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KS4 Preferences Booklet

2016-2018

‘Maximising students’ abilities, ambitions and academic potential’

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Contents

Year 9 Preferences 2 Information, Advice and Guidance 3 The Core and Preferred Subjects 5 The Core and Preferred Subjects English Language and English Literature 6 Mathematics 8 Combined Science 9 Physical Education 10 Personal, Social, Health and Citizenship Education (PSHCE) 11 Preference Subjects Art 13 Business Studies 14 Computing Science 15 Dance 16 Drama 18 Ethics, Philosophy and Religion in Society 20 French 21 Geography 23 History 24 ICT 25 Media Studies 26 Music 27 Physical Education 29 Photography 31 Technology – Food 32 Technology – Product Design 33 Technology – Textiles 34 Triple Science (Physics, Chemistry, Biology) 35 Information, Advice and Guidance 36 New GCSE Grading Structure – Ofqual 37

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Year 9 Preferences

This booklet is designed to help parents and students choose from the subjects and courses

available in Key Stage 4. We hope that the information provided in this booklet will be helpful.

Though Year 10 may seem a long way off, by the end of February 2016, all Year 9 students will have

to make decisions about the courses they will be following in September. Decisions you make now

can affect the choices or ‘pathways’ open to you when you reach the age of 16 as you will be

required, by law, to continue in education or some form of training until age 18. The purpose of this

booklet is to guide you through this process which we refer to as ‘Key Stage 4 Pathways’.

The booklet is for you and your parents/carers. It tells you in more detail about each of the subjects

and courses you can choose from, what the restrictions are and how to make your choices. You will

also receive further advice and guidance in your PSHCE lessons and from your tutor. You can also

help yourself by talking to your teachers and your parents/carers about your choices. There is a Key

Stage 4 Preferences Evening for parents and students on Thursday, 25th February 2016 which you

are invited to attend. At this meeting I will be explaining to your parents in more detail how the

preferences process works and the new GCSE grading system. There will be an opportunity for you

and your parents to talk to the teachers of the subjects that interest you. When you have

considered all the information and guidance you will be in a good position to indicate your subject

preferences by completing a simple form that you will be given. It asks you to choose up to four

subjects plus two reserves, from a list of subjects. The deadline for handing in your preferences

choice form to your tutor is Monday, 7th March.

During March or April you will be interviewed by Mrs Tinkler, myself or other senior members of

staff to discuss your choices and to let you know whether the combination of subjects you would

like to do is possible. Parents will be invited to attend this interview, if they are able to; however it

will still go ahead if they are unable to attend. Finally, during the summer term you will receive a

letter confirming the subjects you will study.

Mr I Walsh Deputy Headteacher February 2016

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Information Advice and Guidance

What subjects do you like?

It is very important to study the subjects that you enjoy. You will find it easier to sustain interest

and effort if you actually enjoy the work! Think about what attracts you to a subject - the approach,

content, practical work, experiments and projects but do not choose a subject just because you like

the teacher!

What are you good at?

This must influence your choice because it will help you to achieve the high grades necessary for the

future.

What have you been recommended to do?

Your parents and teachers may offer conflicting advice. You might then find it helpful to speak with

your Tutor, Mrs Tinkler or Mr Walsh. Remember that there are no easy GCSE courses and ultimately

it is your choice.

Will I get my subject preferences?

There will inevitably be some limitations imposed by the timetable and there may be competition

for places in some subjects. Therefore, we ask you to nominate two reserve subjects in addition to

your four preferred subjects. Over the years we have been successful in giving the vast majority of

students their preferred choice of subjects.

A course will not run if not enough students choose it.

What do you need?

It is important to seek a balance of subjects to give you the opportunity to use and develop as wide

a range of skills and subjects as possible. This will also enable you to keep your options open beyond

GCSE.

Will I get extra support if needed?

We aim to support individual needs and various mechanisms exist to assist students through the

courses and examinations. In the examinations themselves some students may be granted extra

time, the use of translation dictionaries, the support of scribes and/or the use of computers. The

question of these allowances, known as access arrangements, and other support should be raised

with the SENCo, Mrs Whitehouse, at an early stage to ensure that criteria are met.

Why you should NOT choose a subject?

You should not allow yourself to be influenced by:

a. whether you like, or dislike, your present teacher in a particular subject.

b. what your friends are deciding, since their interests and plans for the future may be quite

different.

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Expectations of GCSE and Controlled Assessment

In general terms the GCSE specifications place emphasis on understanding, skills and the application

of knowledge. However the recall, selection and communication of knowledge (facts) still accounts

for a considerable proportion of marks. The content enables teachers to spend time on

experimental and investigative work and to allow students to develop useful skills. As many of these

skills cannot be assessed adequately by a final examination, there is provision for internal

assessment by controlled assessment.

Our experience in preparing students for GCSE indicates that a positive attitude to work is essential

throughout the course and students are expected to be much more efficient in the organisation of

their work at every stage. GCSE grades are crucial to a student’s future academic path, hence we

want to assist students achieve their potential in this respect.

