For further information please contact the Assistant Headteacher responsible for the Curriculum

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INTRODUCTION

OPTIONS EVENING – Wednesday 26 February 2014

YOUR FUTURE - YOUR CHOICES - YOUR SUCCESS!!

Options Evening is all about providing parents with the information to help you join in the process and support and guide your children in choosing subjects to achieve success at GCSE.

We believe that we cannot offer our students a better start in life than a good set of GCSE results. We will do all we can to help and support our students to achieve their potential. The choice of subjects to be studied in Years 10 and 11 is a very important part of this success.

GETTING IT RIGHT. NOT TOO MUCH NOR TOO LITTLE.

It is important to match the number and type of GCSE subjects studied by our students to their own skills and levels of ability. A broad and balanced range of subjects is vital for most. This breadth and balance is achieved by having a core of compulsory subjects, supplemented by the subjects in the option choices, which results in a curriculum regarded as relevant by employers and further education institutions.

For some students a mixture of academic and practical subjects will result in the success that we all hope and strive for.

There should also be the opportunity for students with specific talents, to further develop these talents during Years 10 and 11. The issue is, however, very clear. Whichever route is chosen, we aim for the best possible set of results for each of our students.

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The English Baccalaureate

This is a benchmark which is awarded to students who achieve GCSE grade C or above in the following subjects:

English Language Mathematics 2 Sciences - including Computer Science (not BTEC) A foreign language (Modern or Ancient) A Humanities subject (History or Geography-not Religious Education)

The English Baccalaureate is in addition to the long standing benchmark of the proportion of pupils gaining A*-C passes in English and Mathematics and three other unspecified subjects, which could be vocational equivalence or GCSE.

The English Baccalaureate was awarded for the first time in 2010. Religious Education is not included, even though this is a well recognised and valued Humanities subject. It has been suggested that Universities will use the English Baccalaureate as one of the means of selecting students, although the high quality of grades at GCSE and GCE A-level will always be a determining factor.

At St Michael’s all students have access to a broad and balanced curriculum that is appropriate and accessible. Compulsory subjects include English, Mathematics, Science, a Modern Foreign Language, Religious Education and Physical Education, along with Citizenship and Living Education.

Pupils then choose one from History, Geography, Computer Science/ICT plus two further Option choices.

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This booklet -

outlines step by step what happens throughout the process.

gives details of what each subject (both compulsory and optional) consists of.

outlines what choices have to be made.

states when the forms must be returned.

raises issues that should be discussed before choices are made.

states who to contact if assistance or clarification is needed.

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Contents PageCompulsory Subjects

English ……………page 6Mathematics ……………page 8Science ……………page 9A Modern Foreign Language ……………page 12Living Education and Citizenship ……………page 13Physical Education ……………page 14Religious Education ……………page 15

Subjects you may chooseArt and Design ……………page 18Catering ……………page 19Computer Science ……………page 20Dance ……………page 21Drama ……………page 22Food Technology ……………page 23French ……………page 24Geography ……………page 25Graphic Products ……………page 26History ……………page 27ICT ……………page 28Leisure and Tourism ……………page 29Media Studies ……………page 30Music ……………page 31Music Technology ……………page 32Physical Education ……………page 33Product Design ……………page 34Spanish ……………page 35Textiles Design …………… page 36

Other Information Questions for Consideration …………… page 37Important Dates ……………page 38Important Information ……………page 38Careers Advice ……………page 39Examination Board Abbreviations ……………page 40

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WHAT SUBJECTS ARE STUDIED IN YEARS 10 and 11?

Compulsory SubjectsEnglishMathematicsScienceA Modern Foreign LanguageLiving Education and CitizenshipPhysical EducationReligious EducationA choice between Geography, History, Computer Science and ICT

Subjects you may choose(See page 17 onwards)

ExaminationsCoursework/Controlled Assessments are important elements in most subjects and this helps balance the pressure of the examination situation.Students will need to work hard at home and be willing to give time, energy and enthusiasm to all their subjects.

AttendanceVitally important to being successful is actually being in school.Examinations and Controlled Assessments in many subjects take place throughout the year and missing these or the lessons that prepare students for these examinations can mean the difference between passing and failing the course.

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Compulsory Subjects

ENGLISH Students will be entered for either:GCSE ENGLISH orGCSE ENGLISH LANGUAGE & ENGLISH LITERATURE

GCSE ENGLISH (WJEC)CONTENTThis course provides opportunities for the integration of work across the three National Curriculum Attainment Targets: Speaking & Listening, Reading and Writing.SPEAKING AND LISTENING: Students are provided with opportunities to develop their competence and confidence in speaking and listening through a range of situations, audiences and activities.READING: The range of texts available to students includes: poetry, plays, short stories, novels, anthologies, letters, travel books, works of reference, electronic databases and media texts, from a variety of cultures and times. All students study Shakespeare and an extended literary text from a different culture.WRITING: Students are provided with opportunities to write in a wide range of styles and forms.ASSESSMENT: English Examination 60%GCSE Controlled AssessmentControlled assessment accounts for 40% of the marks in the examination. There are four written assignments.Speaking and Listening will be assessed separately and is recorded alongside the GSCE grade.

