tasks (English Language) • A Spoken Language study (English Language) • A response to a Shakespeare play and a text from the English literary heritage (English

Literature) Written Examination The examination papers are based on two tiers of assessment: Foundation Tier targeted range GCSE grades C - G Higher Tier targeted range GCSE grades A* - D The tier of entry for each student will be decided as late as possible in the course. Students

will be entered at the level which enables them to perform at their best. English Language • One exam (2 hours) that requires a reading response to unseen non-fiction materials

and two compulsory writing tasks. English Literature • Unit 1 (1 hour 30 minutes) – Modern prose/drama set text and Exploring Cultures set text• Unit 2 (1 hour 15 minutes) - Poetry Recommended Resources: dictionary, thesaurus, internet How you can help: Encourage your son/daughter to: i) read as widely as possible (novels, short stories, plays, poetry, quality newspapers and

magazines, autobiographies, biographies, texts from different cultures and historical periods, on-screen texts, diaries, journals, travel writing, collections of letters, memoirs, reportage);

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ii) read and write for pleasure; iii) take a pride in the quality of their writing whenever they put pen to paper; iv) proof-read their work.

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(SUBJECT) ENGLISH

(a minority of students will study this course)

Head of Subject: Mr M Sayers Assessment Speaking and Listening 20% Controlled Assessment 40% Examination Exam board: AQA

40%

Course Description: Speaking and Listening During the course students will undertake a range of speaking and listening activities. At the end of the course a final assessment will be made by selecting from the course records three activities representing the best achievements of the student. Oral pieces must include the following: Presenting, Discussing and Listening, Role-playing. Controlled Assessment At the end of the course students will submit a folder of assignments:

Understanding Creative Texts – students will complete three tasks based on a Shakespeare play, a text from the English literary heritage and a text from a different culture. These tasks will cover drama, prose and poetry.

Producing Creative Texts – students will do two creative writing tasks. Written Examination The examination papers are based on two tiers of assessment: Foundation Tier targeted range GCSE grades C - G Higher Tier targeted range GCSE grades A* - D The tier of entry for each student will be decided as late as possible in the course. Students will be entered at the level which enables them to perform at their best. In each tier there will be one examination paper (2 hours) requiring a reading response to unseen non-fiction materials and two compulsory writing tasks. Recommended Resources: dictionary, thesaurus, internet, How you can help: Encourage your son/daughter to: i) read as widely as possible (novels, short stories, plays, poetry, quality newspapers and

magazines, autobiographies, biographies, texts from different cultures and historical periods, on-screen texts, diaries, journals, travel writing, collections of letters, memoirs, reportage);

ii) write for pleasure; iii) take a pride in the quality of their writing whenever they put pen to paper; iv) proof-read their work.

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(SUBJECT) GEOGRAPHY

Head of Subject: Miss L Morgan Assessment Controlled assessment 25% Decision Making Examination

25%

Terminal Examination 50% Course Description: OCR Geography Syllabus B J385 This course offers the study of a range of current geographical issues from across the globe. The focus is on us and the other 6,000,000,000 people who live here. There are five key themes that make up the course and these enable us to study topics as diverse as volcanic eruptions in the Pacific, famine in the Sudan, the development of tourism in Thailand, the way that rivers have shaped landscapes in the UK and the role of the United States of America as a super power. Sustainable Decision Making Examination: One unusual aspect of the course is that the students have an opportunity to complete a Sustainable Decision Making Examination. The exam is based on real issues and students are able to prepare using the resources from the exam board for 3 weeks. Past issues include where to build a new ski resort, how to feed the world’s people, the future of Antarctica and Ecotourism. Controlled assessment: This unit is assessed through one piece of controlled assessment that has a fieldwork focus. For this piece of controlled assessment students will take part in the collection of primary data during a day of fieldwork on a nearby river. They will be expected to complete a write up of their fieldwork investigation during a controlled period of time in the classroom. Students will follow four stages of enquiry; setting the scene, methods of primary data collection, data presentation and analysis, evaluation of methods and drawing conclusions Levels of entry: The geography course offers entry at Higher level (grades A*-D) and Foundation level (grades C-G). Students have access to a wide range of resources including newspapers, DVDs, educational sites, magazines, leaflets and the Internet to explore the issues that are currently affecting the world in which we live. The course encourages the development of a wide range of skills including group work, discussion, debate, analysis, evaluation, fieldwork, presentation, extended writing, decision making and graph drawing.