GCSE and the National Curriculum

New GCSE courses are being introduced throughout the country in September 2016, leading to new

GCSE exams in summer 2018. These new GCSEs will be graded on a 9 to 1 scale and apply to all the

subjects on offer except Business Studies, Media Studies, Technology subjects and ICT which

continue to be graded on the old A* - G scale.

The old and new grades do not directly correlate, although the bottom of Grade 4 is to be aligned

with the bottom of Grade C. Broadly speaking, it is understood that Grade 9-4 will be seen as a

‘Pass’, with Grade 5 being considered a ‘good pass’; Grades 9-7 will be seen as the equivalent of A

and A*, with Grade 9 being reserved for the very highest performers (i.e. in line with and exceeding

the very top of the current A* grade). A chart showing the equivalence between the new and old

grading scales in more detail can be found on the inside of the back cover.

English Baccalaureate – The EBBACC

Four years ago the Government introduced a new cumulative qualification at 16+, the English

Baccalaureate. This is gained by students who have achieved Grade A*-C (or Grade 9-5) in the

following subjects: Mathematics, English, two Sciences (which may include Computer Science), a

Modern Foreign Language and a Humanity (Geography or History). There is no compulsion to follow

this curriculum and we, as a school, whilst acknowledging the desirability to continue to study a

MFL and a Humanity in a balanced set of option choices, see no benefit for students to be forced to

follow subjects that they neither enjoy, nor represent a combination in which they can achieve their

best grades. It remains our view that our students should follow an appropriate and challenging set

of core subjects and they should have a free choice of optional subjects. The object at GCSE must be

to achieve the very best combination of grades possible to facilitate a move on to A Level or to

other training.

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The Core and Preferred Subjects

The following National Curriculum subjects are core, which at Broadoak Mathematics and Computing College all students must study:

English Language GCSE

English Literature GCSE

Mathematics GCSE

Combined Science GCSE

Physical Education – this will not lead to a qualification unless chosen as an option.

Personal, Social, Health and Citizenship Education (PSHCE) - the course supports students in developing skills to be successful learners and active participants in society (does not lead to a qualification)

Broadoak Mathematics and Computing College is able to offer a range of different preference subjects. You will be able to study four of these subjects within the normal school day. At Broadoak all students study at least one of the following subjects:

Computing Science

French

Geography

History

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English

GCSE: AQA

All students will follow a two year course which leads to GCSE certification in two separate GCSEs, English Language and English Literature.

Course Outline

This course will help students to develop their reading, writing and speaking and listening skills. It will provide students with an understanding of their literary heritage and an ability to analyse features of language in written texts. Students will also develop greater fluency and precision of expression in their own writing.

Assessment

Assessment is by examination at the end of Year 11.

English Language Examinations

Paper 1: Explorations in Creative

Reading and Writing.

Paper 2: Writers’ viewpoints and

perspectives

Non- Examination Assessment

Spoken Language

Written Exam 1hr 45 minutes

Written Exam 1hr 45 minutes

Tasks set by teacher throughout the course

50% of GCSE 50% of GCSE 0% of GCSE but reported separately on certificate.

Students will read a literature fiction text that they have not read before and will answer questions on it. Students will be required to write an extended piece of descriptive or narrative writing.

Students will read and answer questions on two non-fiction texts. Students will be asked to write to present a particular viewpoint.

Students will complete different tasks throughout the course that will incorporate developing their skills of presentation, responding to questions and feedback and the use of Standard English.

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English Literature Examinations

Paper 1: Shakespeare and the 19 Century Novel

Paper 2: Modern Texts and Poetry

Written Exam 1 hour 45 minutes 40% of GCSE

Written Exam 2 hours 15 minutes 60% of GCSE

Section A: Students will answer one question on a play that they have studied. Section B: Students will answer one question on “A Christmas Carol” or “Frankenstein”.

Section A: Students will answer an essay question on “An Inspector Calls”. Section B: Students will answer a comparative question on poems they have studied. Section C: Students will answer two questions based on unseen poems.

Future Opportunities and Pathways

‘A’ level English Language and English Literature.

‘A’ level Media Studies and/or Drama.

A grade C is required at GCSE in this subject in order to study many other Level 3 qualifications at college and/or sixth form.

After further study, there is the opportunity to train for a career in education, journalism, publishing and public relations among others.

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Mathematics

GCSE: Edexcel

Course Outline

This course aims to provide you with the numerical, analytical and logical skills required for everyday life and there is a strong functional and problem solving element to the course.

We aim to give you the levels of numeracy and the qualifications to enable you to pursue the career of your choice and at the same time explore some of the interesting and imaginative aspects of the subject.

Mathematics is a core subject and is a gateway to many careers and other options at college.