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GCSE ENGLISH and GCSE ENGLISH LITERATURE (WJEC)The majority of students will gain 2 GCSE qualifications in GCSE English Language and GCSE English Literature.GCSE ENGLISH LANGUAGECONTENTThis course provides opportunities for the integration of work across the three National Curriculum attainment targets: Speaking and Listening, Reading and Writing.SPEAKING and LISTENING: Students are provided with opportunities to develop their competence and confidence in speaking and listening through a range of situations, audiences and activities and through the analysis of spoken English.READING: The range of texts available to students includes: poetry, plays, short stories, novels, anthologies, letters, travel books, works of reference, electronic databases and media texts, from a variety of cultures and times. All students study an extended literary text.WRITING: Students are provided with opportunities to write in a wide range of styles and forms.ASSESSMENT: English Examination 60%Controlled AssessmentControlled assessment accounts for 40% of the marks on the English Language course. There are four written assignments. Speaking and Listening will be assessed separately and is recorded alongside the GCSE grade.GCSE ENGLISH LITERATURECONTENTThe course content is organised into three areas of study: prose, drama and poetry. Included is the study of at least one work by Shakespeare. PROSE: Students will study two set texts for the examination; one text from a different culture and an example of contemporary prose.DRAMA: All students will study a Shakespeare play for their controlled assessment and a piece of English Literary Heritage Drama for the examination.POETRY: Students will study a range of poems, both pre-20th Century and contemporary for both controlled assessment and examination.ASSESSMENT: English Literature Examination 75%Controlled AssessmentControlled assessment accounts for 25% of the marks on the English Literature course.

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MATHEMATICS (OCR J567)CONTENTThe course is designed to enable students to: improve and apply numeracy skills solve problems effectively and with

confidence further their understanding through

discussion and independent learning progress onto further academic or

vocational studies enjoy their mathematics and make clear links to its use in the real world

(functionality)ASSESSMENTAll students will follow the OCR B Linear GCSE course. The nature of this course allows for maximum flexibility and enables the department to tailor the studies of each student to match their abilities. This has been a key factor in our successes over recent years, allowing every student to fulfil their full potential, whatever their ability. Students can be entered at either foundation or higher tier with both levels allowing students to access a grade C at GCSE.COURSE STRUCTUREThere are two terminal examinations taken at the end of Year 11 which will decide the grade a student is awarded.

50% non calculator paper. (Higher 1hr 45mins)(Foundation 1hr 30mins)

50% calculator paper. (Higher 1hr 45mins)(Foundation 1hr 30mins)The course will be split into three units and an internal examination will be taken at the end of each stage to inform teachers whether students are on track to achieve target grades. These results, alongside ongoing teacher assessment, will decide on the best level of entry for each student.ADDITIONAL INFORMATIONThe department consists of eight subject specialists. Every mathematics classroom has an interactive whiteboard and there is a class set of laptops within the department. Maths has an excellent area on the school Moodle which students regularly visit and this aids independent learning. Amongst other interactive resources it has video tutorials on each topic taught in class and associated practise worksheets. The Mathematics department operates an inclusive policy where all students are entered for GCSE provided they complete the course.

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SCIENCE (OCR)CONTENTStudents will be taught as groups of similar ability according to achievement at Key Stage 3 and their predicted attainment level at the end of Key Stage 4.The majority of our students will study OCR 21st Century Science which has an equal emphasis on key scientific concepts and how scientific knowledge is obtained and used. Students learn about the science that dominates public debates and touches everybody’s lives; such as genetics, air quality, Earth and Space, climate change and vaccinations. They also learn about data analysis and its limitations and how the scientific community scrutinises new ideas.There are two pathways within 21st Century Science; Core Science and Additional Science Double Award. Some students will take Triple Science; again within the 21st Century Science Course. Each course is divided into 3 sciences; Biology, Physics and Chemistry.

Core ScienceThe teaching is broken up into units. Each unit identifies activities and experiences students will come across in everyday life and links these to scientific ideas and their implications for society.Assessment in Core Science 25% of the assessment is controlled assessment comprising of a case

study where students look closely at a topical science based issue and data analysis where practical work is carried out and results are analysed.

The remaining 75% is based on examinations taken in June of Year 10.

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Additional ScienceThe teaching is also broken up into units. Each unit focuses on scientific explanation and models to give students an insight into how scientists develop new ideas and understanding about ourselves and the world. It provides opportunities to develop understanding about what is involved in being a practitioner of science and the application of science.Assessment in Additional Science

25% of the assessment is controlled assessment. This is made up of a research task, the collection of original data, analysis and evaluation.

The remaining 75% is based on examinations in the summer of Year 11.

GCSE Core Science with GCSE Additional Science is relevant for students who wish to enter employment at 16 or go on to further study. It provides excellent preparation for all post 16 courses including Biology, Human Biology, Chemistry, Physics, Applied Science, PE and Geography.Triple ScienceThe Triple Science option is only available for students who achieve a good Level 6 or higher at the end of Key Stage 3 and have done exceptionally well on their recent GCSE components.This is a very demanding course because of the pace of the lessons and the extra commitment to 1½ hours of compulsory study after school in Year 10 and Year 11 to complete the course. Students need to be resourceful and dedicated learners who demonstrate excellent independent study skills.The course is divided into 3 sciences; Biology, Chemistry and Physics and is in addition to the Core and Additional Science. This option enables students to study other aspects of science not already covered in the Core and Additional Science course.Assessment of Triple Science The Core and Additional Science alongside this option makes up the Triple Science Award. 25% of the assessment is controlled assessment. The remaining 75% is based on examinations. This course will lead to 3 GCSE awards: GCSE Biology, GCSE Chemistry and GCSE Physics. At least one of the three Sciences will be completed by the end of Year 10.Triple Science will stretch the most able students and may be appropriate (although not essential) for those students whose career choice

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necessitates a focused study of the sciences, or a progression to University to study Chemistry, Physics or Biology.