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GEOGRAPHY CURRICULUM OVERVIEW

YEAR 10

Autumn Spring Summer Population

Development

Rivers fieldwork Controlled assessment

Coasts Rivers

Fieldwork focus Controlled assessment


Settlement Tectonic Hazards Revision Revision and mock exam Economic Systems

Climatic Hazards SDME Terminal exam

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(SUBJECT) HISTORY

Head of Subject: Mrs K Smee Assessment:

Units 1 and 2 are examined by external examination. Unit 3 is the Controlled Assessment which will be examined internally towards the end of year 10.

Exam Board: OCR Syllabus: Schools History Project Course Description: We study the OCR Schools History Project. We have chosen this in order to offer students a course with a wide breadth of topics, both in terms of content and chronology. It includes: � Unit 1A: Medicine Through Time: A study of the History of Medicine over time, to include Prehistoric times; Ancient Egypt,

Greece and Rome; the Middle Ages; the Renaissance; the Nineteenth and Twentieth Centuries. � Unit 1B: Germany 1919-1945: How was Hitler able to come to power? How effectively did the Nazis control Germany?

What was it like to live in Nazi Germany? � Unit 2: Developments in British Medicine 1200 -1945. (Source work paper) This will involve the study of 8 case studies, including the Black Death, quack doctors,

Florence Nightingale and Mary Seacole and the development of Penicillin. � Unit 3: Modern World Study: Can We Win the War on Terror? You will learn why the War on Terror has come about, why it is proving so difficult to deal

with, how and why the War on Terror has been interpreted and represented.

For more information see your History teacher, or Mrs Smee, or look at the link on the History section of OSCAR.

Examination: This course is examined by the Linear method, which means all the external exams will be taken in June of year 11, with only the Controlled Assessment taken early. Controlled assessment: The controlled assessment has replaced coursework. Students will learn about the history behind the War on Terror, and then conduct their own independent investigation into it. Levels of entry: The History GCSE course offers common entry with all students able to achieve the full range of grades - A*-G.

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Skills: During this course, students learn to: o Explain and interpret today’s issues in the light of historical events o Appreciate the diversity of cultures around the globe o Debate and question historical issues from a spiritual, moral, ethical and global

perspective. o Critically use and evaluate source material o Understand different interpretations of past and current events o Explain how and why historical developments have occurred Students have access to a wide range of resources including newspapers, CD ROMS, DVDs/videos, educational sites, magazines, leaflets and the Internet to explore the issues that have shaped and are currently affecting the world in which we live. The course encourages the development of a wide range of skills including group work, discussion, debate, analysis of modern historical sources, investigation of the actions and motives of real people, evaluation, presentation and discursive writing. Recommended resources: BBC Bitesize Revision Guide, Hindsight GCSE Magazine, CGP Revision Guide, The History Channel, Website: www.schoolhistory.co.uk and most importantly a range of materials produced by Chipping Sodbury School History Department. How you can help: Please encourage use of the recommended resources. Support your child’s learning and discuss their progress in exam-practice questions. Encourage your child to watch news and current affairs programmes as these contain frequent references to the course content.

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(SUBJECT) Cambridge National Certificate in ICT (Level 1/2)

Head of Subject: Ms L Jarvis

What makes the Cambridge Nationals in ICT a good choice for me?

From personal computers to smartphones, from apps to websites, all of our lives, every day, are enhanced through the use of ICT. The Cambridge Nationals in ICT course reflects this and provides you with a solid foundation for understanding and applying ICT in your future working lives.

ICT skills are essential for success in employment, in higher education and are one of the fundamental transferrable skills required by employers. This course delivers these skills, effectively engaging and inspiring you, whatever your ability, to achieve great things.

What will I learn?

Core/mandatory units

Unit R001 – Understanding computer systems

This unit will give you a solid base to develop knowledge and understanding of computer systems and the implications of working with data to enable you to use computers effectively.

Unit R002 – Using ICT to create business solutions

You will refine your existing knowledge of computers to reflect the working practices of the commercial world. This includes using a wide range of software efficiently.

Optional Units (Creative strand)

Unit R005 – Creating an interactive product using multimedia components

Interactive products are used widely in everyday life: visiting a website, ordering an online product, using mobile phone applications, viewing a presentation or playing computer games.

Unit R006 – Creating digital images

The graphic design industry is big business. We live, learn, work and play in a very visual world. Digital images influence our actions and thoughts; with or without words, successful digital images convey their message effectively so that the viewer receives and understands it – and can then act upon it.