Assessment

This is a linear course, in that it is assessed entirely at the end of the course. There is no coursework element to this qualification, so it is entirely assessed by examination. The qualification is now split into 5 main sections:

Algebra Solving, simplifying and graph work

Number Types of number, how numbers are used, standard form

Ratio, Proportion and rates of change

Percentages, ratio, proportionality

Shape, space and measure Angles, areas, perimeter, volume, transformations

Probability and statistics Handling data, probability, Explaining what data shows

Maths will continue to be tiered, with the foundation tier covering grades 1–5 and the higher tier covering grades 4–9.

There has been a significant shift of material from the higher tier into the foundation tier. For example, topics like standard form, solving quadratic equations and trigonometry are now part of the foundation syllabus. At the same time, additional content previously taught at A level has been added to the higher tier.

There will be three papers to be taken, two with, and one without a calculator.


A Mathematics GCSE is widely regarded as a requirement for many college courses and careers. As a subject in its own right it can lead to careers in everything from engineering to financial services.

There is also the option for ‘most able and talented’ students to complete the AQA further mathematics qualification. This provides a bridge between GCSE and A Level. We find it supports our ‘Most able and Talented’ students with the A & A* band of maths.

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Combined Science

GCSE: Edexcel

Course Outline

GCSE study in the sciences provides the foundation for understanding the material world. Scientific understanding is changing our lives and is vital to the world’s future prosperity. All students learn essential aspects of the knowledge, methods, processes and uses of science. They should gain appreciation of how the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas that relate to the sciences and that are both inter-linked and of universal application.

These key ideas include:

the use of conceptual models and theories to make sense of the observed diversity of natural phenomena

the assumption that every effect has one or more cause

that change is driven by differences between different objects and systems when they interact

that many such interactions occur over a distance and over time without direct contact

that science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review

that quantitative analysis is a central element both of many theories and of scientific methods of inquiry

The GCSE in Combined Science should enable students to:

develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics;

develop understanding of the nature, processes and methods of science, through different types of scientific enquiries that help them to answer scientific questions about the world around them;

develop and learn to apply observational, practical, modelling, enquiry and problem solving skills in the laboratory, in the field and in other learning environments;

develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.

Assessment

This is a 2 year course and will consist of six externally examined papers. These are available at foundation tier and higher tier and will be graded in the new system of 1 – 9. Students must complete all assessments in the same tier.

Each paper will be 1 hour and 10 minutes long and will be 60 marks, making up 16.67% of the whole assessment. All will be taken at the end of Year 11.

Practical skills will be examined in the paper and be based on the 17 core practical’s as set out by

the exam board as part of the specification.

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Physical Education (Core)

Course Outline

The Key Stage 4 programme has been remodelled with the major focus on Healthy Active Lifestyles. The course will bring in areas relevant not just to performances and leadership but also healthy lifestyle choices.

All students will continue many of the activities started in Key Stage 3 but, in addition, they may be able to take part in some new activities. Activities to be studied will include sports such as: Netball, Hockey, Basketball, Fitness, Badminton, Rounders, Athletics and Rugby.

Students are offered opportunities to:

Tackle complex and demanding activities

Apply their knowledge of skills, techniques and effective performance

Promote health, well-being and healthy choices

Develop personal fitness

Take on roles which suit them best, including performer, leader and official

Identify the types of activity they prefer

Gain confidence to get involved in exercise and activity out of school and in later life

In Year 11, a number of option activities are offered in addition to those shown above, such as attending Hutton Moor Leisure Centre at a small additional cost. The faculty aims to give students the confidence to continue with physical activity in the community.

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Personal, Social, Health and Citizenship Education

During Year 10 and 11 all students follow a programme that combines Personal, Social, Health and Citizenship Education (PSHCE) and Careers.

The delivery of PSHCE seeks to equip all students with the skills and knowledge to become safe, responsible and active citizens. It aims to embed lifelong skills which can be transferred across subjects and beyond College life. It provides an opportunity for students to learn about and reflect upon spiritual, moral, social and cultural issues, enabling them to become informed and articulate citizens of our local, national and global communities.

At Key Stage 4, PSHCE provides the medium for the delivery of statutory Religious Education. Students’ knowledge and understanding will focus particularly on the concepts, beliefs and values of religions in relation to their own. In line with the locally agreed RE syllabus, there will be less emphasis on knowing outward elements of religion and students will be given opportunities to develop an understanding of how beliefs, values and concepts are exemplified through the elements of religion.

Careers information is provided through the tutorial programme and through dedicated related learning events. These events typically involve employers and other work related advisors and take place in school but some involve visits to other places.

Careers education and impartial advice and guidance (CEIAG) equips students with the knowledge, skills and understanding to manage their own lifelong learning and career development. Through IAG, students have the opportunity to develop a positive view of themselves, to raise their aspirations and to take responsibility for their own careers. They can explore the nature of careers and work so that they are better able to recognise opportunities and cope with change.

At Key Stage 4, activities are designed to continue to develop the following themes: self-development, career exploration, and career management. A range of topics will be explored, including:

Careers information sources

Preparation for work skills

Job seeking

Labour market Information

CV writing

Progression routes open to students post-16

Higher Education

Apprenticeships

Students will also undertake a week of work experience in the summer term of Year 10.