BTEC First Diploma (Edexcel)For some of our students, understanding and success in science will be achieved by studying BTEC First Awards in two Applied Sciences. This course which focuses on the 3 sciences: Biology, Physics and Chemistry has greater emphasis on the students taking on the role of being employed in the science industry. They will complete a BTEC First Award in Principles of Science followed by a BTEC First Award in Applications of Science in Years 10 and 11.Assessment in BTEC First Award - This qualification consists of 75% coursework which is internally assessed and 25% examination. The marks from these are accumulative to give a final grade. There are a series of assignments and activities which encourage students to take responsibility and ownership of their learning. Each course has the equivalence of 1 GCSE in Science and is ideal for students who achieve more through continual assessment. It provides excellent preparation for BTEC Nationals and BTEC Higher Nationals.

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A MODERN FOREIGN LANGUAGEAll pupils must study a Modern Foreign Language at Key Stage 4. Students currently in Language Sets M-E.Students will study German to GCSE level.Students currently in Language Sets S-N.These students will have the choice of taking either French or German to GCSE level. However, there must be a reasonable number of pupils opting to take French for this to be viable. Students wishing to study both French and German must select German in the language option and French in the main option.Students presently in Language Set S.Students will have the option to take both French and German GCSE as ‘fast track’ subjects in only half the lesson time, or they can opt for either French or German GCSE. Students should consult their languages teachers for advice on opting for ‘fast-track.’GCSE LANGUAGE (AQA) CONTENT (French/German)The course consists of topic areas based on the following skills: speaking, listening, reading and writing.Topics studied at GCSE include:

Lifestyle and health Leisure and the Media Holidays Home and Environment Work and Education

Grammar will be taught in the context of these areas and their various sub-topics and will be dealt with both in breadth and depth as appropriate to the needs of classes and individuals within those classes.ASSESSMENTThe listening and reading units of the course will be examined externally and will be worth 20% each of the total GCSE mark.

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Students will submit two speaking controlled assessments which are completed by their teacher at any time during the course. These are marked internally by the teacher and are worth 30%.Students also submit two written controlled assessments which again can be undertaken at any time. These controlled tasks will be marked by AQA and are again worth 30%.

LIVING EDUCATION & CITIZENSHIP

CONTENT SRE (Sex and Relationships Education) Drugs Citizenship Careers Economic Wellbeing (Financial capability and

Enterprise)

ADDITIONAL INFORMATION

As a Church of England High School, it is our firm belief that all young people should be able to think about and discuss events in the world around them as pupils share in the diversity of community and ultimately the community of God.

Living Education gives pupils the opportunity to respect one’s neighbours, understand the importance of tolerance in order to build up social interaction and understand why people hold different beliefs and how these are expressed through historical events, politics and art. The Bible clearly states that every individual person is unique and made “in the image of God” and through Living Education at St Michael’s pupils are given the chance to explore how this works out in the world in which they live. This involves classes working in a climate of trust and mutual respect. The subject aims to consistently challenge prejudices and works to handle sensitive, controversial and topical issues where all pupils are valued and given worth. Pupils also learn how to manage risk and stay safe. It is our passion to be able to fully develop pupils’ imagination to express their own views and consider their personal ideas of spirituality which will consequently enable them to debate and discuss ultimate questions and bigger life issues with members of the local community.

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PHYSICAL EDUCATION

CONTENTPhysical Education in Years 10 and 11 is compulsory for all students. The course is partly school based but good use is made of community facilities too, in order to offer new and diverse opportunities with a view to encouraging future life participation. The students are involved in planning, performing and evaluating. The greatest emphasis is placed in the actual performance aspect of the subject. The individual components of the course are drawn from the areas of games, fitness, athletic activities, dance, climbing and swimming.

ASSESSMENTStudent assessment is carried out in accordance with the whole school policy on assessment. This, in line with National Curriculum requirements, is chiefly by teacher observation with some self assessment via progress charts and Moodle. The course is not examined externally.

ADDITIONAL INFORMATIONSome activities will involve students visiting sports centres and here, voluntary contributions made by parents will offset the cost of hiring the facilities. Where an activity involves cost, advance warning will be given to parents.Students with a particular interest in this area of the curriculum may refine their skills and extend their experience by taking advantage of the opportunities for extra curricular sport.

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RELIGIOUS EDUCATION (AQA)

CONTENTAll students study RE and most students will gain a GCSE qualification. RE provides an opportunity to reflect on beliefs and values through the study of a range of moral issues. Students will explore the views of two religions, Christianity and Judaism, in relation to the issues studied. They will consider different interpretations of sacred texts and the views of modern religious leaders. RE makes a significant contribution to students’ thinking skills and they will develop the ability to analyse and evaluate different arguments. Some students have commented on the way in which the thinking skills gained in RE have equipped them for the requirements of A Level, for example, A Level General Studies.