Unit R007 – Creating dynamic products using sound and vision

21st century technology such as gaming technologies, mobile phone apps, media marketing technologies and web-based technology make great use of dynamic specialist technologies that differentiate their products for the end user.

How will I be assessed?

Unit R001 is a written paper, which is set and marked by the exam board. All the other units are assessed in school and externally moderated by the exam board. The overall qualification will be graded Pass, Merit, Distinction or Distinction* by combining the marks from each individual unit.

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Where will this course take me?

This course is suitable for anyone studying in preparation for employment, in job roles where they will be expected to use ICT skills, liaise with users and carry out ICT support roles. This qualification is also suitable for those wishing to gain a Level 2 qualification to support further study in the Sixth Form and provides a progression route to the Applied ICT GCE Level 3.

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(SUBJECT) GCSE ICT

Head of Subject: Ms L Jarvis

GCSE ICT – possibly the most exciting GCSE ever invented?

Did you know that in the year you were born only 4% of the world’s population had access to the internet?

Which is why back in 1995, shopping, chatting or researching homework on a computer seemed incredible. But now, just 14 years later, over 25% of the human race have been online and the world wide web has transformed the way we communicate and do business.

And that’s just the net. Other advances in digital technology have revolutionised our phones, our cameras, our cars – even the way we watch TV.

You’ve lived through the most significant decade yet in information and communication technologies and you're the people who understand and use them the most. So who better than you to notch up a GCSE in a subject you already know so much about?

What makes GCSE ICT such a good choice for me?

• It’s future-proofed! So when new technologies come on stream you’ll learn about them and ditch anything that’s past its sell-by date.

• You’ll have a head start! You’ll be building on stuff you already know – a bit like taking a GCSE in a long-held interest.

• It’s relevant! Whatever you choose to do later, the skills you learn will help you; at university, at work, in managing your money and operating online.

What will I learn?

Unit 1 - Living in a Digital World

In this unit, you will explore how digital technology impacts on the lives of individuals, organisations and society. You will 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 well-being, on the move). You will develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice.

Written paper – externally assessed – 40% of the GCSE.

Unit 2 - Using Digital Tools

This is a practical unit. You will broaden and enhance your ICT skills and capability. You will work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. You will learn to reflect critically on your own and others’ use of ICT and to adopt safe, secure and responsible practice. You will put into practice what you have learned about digital technology in the Living in a Digital World unit.

Controlled Assessment Brief (CAB) – internally assessed and externally moderated – 60% of the GCSE.

Where will this course take me?

Edexcel GCSE ICT is a well-recognised and valued qualification and will get you ready for your next steps, whether that may be Sixth Form, university or employment. So, whatever career path you are thinking of choosing, explore ICT to help you get the future you want.

The GCSE provides a progression route to the Applied GCE Level 3 in the Sixth Form.

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(SUBJECT) PSHE AND CAREERS

Head of Subject: Mrs S Boulton Course Description: All students receive one lesson per cycle of life skills. The course covers a range of important topics that support students as they mature into young adults. Students study life skills topics on: o Drugs education o Parenting o Relationships education o Sexual health and contraception o Managing emotions o Diet and Nutrition o Alcohol o Mental well-being o Anti-bullying education o Career planning o Work experience o The Local Labour market o How to research careers and options o Personal finance and budgeting o CVs o Applying for jobs/further education The Year 10 lessons pick up familiar themes from Life lessons in Years 7 to 9. In these lessons, students think about their own conceptions (and misconceptions) in teacher-led discussion work. They examine case studies and suggest solutions to problems. Students also learn how to prepare for their work experience placement including how to conduct themselves, employment law, employment skills etc. The emphasis in Year 11 is firmly on Careers planning. Students carry out independent research into the range of options available to them. They use this information to help them prepare career plans and make applications for 6th Form, Colleges or Apprenticeships. The final part of this course develops employability skills; learning how to draft a CV and letter of application, and learning how to prepare for interviews. The lessons are also supported by special events, assemblies and work in other subject areas. Parents/carers can also support their child’s learning by discussing the topics above at home with students and modelling how they budget, control their emotions, build strong relationships etc. Parents can also help students to apply for Work Experience placements. Please note, however, that all placements need to be checked for health and safety before students are allowed to attend, and that parents/carers should not make private arrangements for work experience placements. Work Experience checks cost £34 per student. Finally parents can discuss career options with students and use the Careers Faculty page on OSCAR to help them to do further research outside of lessons.