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Preference Subjects

Students must choose at least one from:

Computing Science

French

Geography

History Students are free to choose more than one of these within their preferences.

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Art and Design

GCSE: AQA

Why choose GCSE Art?

GCSE Art offers a varied and exciting course for people who love drawing and making, and who work hard at expressing their own ideas in original and creative ways. Students explore a wide range of media, including print-making, photography, painting, sculpture and ceramics.

Course Outline

In this course, you will produce a portfolio consisting of two units of work, exploring a different theme in each, informed by investigations into the work of relevant artists, and experiments with a variety of media.

In the second unit especially, you are encouraged to choose your own interpretation of a given theme, and to develop a highly original and personal response independently. Written annotation of your work is required throughout the course.

The Externally-Set Task (‘exam’) takes place in Terms 3 and 4 of Year 11. You will have ten weeks to prepare your personal response to a theme chosen from the EST paper, and two days (10 hours) in class to complete a ‘Final Piece’ under supervised conditions.

Assessment

Your work is assessed against four criteria:

1. Developing your ideas through investigations, demonstrating critical understanding of sources. 2. Refining your work by exploring ideas, selecting and experimenting with appropriate media,

materials, techniques and processes. 3. Recording ideas, observations and insights relevant to intentions as work progresses. 4. Presenting a personal and meaningful response that realises intentions and demonstrates

understanding of visual language.

Your coursework portfolio contributes 60% of your final mark, and the controlled test the remaining 40%.


A good GCSE Art portfolio enables you to apply, with confidence, for a range of post-16 courses, such as AS/A Level Art and/or Photography, BTEC in Art, Media and Design, and Foundation Diploma in Art and Design.

Art qualifications are the pathway to professions such as fashion design, graphic design, interior design, product design, web design, animation, advertising, working for television, teaching, and of course, for artists and craftspeople.

For more information please speak to Ms Nicholson, Ms Odiangu or Mr Hicks.

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Business Studies

GCSE: Applied Business - OCR

Why choose Business Studies?

Business is changing; the ways of going about business are becoming more diverse. Today there are new paths to success in business as well as the well-trodden academic routes. The image of the businessman or woman is also transforming - today’s new entrepreneur may not have been out of school for many months, indeed, may not even have left. Businesses are having to adapt to these pressures and recruit ever more carefully. However, students who can already demonstrate aptitude and talent are at an advantage. These courses are an ideal option for students who have an eye on the future.

Course Outline

The GCSE Applied Business course is designed to give students not only an interesting and stimulating insight into how businesses work but to also instil and develop real world transferable skills to prepare them for further and higher education and the world of work. Offering varied and relevant lessons topics which range from students giving advice to real life businesses to looking at why companies make the decisions they do and how it affects the world we live in.

Units Studied

Students will complete a GCSE which is made up of a controlled assessment and exam. In year 10 students complete a controlled assessment offering advice to a local business on how they could improve their profit margins. This is achieved through completing research on local businesses and the views of local residents. In year 11 students learn the theory of businesses and apply this to real companies. This unit covers many aspects including; different types of business, how departments in a business work together to create a successful business, the aims and objectives of businesses and how businesses can be entrepreneurial.

Assessment – GCSE Applied Business Award

The first year of the Applied Business course will be based around completing a controlled assessment which makes up 60% of the overall qualification. The controlled assessment will be written up during a 15 hour period in the classroom under examination conditions. The second year of the course will be spent preparing for one exam in the summer of year 11. The exam will make up 40% of the course and will be 1 hour 30 minutes long, which will consist of 4 / 5 questions each.

For more information please speak to Mr Schofield.

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Computing Science

GCSE: OCR

Why choose GCSE Computing Science?

While recognising that computing science is a rigorous academic subject, we hope that this relatively new GCSE will foster young people’s creativity and inventiveness. Relevant to the modern, changing world of computing, it’s designed to boost computing skills essential for 21st century.

Course Outline

Students will be expected to apply their knowledge of computer systems and programming to solve problems using rapid prototyping techniques to test out ideas and prove that they work.

Learners will be expected to:

Recall, select and communicate their knowledge and understanding of the concepts and principles of computing science.

This will include:

Systems architecture

Memory

Storage

Wired and wireless networks

Network topologies, protocols and layers

System security

System software

Ethical, legal, cultural and environmental concerns

Algorithms

Programming techniques

Producing robust programs

Computational logic

Translators and facilities of languages

Data representation

Assessment

There will be three assessment components:

For more information please speak to Mrs Sherman.

An externally assessed, 1 hour 30 minute examination paper on computer systems, contributing 40% of the total assessment weighting.

An externally assessed, 1 hour 30 minute examination paper on computational thinking, algorithms and programming, contributing 40% of the total assessment weighting.

An internally assessed controlled assessment task on programming, contributing 20% of the total assessment weighting.

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Dance

GCSE: AQA

Why choose GCSE Dance?

Do you like to Dance?

Do you enjoy working with others creatively and collaboratively?

Do you like to perform in front of others?