Students study a variety of moral issues:YEAR 10: RELIGION and MORALITY

Religious attitudes to matters of life, e.g. genetic engineering, cloning. Religious attitudes to matters of the elderly and death, e.g.

euthanasia, who should care for the elderly. Religious attitudes to drug abuse, e.g. classification of drugs, alcohol

abuse. Religious attitudes to crime and punishment, e.g. aims of punishment,

treatment of young offenders. Religious attitudes to rich and poor in British Society, including fat cat

salaries and the minimum wage. Religious attitudes to world poverty, including aid to LEDCs,

sustainable development.

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YEAR 11RELIGION AND LIFE ISSUES

Religion and animal rights, including the use of animals for hunting, reasons for being a vegetarian.

Religion and planet earth, including environmental problems and Christian responsibilities of stewardship.

Religion and prejudice, including causes of prejudice and religious responses to discrimination.

Religion and early life, including the issue of abortion. Religion and war and peace, including the Just War and pacifism.

ASSESSMENTAll students will work towards a GCSE qualification. This will be assessed by two examinations at the end of Year 11. There is no coursework component to this course.

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Subjects where there is a choice at Key Stage 4

Subjects that there are OPTIONS of studying at Key Stage 4

One of the following:Geography

HistoryComputer Science

ICT

Plus any two of these listed below (though you must list four in order of preference on your blue Option form):

Art and Design ICTCatering Leisure and TourismComputer Science Media StudiesDance MusicDrama Music TechnologyFood Technology Physical EducationFrench Product DesignGeography SpanishGraphic Products Textile designHistory

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Compulsory SubjectsC

ART and DESIGN (AQA)

CONTENTThis is a broad based GCSE course exploring practical and critical/contextual work through a range of 2D and/or 3D processes. The work is all practical. Students can work in appropriate art, craft and design materials and processes. Students will be introduced to a variety of experiences using a range of media, processes and techniques and will be encouraged to explore different ways of working.

ASSESSMENTUnit 1: Portfolio of work, 60% of GCSE marks.This will comprise of at least 2 projects each covering a different theme. Each project will require detailed research and preparatory sketches leading to finished pieces of work, this work will be carried out in both class work and home learning.Unit 2: Externally Set Task, 40% of GCSE marks.There will be a ten hour supervised task under examination conditions. This is a practical task with several weeks preparation time. There is no written examination.

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Subjects you may choose

CATERING (WJEC)

This GCSE course will concentrate on the main areas of food production and food service as an introduction to the catering industry. It will allow students at 16+ to progress onto a variety of vocational courses including GNVQ’s and Modern Apprenticeships in Catering, Hospitality, Leisure and Tourism and Manufacturing. With traditional AS and A2s (A levels) progression onto Management Degree Courses is also possible.

CONTENTThe course is divided into nine areas of study:a) The Industry – food and drinkb) Job roles, employment opportunities and relevant trainingc) Health, safety and hygiened) Food preparation, cooking and presentatione) Nutrition and menu planningf) Costing and portion controlg) Specialist equipmenth) Communication and record keepingi) Environmental considerations

ASSESSMENTThe GCSE examination will consist of –i) a theory paper 40%ii) two controlled assessments, one worth 20%, one worth 40%

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There is one tier of assessment covering grades A* to G.

COMPUTER SCIENCE (AQA)

CONTENT

Component 1: Practical ProgrammingIn this component students will have two tasks of approximately 25 hours each in which they have to independently write a computer program which satisfies a given criteria. Students will learn at least one programming language in order to solve the problems. Two tasks from the following four will be chosen; creating a mobile phone application, creating a computer game, creating a web based program or a traditional programming scenario.

The tasks set will be challenging and pupils will need good logical thinking and processing abilities to succeed. Students will be encouraged to practise the programming in their own time in order to show fluent use during lessons.

Component 2 Computing FundamentalsThis is a theory unit where pupils will look at the skills needed to write programs. Pupils will look at pseudo code which is used for design and can be applied to any computer programming language. They learn about the structure of a computer and networking. Students will use practical examples in order to promote understanding.

ASSESSMENTAll students will complete three units of work; two pieces of internally marked but externally moderated controlled assessment (Component 1) worth a total of 60% of the marks and an exam (Component 2) worth 40% of the marks.

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DANCE (AQA)GCSE Dance offers students the opportunity to study a variety of dance styles and learn how different styles have evolved and influenced each other. Students will be taught to choreograph solo and group dances, they will become confident and competent performers and develop the ability to analyse dance.Students who opt for this subject must have a genuine interest in Dance. They must be prepared to give their own time after school to develop skills. This is not a subject for the faint hearted and is also not just a subject for girls!CONTENT AND ASSESSMENTWritten paper = 20% of final mark – 1 hour examSet Dance = 20% of final mark – this is a practical examination that all GCSE Dance students take as part of the course. The examination board creates a set dance for the students to learn and then assess them on a solo performance of that dance which lasts 1½ minutes. Performance is filmed and externally assessed.Performance and Choreography = 60% of final work – this section is split into three sections:1. Performance of a duo or group dance – this is a piece choreographed

by the teacher to suit all students’ abilities and style preference so that the students are as successful as possible in its performance (20%).

2. Choreography - This component is split into two parts:-Solo (15%)The candidate has to create a solo based on a professional dance piece they have studied.Group (25%)

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The candidate has to create a group dance based on a range of starting points.