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(SUBJECT) MATHEMATICS - GCSE

Head of Subject: Ms M G Moult Exam Board Edexcel 1MA0

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(SUBJECT) MEDIA

Head of Subject Miss J Balchin Assessment Double Award – worth 2 GCSEs Coursework 60% Examination 40% Course Description: Candidates will study a range of media forms and platforms (e.g. print and electronic publishing, moving image, radio and web-based technology) in relation to four Key Concepts: • Media Language: forms and conventions • Audience • Institutions • Representation Unit 1: Investigating the media The aim of this unit is to enable students to develop their critical understanding of the role of mass media in society. This unit is worth 20% of the Double Award and is externally assessed in a one and half hour examination. The topic of assessment is externally set and a brief will be released to students prior to the examination to allow for research and planning. Unit 2: Understanding the Media The aim of this unit is for students to develop an understanding of how and why media texts are produced as they are. This unit is worth 30% of the Double Award. Candidates must produce three assignments, covering a range of media. Assignment 1: Introduction to the Media Assignment 2: Cross-Media Study Assignment 3: Practical Production and Evaluation Unit 3: Exploring Media Industries The aim of this unit is encourage candidates to explore media industries and how they operate. This unit is worth 20% of the Double Award and is assessed in a one and half hour examination. Unit 4: Responding to a Media Brief The aim of this unit is for candidates to produce a campaign across two media platforms in response to an industry related brief. The unit is worth 30% of the Double Award. Students will produce research and planning materials, two production pieces and an evaluation of 500 words. During the 2-year course students can expect to study magazines, newspapers, music videos, music promotion materials, advertising, radio, film, television programmes and websites. It is expected that they will have a prior interest in the media and will take opportunities to broaden their experience of different media texts. We will be discussing current media debates and issues, so students will benefit from taking an interest in the news and press. Practical production is an important aspect of the course so students should be interested in design and comfortable using new technology. This is an exciting opportunity to gain experience of a rapidly expanding industry as well as gain 2 GCSEs. Students will need to be motivated and organised in order to complete all units successfully.

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(SUBJECT) MUSIC (GCSE) Edexcel

Head of Subject: Mrs A William-Jones/Mrs S Boulton Assessment Coursework composing Coursework performance

30% (internally marked) 30% (internally marked)

Listening Test 40% (externally marked) Course Description: This course focuses around the elements of listening, composing and performing. You will experience music from a diverse range of sources and be encouraged to use music technology in your coursework – both in composition and recording. You will also have the opportunity to develop your performing skills through performing alone and with others. Throughout the course you will be able to work in many different styles and to experiment and develop your own style of work. Composition: Candidates are encouraged to compose in a variety of styles, and to produce two pieces of music during the course for submission, of which they must perform in or direct the first. The use of music technology is encouraged for creating, recording and storing work in progress. Topics for composition can include: o Popular song o Classical traditions o 20th century music o World music Performance Candidates may perform on any instrument or voice, both alone and in ensemble. Numerous opportunities will be given for performance - both inside and outside school. The ability to play an instrument or to be a competent singer is necessary for this course. Listening examination Consisting of one paper, the examination looks at music from all ages, styles and cultures based upon a series of ‘Set Works’ which will be studied during the course. Questions are based upon music played during the examination itself. The answers can be one word or one idea but also give scope for longer responses. Answers are made on the exam paper itself.

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(SUBJECT) MODERN FOREIGN LANGUAGES