Do you have the commitment to work after school and in the evenings to further develop your skills and prepare for performances?

Are you prepared to attend professional performances outside of school time?

If the answer is yes to all of these questions then GCSE Dance may be the course for you!

Assessment

Performances 30% 40 Marks

Solo 1 minute long – 15marks – This choreography is set by the exam board and you will

perform it exactly as it is taught to you. You will be taught 6 short phrases of dance which you

are expected to select 3 of and then perform them to music.

Duo/Trio 3 ½ minutes long – 25marks - You will be taught a dance to perform as part of a

small group. Some of the choreography will include the same 3 short phrases that you used

within your solo performance.

Choreography 30% 40 Marks

A solo 2-2 ½ minutes long or Group 3-3 ½ minutes long dance – 40marks - based on stimuli

from a selection given by the exam board but chosen by you. You decide who you want to

perform in your choreography and how it is going to express your chosen stimuli.

You may perform your choreography as part of the group or the solo or you may choose

someone else to do it for you.

Written Exam 1 ½ hours 40% 80 Marks

Section A Knowledge and understanding of choreographic processes and performing skills. Questions will relate to a given stimulus for you to write a response about how you would use this to create choreography.

Section B Critical appreciation of own work. Relating to your own experience of performance or choreography or both from within the course.

Section C Critical appreciation of professional works. Answer questions relating to GSCE Dance Anthology. Critically analyse, evaluate, identify similarities and differences, and then explain and justify your opinions and reasoning.

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You don’t have to want to be an accomplished dancer to take GCSE Dance as it will help you with other performance skills needed for other subjects. It is seen as a stepping stone if you are thinking of taking any of the Performing Arts subjects at a higher level in College or University. It also helps to develop your confidence as well as team working skills, as you are expected to work collaboratively and be critical of others’ work throughout the course.

For more information please speak to Mrs Anderson or Miss Gunn

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Drama

GCSE: Edexcel

Why choose GCSE Drama?

Do you enjoy working with others collaboratively to create theatre?

Do you like to perform in front of others?

Do you have the commitment to work after school and in the evenings to further develop your skills and prepare for performances?

If the answer is yes to all of these questions then GCSE Drama may be the course for you!

Course Outline The Programme of Study equips you with essential drama skills to apply to your drama work in each unit through:

Explorative strategies.

The use of the drama medium.

The elements of drama.

Developing drama from different stimuli.

Assessments

Controlled Assessment (60%)

Practical Examination (40%)

Unit 1 Percentage Marks Assessment

Drama Exploration

30% 40 – Practical 20 – Written evidence

‘Drama Exploration’ (Controlled Assessment) Practical exploration of a topic, theme or issue. 6 hours of practical work – filmed and assessed by the teacher.

2000 word documentary evidence of your practical work.


Exploring Play Texts

Response to Live

Performance

30% 30 – Practical 10 – Written evidence

20 – Written review

‘Exploring Play Texts’ (Controlled Assessment) Practical exploration of a play text. 6 hours of practical work – filmed and assessed by the teacher. You will explore the action, characters, ideas, themes and issues of a published play text through a range of suggested drama activities, and experience live theatre performances as a member of the audience.

1000 word documentary evidence of your practical work.

2000 word theatre review.


Drama Performance

40% 20 – Voice & movement 20 – Characterisation 20 – Communication 20 – Content, Style & Form

‘Drama Performance’ (Practical Examination) Performance watched and assessed by a visiting examiner in May of Year 11. You will produce a performance for a live audience and will be assessed by a visiting examiner on your acting skills – broken down into four specific areas:

Voice and Movement.

Characterisation.

Communication.

Content, Style and Form.

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A Drama GCSE will not only prepare you for college courses in The Arts such as A-Level Drama, Theatre Studies & BTEC Diplomas in Performing Arts, but will also develop skills and academic subject knowledge that will be useful for a range of career pathways. Every year A-Level Drama students progress to some of the best known universities for drama and theatre related courses. A-Level Drama students are also accepted on education courses and a range of other degree courses e.g. Law.

For more information please speak to Miss Gunn or Mrs Anderson.

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Ethics, Philosophy and Religion in Society

GCSE: EDUQAS

Why choose GCSE Ethics, Philosophy and Religion in Society?

This course consists of the thematic study of Ethics, Philosophy, and Religion with religious responses to fundamental questions of life with a particular focus on ethical and philosophical issues. It studies some central questions and issues in human life and experience, and explores the relevance of religious beliefs, values and traditions to these questions and issues.

Students will look at religious responses to these issues but will also be encouraged to discuss their own opinions and evaluate those of other people.

It provides an opportunity for students to:

Acquire knowledge and develop understanding of the beliefs, values and traditions of one or more religions.

Consider the influence of the beliefs, values and traditions associated with one or more religions.

Consider their own responses to moral issues and religious responses.

To consider the impact of religious beliefs on society.

Develop skills relevant to the study of philosophy and ethics.

Course Outline

The content provides studies that might contribute to students’ spiritual, moral, ethical, social and cultural development, some of which include:

Recognising and valuing the world and others.