Students must understand that although this is a mainly practical course, a reasonable amount of theory is necessary to meet examination requirements.

DRAMA (AQA) Students will enjoy this course if they want to study a subject that is both practical and creative. They will learn to explore and communicate themes, ideas and issues through Drama. Students will improvise and devise their own plays, and look at the work of professional playwrights. They will also have the opportunity to learn the technical skills required to support performances; students will be able to design sets, soundscapes, lighting, costumes, masks and makeup.

Students will like this course if they enjoy working as part of a team, because Drama involves a lot of group work. As well as acquiring the skills involved in creating and performing Drama, students will also be able to practise their problem solving and communication skills. They will find that Drama will help them feel more self confident, and prepare them to deal with a range of different situations and people.

In order to successfully complete this course, students must be prepared to spend time after school preparing performances with other members of their group. They will also be required to attend a performance of a professional theatre production.

GCSE Coursework and Assessment.

A student’s performance in GCSE Drama is assessed as practical performance work, and through a final written exam.

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The practical examination is conducted as two separate units of controlled assessments, which amount to sixty percent of the final result. Within this assessment students will be able to choose whether to submit improvised, scripted and devised performance or performance support work. Within the written exam, through which students gain the final forty percent of their marks, students will have to answer questions on the practical work that they have created, and also write about the professional performance that they have seen.

FOOD TECHNOLOGY (Design and Technology) (AQA)

This GCSE course will specialise in the area of food wherestudents will learn about the designing and making of a new food product.

CONTENTIt provides progression from the work done at Key Stage 3 in Food Technology. The course is divided into three broad areas of study –i) Food as a material and its componentsii) Food product design and market influencesiii) Food processing and manufacturingThe work done to cover these areas will be wide allowing students to develop their own strengths and skills.A considerable amount of time in Year 10 is spent in improving practical skills using a range of equipment and processes and evaluating the results.The second half of the course is a controlled assessment. This is a design and make activity. The practical work is supported by a design folder.There are opportunities for students to apply and develop their ICT capability. ASSESSMENT

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The examination will consist of –i) a written paper 40%ii) a controlled assessment 60%

There is one tier of assessment covering grades A* to G.

FRENCH (AQA)This option is for students who wish to study both German and French to GCSE. Students who select French must have opted for German as their main languages option choice.CONTENTThe course consists of topic areas based on the following skills: speaking, listening, reading and writing.Topics studied at GCSE include:

Lifestyle and health Leisure and the Media Holidays Home and Environment Work and Education

Grammar will be taught in the context of these areas and their various sub-topics and will be dealt with both in breadth and depth as appropriate to the needs of classes and individuals within those classes.

ASSESSMENTThe listening and reading units of the course will be examined externally and will be worth 20% each of the total GCSE mark.

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Students will submit two speaking controlled assessments which are completed by their teacher at any time during the course. These are marked internally by the teacher and are worth 30%.Students also submit two written controlled assessments which again can be undertaken at any time. These controlled tasks will be marked by AQA and are again worth 30%.

ADDITIONAL INFORMATIONFrench is offered to students who have studied the language in Years 8 and 9 and wish to continue with the study of two languages.

GEOGRAPHY (AQA)

CONTENTStudents will appreciate the relevance of Geography in our changing world and will gain an understanding of the interaction of people and the environment. Studying Geography will help students progress as independent learners. They will become critical and reflective thinkers and will develop enquiring minds. The course provides opportunities to study both Physical and Human Geography. There will be a field visit to collect data for the controlled assessment. The following topics will be studied:

- Water On The Land- Population Change- Tourism- Restless Earth- The Development Gap- The Coastal Zone

ASSESSMENTIn Geography we follow AQA GCSE Specification A. Students will have two written exams at the end of Year 11. Students will also complete a controlled assessment which will take 20 hours and will be written up in lesson time. Home learning time (during the controlled assessment period)

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will be used for background research to support the writing of this assessment. The overall assessment structure of the course is as follows:

- Unit 1: Physical Geography – 37.5%- Unit 2: Human Geography – 37.5%- Unit 3: Controlled Assessment – 25%

GRAPHIC PRODUCTS (Design and Technology) (AQA)Students have studied this aspect of Technology at various times in Key Stage 3. This syllabus enables them to develop an understanding and knowledge of graphics, presentation, presentational techniques and model making as well as developing skills in these areas. This course is particularly useful for anyone who is interested in going on to do any kind of design work.CONTENTThe areas covered are – Presentation Technical Drawing CAD/CAM Modelling Sketching Production Product Analysis DesignersASSESSMENTStudents are entered into a single tier for the final GCSE examination A* - G. Designing, making and knowledge are assessed in the final exam and in the coursework. The course is assessed by means of a final examination (40%) and a major project (60%).GCSE CONTROLLED ASSESSMENT

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This is in the form of an extended task and is started in Year 10 and has to be completed in the Lent Term in Year 11. The exam board supply a wide variety of starting points for coursework. The coursework consists of the actual products as well as an accompanying folder describing and illustrating the work done. Both need to be completed as marks, adding towards the final grade, come from both components.ADDITIONAL INFORMATIONWe would expect to provide the majority of materials for project work undertaken. However, if the project is particularly large or if the student has planned to use materials that we do not have or cannot get then we feel that it would be up to the student to supply these themselves.