Head of Subject: Ms D Bryan Assessment Controlled assessment - writing

30%

Controlled assessment - speaking

30%

Final examinations – listening and reading

40%

Course Description: You will be assessed in each of the following skills: o AT1 (Listening) the ability to understand and respond to spoken language – 20% o AT2 (Speaking) the ability to communicate in speech – 30% o AT3 (Reading) the ability to read, understand and respond to written language – 20% o AT4 (Writing) the ability to communicate in writing – 30% You will produce spoken and written work for assessment covering three of these four broad themes: A. Media and culture B. Sport and leisure C. Travel and Tourism D. Business, work and employment You will also learn more general language which will be tested in the listening and reading exams, and which will cover the areas of “out and about”, “customer service and transactions”, “personal information” and “future plans, education and work”. Two tiers of examination will be available for the listening and reading examinations, targeted at the following grades: Higher tier: A*-D Foundation tier: C-G You may be entered for foundation or higher in each of the 4 separate skills and we can even tailor the tiers for you individually. We can make this decision with you in year 11, depending on how you have done during the course. Exam board - EDEXCEL French (2FR01) and German (2GN01) Recommended resources: French/German dictionary (Collins Easy Learning recommended). Why should I study these courses? If you enjoy communicating with other people, finding out how language works and learning about different countries and cultures, studying French or German at GCSE is an excellent choice for you! You will be able to share your interests, ideas and opinions with other people who speak your chosen language(s) and learn about the countries where they are spoken and get a lot more out of a trip there. You will add an international dimension to your choice of GCSE subjects, which is something many future employers and higher education providers look for. You will learn many skills which are useful in a wide range of future careers, such as the ability to communicate clearly, being confident about speaking in public, using problem-solving strategies, etc. You will even improve your grasp of English. You will keep your options open and create greater opportunities for yourself to work abroad, or for companies in the UK with international links. Many employers look for people who speak a foreign language as it shows you are open-minded and tolerant. Learning a language gives

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you new ways to think and changes your perspective on things. Where could these courses take me? Most students will continue to study a foreign language in Years 10 and 11. There are three things that you should always remember about languages: 1. It’s a multilingual world – not everyone speaks English. 94% of the world does not speak English as their first language. 75% of the world does not speak English at all. 2. You do not have to be fluent in a language – a little language can make a lot of difference. Even the basic phrases make a real difference. Jobs from receptionist to top level management need language skills. Many people in the public eye speak more than one language and find that it makes a difference to the way they see the world eg Lady Gaga (French), Davina McCall (French), Geri Halliwell (Spanish), Angelina Jolie, Johnny Depp (French), Kylie Minogue (French), Shakira (Spanish), David Beckham (Spanish), Jonny Wilkinson (French). 3. Languages improve the quality of your life and your understanding of how other people live and think. You can travel more and meet new people. You could even earn more in your job one day! France is the UK’s third largest export market. German is the second most spoken language (after Russian) in multinational business throughout the EU. UK-based companies dealing with customers and clients in the many French or German-speaking countries all need staff speaking those languages. Choosing a second foreign language Some students will also choose to study a second foreign language, whether French or German. This is recommended if you have shown an aptitude for your first foreign language and are enthusiastic and dedicated. The course might suit you if you have links with the country of the second language, family connections there or wish to study languages at 6th form or degree level. The work needs to be intensive in order for you to reach examination standard, but students often find that they make excellent progress, as they already know how to learn a language and can make many links between English, their first and second foreign languages. So, if you enjoy languages and are well-motivated, this could be an exciting challenge for you. If you think you might like to study an additional foreign language, you should consult your language teacher before deciding. How you can help: Please help your son/daughter with regular learning of vocabulary and speaking preparation. Ensure that he/she has a good dictionary. Watch DVDs in French/German with English subtitles. Encourage your son/daughter to maintain good study habits and meet all deadlines. Discourage the use of online internet translators. Encourage your son/daughter to show a greater interest in the wider world community and other cultures.

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(SUBJECT) PHYSICAL EDUCATION

Head of Subject:

Miss C Maggs

Aims and Purposes of Physical Education at Chipping Sodbury School

Become skillful and intelligent performers Develop skills Learn how to select and apply skills and tactics Develop their ideas in a creative way Set targets for themselves and others Initiative Positive attitudes

Physical Education Curriculum Key Stage 3 During Key Stage 3 students become more expert in their skills and techniques and learn how to apply them in different activities. They start to understand what makes an effective performance and how to apply principles to their own and others’ work. They learn to take the initiative and make decisions for themselves about what to do to improve their performance. During Key Stage 3 students are taught the knowledge, skills and understanding through a range of activity:

Games activities - netball, hockey, rugby, football, rounders, tennis, cricket, basketball, target games

Gymnastics activities – gym and trampolining Dance Athletic activities Outdoor and Adventurous activities Health Related Fitness

Key Stage 4 During Key Stage 4 students tackle complex and demanding activities, applying their knowledge of skill, techniques and effective performance. During Key Stage 4 students will take part in two or three areas of activity:

Games activities Gymnastics activities Athletic activities

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During Key Stage 4 students receive four lessons of Physical Education per ten-day cycle and are also taught in half-year groups and as single sex groups. Key Stage 4 also provides students the opportunity to study GCSE Physical Education in Years 10 and 11. We currently follow AQA Examination Board. It is based on a 60% internally assessed practical component and a terminal examination with a weighing of 40%. During Year 10 and 11 students also have the opportunity to opt for a BTEC In Sport. Years 10 and 11 students also have opportunity to take the Sports Leaders Award. This is a nationally recognised award which aims to give students an appreciation of what is required to lead a good sports session. Physical Education is also taught at AS/A2 Level in the Sixth Form. The course offers the opportunity to develop an understanding of the factors that influence performance. This will take both a theoretical and practical format. It provides an ideal base for sports and leisure degree courses as well as a good background for a career in the leisure industry. The Physical Education Faculty provides an extensive extra-curricular programme. Weekly clubs listed as follows:

hockey, netball, football, rugby, rounders, tennis, cricket, cross-country, athletics, trampolining, dance and climbing club.

We compete against fellow South Gloucestershire and Bristol schools in leagues, cups and competitions. These range from Football, Rugby, Hockey, Netball, Rounders, Cross Country, Climbing, Cricket and Athletics. Our most recent success stories are: Year 10 boys football team winning the Woodcock Shield (South Glos & Bristol Schools Cup) and the Year 7 girls going to the National 5-a-side football finals and finishing in third place. Both are outstanding achievements and certainly place Chipping Sodbury on the football map. Many of our students have achieved very high standards in their chosen sports. They regularly represent the district, county and even their country. Students are encouraged to join local clubs and associations and generally to get involved in all kinds of physical activities outside of school. The school currently holds the ‘Sport England’ Sportsmark 2007 and the Football Charter School Award.

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SUBJECT) RELIGIOUS EDUCATION (short course)

Head of Subject: Mrs Boyce Assessment Coursework 0% Examination 100% Course Description: The Religious Education Department has introduced a new course for all Key Stage 4 students. This course gives all students the opportunity to gain a GCSE (½ credit) in Religious Education. The course will examine many of the important, topical, religious and moral issues of today which affect our multi-cultural society. The course involves a thematic study of some central questions and issues in human life and experience and explores the relevance of religious beliefs, practices, values and traditions to these questions and issues. Students will be encouraged to think through some of the big questions of life in a safe and questioning environment, so that they can become sure of their own views and be able to discuss them openly with others. The course will help to prepare students to work and to deal with people of different cultures and beliefs, broadening their understanding of the world and its people. This course examines the beliefs, values, practices and traditions of Christianity, and also looks at aspects of the five other major world faiths. Board: WJEC How you can help: Encourage your child to regularly read national and local newspapers (they could begin a scrapbook of articles on current and topical issues). Encourage your child to listen regularly to a news programme (they could begin a diary of relevant articles). Visits to Christian places of worship.

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(SUBJECT) SCIENCE

Head of Subject: Mr M Stow

Which Science course is right for me?

Before making a decision about which Science course to choose, make sure you discuss your options with your Science teacher. As a rough guide to get you started thinking about it…

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Science Options Information Option Separate Sciences

(3 GCSEs) Core and Additional Science (2 GCSEs)

BTEC Applied Science (up to 2 GCSE equivalents)

Timetabling 15 hours per cycle; three specialist teachers

10 hours per cycle; two teachers

5 hours per cycle; one teacher

Content Three units of Biology, Chemistry and Physics studied across Years 10 and 11

A mixture of Biology, Chemistry and Physics units are delivered across Year 10 and 11.

Two units covering Principles of Applied Science and Application of Science

Skills In addition to skills gained through Core and Additional Science, students will have an in-depth understanding of fundamental Science, current technologies and topical Science issues

In addition to skills gained through Core Science, students will have a good grasp of the fundamental Scientific skills needed to study Science beyond GCSE

An appreciation of the applications of Science in addition to the following skills, report writing, communication skills, information technology research skills, verbal reasoning and organisational skills

Assessment Exams

Students sit several exams for Biology, Chemistry and Physics at the end of Year 11.

Students sit several exams for Core and Additional Science at the end of Year 11.

Students sit two external exams over the two years, contributing 25% towards the final grade.

Controlled Assessment

Students will carry out a number of controlled assessments. Three are submitted, contributing 25% towards the final grade for each separate Science

Students will carry out a number of controlled assessments. Two are submitted, contributing 25% towards the final grades

Students will carry out a number of coursework based assignments contributing to 75% of the final grade.

Discuss which option is best for you with your Science Teacher.

chipping sodbury school 2013 – 2015 year 10 options booklet · introduction to the key stage 4...

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