Developing skills in reasoning on matters concerning values, attitudes and actions.

Considering moral values and attitudes of individuals, faith communities or contemporary society.

Developing the ability to make responsible judgements on significant moral teaching and issues.

Assessment

100% Exam: Two exam papers, each of 1 hour 45 minutes duration.

The exam papers will consist of structured questions based on written and visual stimulus, used as a basis for a series of paragraph and extended writing answers.


A GCSE in Ethics & Philosophy will prepare you for college courses in Social Sciences, including Philosophy and Sociology. It will also help you to develop skills in discussion, debate and putting together a reasoned argument; to write persuasively, to be open to new ideas and ways of thinking and will give you skills that are transferable for a range of Post 16 courses. It will give you the skills needed to pursue a career in law; in the civil service, government, medicine, social services, the Police force and education.

For more information please speak to Mrs Hall or Mrs Gregory.

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French

GCSE: AQA

Why choose GCSE French?

Do you enjoy learning & speaking French?

Do you want to spend time in a French speaking country?

Do you want to learn more about the French speaking world?

Do you want to extend your knowledge of how language works?

Carefully differentiated materials and teaching strategies mean that GCSE French is both enjoyable and achievable for all regardless of the level achieved at the end of Key Stage 3.

Course Outline

The course is studied through the exploration of 3 broad themes, which apply to all four question papers:

Theme 1: Identity and culture • Me, my family and

friends • Technology in

everyday life • Free-time activities • Customs and festivals in French–speaking countries/communities

Theme 2: Local, national, international and global areas of interest • Home, town, neighbourhood and region • Social issues • Global issues • Travel and tourism

Theme 3: Current and future study and employment • My studies • Life at school/college • Education post-16 • Career choices and ambitions

Through these themes you will develop knowledge, understanding and language skills in all four aspects of language acquisition: listening, reading, writing and speaking. These topics will also extend cultural awareness of France and other French speaking countries around the world.

Examinations

This qualification is linear, meaning you will sit all your exams at the end of the course. Each paper counts for 25% of the overall marks.

GCSE French has a Foundation Tier (grades 1 – 5) and a Higher Tier (grades 4 – 9).

You must enter for all four skills at the same tier.

Paper 1 - Listening

Foundation Tier 40 marks; 35 minutes (including 5 minutes' reading time)

Higher Tier 50 marks; 45 minutes (including 5 minutes' reading time)

In Section A, your understanding of spoken language will be tested by a range of question types in English, requiring non-verbal responses or responses in English.

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In Section B, your comprehension will be tested by a range of question types in French, requiring non-verbal responses or responses in French.

The tests will contain some items which are common to both tiers.

Paper 2: Speaking

Foundation Tier: you will attend one session of 7–9 minutes (and supervised preparation time of approximately 10–12 minutes).

Higher Tier: you will attend one session of 10–12 minutes (and supervised preparation time of approximately 10–12 minutes).

The format of the test will be the same for each tier and will consist of three parts; a role play, a photo card and general conversation.

Access to dictionaries is not permitted at any time during the test or the preparation time. Instructions and rubrics for the test will be in English.

You will be allowed to make notes during your supervised preparation time and take these into the examination room to use them during the test.

Paper 3: Reading

Foundation Tier 40 marks; 35 minutes (including 5 minutes' reading time).

Higher Tier 50 marks; 45 minutes (including 5 minutes' reading time).

In Section A, your understanding of written language will be tested by a range of question types in English, requiring non-verbal responses or responses in English

In Section B, your comprehension will be tested by a range of question types in French, requiring non-verbal responses or responses in French.

In Section C, there will be a translation from French into English (a minimum of 35 words at Foundation Tier and 50 words at Higher Tier).

The tests will contain some items which are common to both tiers.

Paper 4: Writing

Foundation Tier: 50 marks; 1 hour.

Higher Tier: 50 marks; 1 hour 15 minutes.

You will be required to write extended answers to questions in French and to complete a translation from English into French (Foundation: approximately 35 words. Higher approximately 50 words).


A French GCSE will not only prepare you for language based courses at college but will also develop your understanding of other cultures. A language qualification is highly regarded by many universities and employers. It will also give you the opportunity to study and work abroad if you pursue languages in the future.

For more information please speak to Mrs Roberts, Miss Evans or Mrs Cain.

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Geography

GCSE: EDUQAS (Specification B)

Why choose GCSE Geography?

We develop an awareness of our place in the world, our impact on others at a local, national and global level.

We develop skills in problem solving, map work, fieldwork and ICT.

Course Outline

There are three themes:

Theme 1 – Changing Places, Changing Economies

This looks at the quality of living within urban areas (including access to housing, shops, transport and leisure). We also examine how and why people move between rural and urban areas, and the effects of these migrations. We also examine the changing nature and location of different types of employment, and the interdependence between countries at various stages of development.

Theme 2 – Changing Environments

This looks at the ways in which human activity is affected by flooding. We examine the landforms created by water and how people have an impact upon them. We also explore how our weather works, and the issues presented with changing climates.