HISTORY (OCR)

CONTENTCore Content – The Cold War 1945-1975Students will study the political history of the period including:-o Who was to blame for the Cold War?o The Cuban Missile Crisiso The Vietnam WarStudies in Depthi. Germany 1918 – 1945. Students will study the development of Nazi Germany and its impact on the German people.ii. Britain 1890 – 1918. Students will study the social history of the period including the changing role of women and impact of the 1st World War on the population.ASSESSMENTStudents are entered for the OCR GCSE Syllabus B – Modern World History. 75% of the course will be assessed through formal examination. Paper 1 tests the core content and the study in depth on Germany; Paper 2 tests the study in depth on Britain. Paper 1 is worth 45% of the total mark. Paper 2 is worth 30% of the total mark. Students will sit both papers in the summer of Year 11. The Controlled Assessment task is worth 25% of the total mark and will be completed in the Autumn term of Year 11.

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Controlled Assessment TaskThere will be one written assignment. The task and mark scheme will be issued by OCR but it will be internally assessed. The Controlled Assessment will be based on one of two options:o The USA 1919-1945o The USA, Land of Freedom 1945-1975

INFORMATION COMMUNICATION TECHNOLOGY (Edexcel)

This course is designed to teach students how to use ICT effectively not only as a discrete subject, but also as a tool in other subjects. GCSE ICT will also prepare you for the use of ICT in further education and future careers - whichever path you choose.

CONTENT

Unit 1: Living In A Digital WorldIn this unit students explore how digital technology impacts on the lives of individuals, organisations and society. They 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 and 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 ToolsThis is a practical unit set by the exam board. Students broaden and enhance their ICT skills and capability. They work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. They learn to reflect critically on their own and others’ use of ICT and to adopt safe, secure and responsible practice.Students will specifically focus on research and information gathering, modelling with spreadsheets, web authoring, animation and digital publishing.

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ASSESSMENTAll students will complete two units of work, an externally marked examination (Unit 1) worth 40% of the marks and a controlled assessment (Unit 2) worth 60% of the marks.

LEISURE and TOURISM (OCR)

CONTENTThe Geography Department are pleased to offer this GCSE course, which should appeal to students who have an interest in or wish to pursue a career in the leisure and tourist industries. With an ever increasing number of jobs available in the service sector, this course will help those who wish to gain a greater knowledge and understanding of these industries. There are two units.1. Understanding the leisure and tourism industries – considers the leisure and tourist industries in the UK and the range of facilities and organisations that these include, from leisure centres and theatres to travel agents and airlines.2. Moving forward in leisure and tourism – The leisure and tourism industry aims to provide an enjoyable experience for all its customers. Students will make decisions on how to successfully develop a local facility.

ASSESSMENTUnit 1 External Examination – 40%Unit 2 Investigation – 60% (based on a local case study)

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CONTROLLED ASSESSMENTThis will be in the form of an investigation and a customer brief as outlined above. Students will be required to make use of ICT for research and in the presentation of their controlled assessment.

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MEDIA STUDIES (WJEC)

CONTENTMedia studies is offered only as a GCSE subject and the teaching is split into two main areas:

1. PracticalTeaching a basic understanding of industry practices and standards.

2. CriticalDeveloping a student centred awareness of the way in which media products, such as television programmes, newspaper advertising and films are created with specific audiences in mind.

ASSESSMENTIt must be noted that whilst the GCSE course involves some practical experience, students will be expected to fulfil a study of the theoretical side of the subject with written assignments expected on a regular basis. This will form a major part of the controlled assessment aspect of the subject and it would be recommended therefore that students consider their strengths in English Language when opting for this GCSE course.Examination = 40%; Controlled Assessment = 60% of total mark

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MUSIC (AQA)CONTENTMusic is offered as a GCSE examination subject with opportunities to pursue additional courses leading to specialised examinations. The course is designed for all abilities, aiming to provide both knowledge and understanding and to develop skills as a basis for further study or leisure or both.The GCSE course is very much a continuation of the work done in Years 7, 8 and 9 with an aim to promoting an appreciation and enjoyment of music through three activities - Listening, Performing and Composing. Pupils will experience a wide variety of musical styles with specific reference to three main strands: Popular Music of the 20th and 21st Century, Western Classical Traditions and World Music.As at Key Stage 3 pupils will be expected to perform both as individuals and within small ensembles and to prepare compositions of different styles and genres. ASSESSMENTStudents will be assessed on four components.Unit 1 Listening and Appraising 20% - 1 hour written paper based on the five areas of study: Rhythm and Metre, Harmony and Tonality, Texture and Melody, Timbre and Dynamics, Structure and Form.Unit 2 Composing and Appraising 20% - One composition related to one of the three main strands set by the examination board. This must be completed within 20 hours under controlled conditions and accompanied by a written evaluation.Unit 3 Performing 40% - 1 solo and 1 ensemble performance which may take place at any time during the course.Unit 4 Composing 20% - A composition which explores 2 or more of the 5 Areas of Study listed in Unit 1. This must be completed within 25 hours under controlled conditions.Pupils will be given opportunities to expand their musical experience through concert visits and workshops and would be expected to show their interest in music through involvement in any of the many extra curricular activities offered at Saint Michael’s.

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MUSIC TECHNOLOGY (NCFE)

This course is an introductory vocational qualification that focuses on aspects of employment within the music industry. It allows students to achieve a nationally recognised Level 2 qualification. Students will study various aspects of the music business with particular emphasis on recording techniques.Students will study units of work covering such areas as: Setting up and operating a Digital Audio Workstation Using Multi Track Recording Techniques Dance Music production Location Recording DJ Techniques

Coursework and AssessmentStudents will complete 3 internally moderated units plus 1 externally moderated unit which is set by the awarding body.Assessment is entirely by the way of portfolio and students will be required to make use of ICT for research and presentation. Evidence within portfolios can be in the form of video and/or audio recordings (both completed and works in progress), short reports, specific assignment notes, observation records, discussion notes and class presentations.This is a vocational qualification and successful students will be awarded NCFE Level 2 Certificate in Creative Studies: Music Technology.Students can achieve a Pass, Merit, Distinction or Distinction Plus which carries the equivalent points to GCSE passes at grade C, B, A and A*.

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PHYSICAL EDUCATION (Edexcel)

Physical Education can also be taken as an examination subject. Students will follow a course to GCSE level as well as participating in the compulsory Core Physical Education course described previously. CONTENTFor the practical aspect students will choose four different types of activities which now also include officiating and coaching. Opportunities will be provided to improve in many sports and an assessment will be made in the chosen areas. This is worth 48% of the course. There is a piece of coursework completed under supervision. Students will have to do research and gather evidence prior to writing the supervised piece. There will also be an individual interview with a member of staff linked to their main sport. These two together are worth 12% of the total mark.N.B. There is a considerable amount of theory and an interest in Science would help.ASSESSMENTPractical coursework 48% Oral/Written coursework 12% (under supervised examination conditions) Written examination 40%The written examination is a 1½ hour paper which includes multiple choice and longer written questions.ADDITIONAL INFORMATIONThe GCSE Physical Education course is there to attract students with particular skills in this area and could prove particularly useful if career aspirations are directed towards teaching, physiotherapy or working in the leisure industry. Students must be physically capable of participating in the activities at a competent level and must show a commitment to the acquisition of theoretical understanding of the subject. This written aspect is an integral part of the course and necessary for success at GCSE.A keen interest and willingness to represent school teams and attend practices regularly would be expected of those who opt for this course to help consolidate skills previously learned and would be advantageous in the final practical analysis.

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PRODUCT DESIGN (Design and Technology) (AQA)Product Design is one of the latest subjects to be developed within the area of Design and Technology. It offers students the opportunity to further develop their skills and knowledge in a variety of ways and materials. These range from the traditional crafts approach through to the latest electronics technology. Students opting for this course must be willing to be creative and take risks using combinations of wood, metal and plastic.CONTENTIn product design students combine practical and technological skills with creative thinking to design and make products and systems to meet human needs. They learn to think creatively and to intervene to improve the quality of life. They apply their creative thinking and learn to innovate, developing their self-esteem. Students are challenged with a design brief and are expected to provide a creative response, building on their existing knowledge by further researching contemporary design practise and exploring the latest materials that are available. They are expected to consider a wide range of users and create designs that are inclusive. They will use, where appropriate, a range of graphic and ICT techniques, to generate, develop, model and communicate design proposals. This subject is an exciting and vibrant way for students to be equipped with transferable skills, which are increasingly applicable to life beyond the school.

ASSESSMENTUnit 1: Written paper worth 40% of total marks. The paper will be 2 hours long and is worth 120 marks.Unit 2: Designing and Making Practice worth 60% of total marks. The assessment is approximately 45 hours long and is worth 90 marks.

ADDITIONAL INFORMATIONThis subject is not necessarily for those wishing to enter into careers involving design e.g. product designer, architect, engineer, interior

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designer. It is for those who want skills that will be useful in any area of life or any career.

SPANISH (AQA) CONTENTThis is an option course for pupils who have no prior knowledge of Spanish. It is aimed at those who show a flair for languages. Pupils will enter higher or foundation GCSE depending on progress made. The course is identical in its format to French and German.The course consists of topic areas based on the following skills: speaking, listening, reading and writing.Topics studied at GCSE include:

Lifestyle and health Leisure and the Media Holidays Home and Environment Work and Education

Grammar will be taught in the context of these areas and their various sub-topics and will be dealt with both in breadth and depth as appropriate to the needs of classes and individuals within those classes.

ASSESSMENTThe listening and reading units of the course will be examined externally and will be worth 20% each of the total GCSE mark. Students will submit two speaking controlled assessments which are completed by their teacher at any time during the course. These are marked internally by the teacher and are worth 30%.Students also submit two written controlled assessments which again can be undertaken at any time. These controlled tasks will be marked by AQA and are again worth 30%.

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ADDITIONAL INFORMATIONFor any student considering this course will they please see Mrs O’Dwyer to discuss the subject prior to completing the form. Pupils may have to attend practice lessons in their own time after school.