Theme 3 – Environmental Challenges

In this theme, we explore the threats facing some of our ecosystems. We look at the conflict raised in maintaining fair access to a water supply, and the pressures created by overuse in areas where the supply is limited.

Assessment

3 final examinations

Paper One (40%) 1 hour & 45 mins Investigating Geographical Issues

Paper Two (30%) 1 hour & 30 mins Problem Solving Geography

Paper Three (30%) 1 hour & 30 mins Applied Fieldwork Enquiry


As well as being an excellent foundation for college courses such as A Level Geography or Social Studies, GCSE Geography is excellent preparation for the world of work. The skills of data analysis and problem solving are highly sought after in the workplace. There are many career pathways for which Geography would be specifically beneficial, such as Travel & Tourism, Environmental work, urban planning, development and global issues and many more.

For more information please speak to Mrs Reid.

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History

GCSE: Edexcel

Why choose GCSE History?

This course develops your understanding of how we came to live in the world we do today. If you are curious about the world around you then History is definitely for you.

Course Outline

1. A thematic study of how Crime and Punishment has changed over time, from the Middle Ages through to the 20th Century, with a focus study on Whitechapel (crime & policing).

2. A study of the American West, exploring how and why people settled here, the development of the plains, and the conflicts that arose.

3. A British Depth Study, of Early Elizabethan England, exploring Elizabeth’s relationship with government, the challenges she faced, and Elizabethan society.

4. The Modern Depth Study – The investigation of the growth of the Weimar Republic, Hitler’s rise to power, and his dictatorship and control of Germany.

Assessment

3 final examinations

Paper One (30%) 1 hr & 15 minutes Crime & Punishment and Whitechapel

Paper Two (40%) 1 hr & 45 minutes American West & Early Elizabethan England

Paper Three (30%) 1 hr & 20 minutes Weimar and Nazi Germany


Many employers and university admission tutors regard History GCSE very highly as it teaches skills of analysis, selecting relevant evidence to support your ideas, and studying changes in society and culture. There are many career pathways for which History would be specifically beneficial, such as law, journalism, teaching, the Armed Forces, heritage site and museum work, clerical work, and many more.

For more information please speak to Mrs Reid.

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ICT

GCSE: Edexcel (Double Award)

Course Outline

Students will develop a knowledge and understanding in not only computing aspects of technology but also the equally important creative aspects.

Assessment

Unit 1 – Living in a Digital World (Externally Assessed)

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. They develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice.

Unit 2 – Using Digital Tools (Internally Assessed)

This is a practical unit. 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.

Unit 3 – Exploring Digital Design (Externally Assessed)

In this unit students explore the design of interactive digital products such as websites, computer games and databases. They will use the skills learnt in Unit 4 to support their preparation for the examination. They learn how to interpret and produce design documentation. They investigate the properties of different types of digital content and features of the user interface. They develop knowledge and understanding of legal and other constraints on the production and use of digital content.

Unit 4 – Creating Digital Products (Internally Assessed)

This is a practical unit. They will learn the skills required to design and produce digital products and the components using a range of computing and creative skills prior to producing their chosen digital product and components. This unit extends the range of software used for the purpose of creating digital products.

Future Pathways and Opportunities

ICT GCSE gives students the range of skills, both technical and creative, they need to either move on to higher education or go straight into employment in the IT and design industries. Students successfully completing an ICT GCSE at Broadoak can progress to a range of courses at college and university such as A Levels, BTEC Nationals and Apprenticeships.

For more information please speak to Mrs Sherman.

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Media Studies

GCSE: WJEC

Why choose GCSE Media Studies?

Do you enjoy discussing films, magazines, comics, TV programmes, adverts…?

Would you like to know more about how you are influenced by the media?

Are you creative?

Course Outline

Students will be encouraged to develop their interest and enjoyment of a range of media communications from advertising and film to magazines and television. They will use critical and investigative skills to develop their understanding of media texts, technologies and productions. They will also have the opportunity to become creative media producers with a clear understanding of their audience and its needs.

Past topics have included:

Batman comics and The Dark Knight film

Creating own adverts

Cops on the Box – Crime Drama on television

Soaps

Romantic Comedy films

Creating own short films

Assessment

Coursework 60%

Final Exam 40% (2 sections)

Coursework (60%)

Two Textual investigations will allow students to demonstrate their ability to deconstruct and explore the convergent nature of media texts.

1 Production allows the student to demonstrate their ability to use the technical equipment and could include a magazine front cover and contents page, a poster campaign for a new film or an opening sequence for a new drama. This coursework will be supported by a written evaluation plus evidence of research and planning stages.

Final Examination (40%)

This will consist of a single written paper, which is set and marked by WJEC. The exam is 2 hours and 15 minutes long and consists of two sections.

For more information please speak to Miss Britton.

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Music

GCSE: AQA

Why choose GCSE Music?