TEXTILES DESIGN (AQA)

This is an exciting GCSE giving students the opportunity to develop creative and innovative designs in the form of textiles for fashion, theatre costume, accessories or interior design. CONTENTIn Year 10 students will be introduced to a wide variety of techniques incorporating Textile media. These will include surface pattern design using silk painting, dyeing, computer aided and screen printing, batik, machine manipulation, fabric embellishment and garment and product construction.Sketching, artistic presentation, computer aided design work and machine work are all integral to the course and will be taught from the basics.ASSESSMENTUnit 1: Portfolio of work, 60% of GCSE marks This will comprise of research work, creative design work and experimentation with textiles media to produce textiles products. This is usually in the form of a project and there will be a minimum of 2 projects developed in Key Stage 4. Topics take inspiration from a wide range of choices for example, current and past designers and artists, cultures of the world, nature, recycling and Fair Trade. Students will select and organise their best work for inclusion in the portfolio that fully answer the four assessment objectives.

Unit 2: Externally assessed task, 40% of GCSE marks There will be a ten hour supervised task under examination conditions. This is a practical task with several weeks preparation time. There is no written examination.This course is suitable for anyone interested in Textiles, Fashion or Interior design, or that just enjoys creative and practical activities. It could lead

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towards careers in Fashion and Textile design or Fashion buying, management or marketing.

Questions for ConsiderationQuestions your child needs to discuss with you before making a choice

Is the course suitable for me? Is it a subject I can do?

Do I like the subject I am choosing?

Do I need a particular subject for a chosen career?(Check with Miss Brown if you are unsure)

Am I choosing it only because my friends are?(This is not a good idea: Friends can change and in any case they cannot do your work for you. Also, you may not be placed in the same group).

Am I choosing it just because I like the teacher?(This is not a good idea: You may not have the same teacher next year).

How much time am I prepared to give to each subject?

(If you are thinking of taking a subject to GCSE you need to be willing and able to commit time to it. Learning for lessons needs to be done at home, so will the learning and revising for the examinations. Your attendance needs to be good).You must avoid taking holidays in term time.

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OTHER INFORMATION

Will the subjects I have chosen, limit my choice of career or further education course? (Check with Miss Brown if you are unsure)

How many GCSE subjects will I be studying?(Some people will cope better with more GCSE subjects than others. Discuss this with your tutor, subject teachers and parents).

Important Dates

Reports to Parents – Thursday 27 February 2014

Consultation Evening - Tuesday 4 March 2014

Completed blue option forms must be returned to school by Monday 10 March 2014 at the latest

Students and parents informed of allocation of option choices during Trinity Term

New academic year starts Monday 2 June 2014

If you have any concerns or require any further clarification please contact:-

Miss C J Sephton (Assistant Headteacher) orMr I D Cunningham (Pupil Manager Year 9)

Important InformationPlease be aware of the following -

Well over 90% of students will be allocated to their first and second choices (last year the figure was 98%).

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There are well over 100 possible subject combinations – we cannot timetable all of these, but we will always try to accommodate as many students as possible.

We do not decide in advance which subject combinations will be possible - we choose the best combinations that match the most students’ choices.

Some students may be disappointed - if this happens we will try our very best to offer a suitable alternative.

Place your choices in preference order. If there is a clash, students will always be allocated to their first choice.

Careers Advice

How do I get the answers to these questions and others like them?

How many GCSEs do you need to be a dentist?

Do I need to get a C or above in Mathematics to train as a nursery nurse?

Why is Science important to photographers?

Which subjects can I drop at the end of Year 9 and pick up again at AS/A-level?

Are there any GCSE subjects that prestigious universities have blacklisted which could affect my chances for entry in the future?

Can I re-sit Mathematics or English if I do not pass first time? How will this affect my applications for university?

You are not alone if you find the idea of making your choices a bit scary, but it is actually your opportunity to take control of your education and shape the way you want your future to be.

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The options you choose for Years 10 and 11 will affect how you spend your time at school for the next two years. The choices you make may also influence what course or job you decide to do after you leave school or college.

All pupils in Year 9 will already have had a chance to think about questions like these in their Careers lessons within Learning to Learn in Years 7 and 8 and also through the Careers unit during Living Education.

Another source of guidance is the school Careers library, which is located in the main library, and particular emphasis is given to its use by pupils in Year 9 to make their options choices. Miss Brown has overall responsibility for Careers education within school and liaises closely with Claire Easterbrook, our Careers Advisor who visits school regularly and also attends Consultation evenings for Years 9, 10 and 11. Careers interviews can be arranged for those pupils who might need some extra information, advice and guidance and these can be organised through tutors.

In addition, pupils are being encouraged to use ‘Lancashire Interactive’, which is an on-line careers resource. The software is easy to navigate and boasts a range of videos and case studies which personalise the careers and enable pupils to imagine themselves in the job. Pupils can look at different employment sectors and locate the ‘My Options’ board, within the employment sectors, for guidance about how to choose their options and the types of courses studied at KS4. Lancashire Interactive also helps to broaden pupils’ views on careers they may be interested in and to explore other possibilities, which is very valuable.Each pupil in Year 9 will be receiving information about this resource in their Living Education and Citizenship lessons this term. The website for Lancashire Interactive can be accessed via Moodle or directly at -http://www.lancashireinteractive.co.uk/We hope you enjoy making full use of this exciting new resource and exploring your future dreams and career aspirations in this way!

Examination Board AbbreviationsAQA Assessment & Qualifications Alliance OCR Oxford, Cambridge & RSA Examining GroupWJEC Welsh Joint Education CommitteeEDEXCEL University of London Examinations & Assessment CouncilNCFE Northern Council for Further Education

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