GCSE Music is rooted in practical music making providing you with an opportunity to develop skills in composition as well as solo and group-based performances. The course also develops your ability to listen to music with a greater understanding and appreciation. It is an advantage if you can already play an instrument but this is not a requirement as enjoyment and commitment to the subject is more essential.

Course Outline

GCSE Music is made up of four units that are delivered through activities related to the following;

5 Areas of Study: Rhythm and Metre, Harmony and Tonality, Texture and Melody, Timbre and Dynamics and Structure and Form.

3 Strands of Learning: World Music, Western Classical Tradition and Popular Music of the 20th and 21st Centuries.

Assessment

Unit Component Description Marks Overall %

1 Exam Listening and Appraising: A 1 hour listening based written paper on the 5 Areas of Study (listed above)

80 20%

2

Controlled Assessment A two-part externally

assessed unit

Part 1: Composing 20 hours of supervised composition time: Candidates compose a piece of music that links to one of the strands and two of the 5 Areas of Study.

20

20%

Part 2: Appraising 2 hours of supervised writing time: Candidates write an appraisal of the composition process and the final outcome.

20

3

Coursework A two –part

internally assessed unit

Part 1: Solo Performance An individual instrumental/vocal or technology-based performance of your choice lasting no more than five minutes.

30

40% Part 2: Ensemble Performance Performing an independent instrumental/vocal part within a group performance of your choice consisting of two or more live players including the candidate (backing tracks are permitted). For example in a Duet, Choir, Orchestra and Rock Band.

30

4 Controlled

Assessment

25 hours of supervised composition time where candidates are required to compose a piece of music, choosing two of the 5 Areas of Study to explore and manipulate.

30 20%

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Taking music would assist in creating a broad and balanced curriculum for you to follow. As well as an academic subject it helps with your skills in teamwork, cooperation, self-confidence, responsibility, discipline and social skills. These are key skills to have whether you pursue a career in music or not.

For those of you who wish to pursue music further, a GCSE Qualification in Music will prepare you for college courses in The Arts such as A-Level Music & Theatre Studies, BTEC Diplomas in Performing Arts and Music Technology. These further Qualifications will prepare you for University and towards occupations in Composing, Music Therapy, Music Teaching (classroom and private), Professional Performance (live and recorded artists), Sound Production and Recording and Music Technical Support.

For more information please speak to Mrs Aves.

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Physical Education

GCSE: AQA

Why choose GCSE PE?

The GCSE Physical Education course is designed to provide you with the opportunity to enjoy and understand the benefits of living a healthy and active lifestyle.

Course Outline & Assessment

During this course you will study both theoretical and practical aspects of Physical Education. GCSE PE is 60% examined theory and 40% non-exam assessment.

Examined Theory 60%:

The course is 60% theory assessed at the end of the course by 2 exams each of which are worth 30% and are 1 hour 15 minutes in duration. Both of the exams consist of a combination of multiple choice questions, short answer questions and extended answer questions.

Paper 1 The Human Body and movement in physical activity and sport:

Content Assessed:

Applied Anatomy and Physiology Movement Analysis Physical Training Use of Data

Paper 2 Socio-cultural influences and well-being in physical activity and sport:

Content Assessed:

Sports Psychology Socio-cultural Influences Health Fitness and Well-being Use of Data Non-Exam Assessment 40%:

Non-Exam assessment is done by the teacher over the 2 years and is moderated by AQA.

The students will be assessed in practical performances in 3 different physical activities (Each worth 10% of the final mark) in the role of player performer. One team activity, one individual activity and a third in either a team or individual activity.

They will also be assessed in a written piece of coursework worth 10% of the final mark on the analysis and evaluation of performance to bring about improvement in one activity.

Additional Information

For practical activities all marks necessary can be gained in lesson time. However, attendance at school practices and matches can give you more assessment opportunities. You will be expected to take part in all practical sessions, in correct kit.

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Study at college (Post-16) A-level PE and/or Diplomas.

These courses then lead to the opportunity to study higher education in PE.

Alternatively start a sports related career opportunity.

For more information please speak to Mr Bird.

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Photography: Lens-based and light-based media

GCSE: AQA

Why choose GCSE Photography?

This exciting course will teach students knowledge and skills in using digital cameras, digital editing techniques and developing a personal visual language.

Students will learn how to use an SLR camera, and how to edit their photographs using software such as Photoshop. They will also investigate the work of professional photographers. Students will have the opportunity to develop personal ideas and themes within the criteria set.

Course Outline

In this course, you will produce a portfolio consisting of two units of work, exploring a different theme in each, informed by investigations into the work of relevant photographers, and experiments with a variety of editing techniques.

In the second unit especially, you are encouraged to choose your own interpretation of a given theme, and to develop a highly original and personal response independently. Drawing and written annotation of your work are required throughout the course.

The Externally-Set Task (‘exam’) takes place in Terms 3 and 4 of Year 11. You will have ten weeks to prepare your personal response to a theme chosen from the EST paper, and two days (10 hours) in class to complete a ‘Final Piece’ under supervised conditions.

Assessment

Your work is assessed against four criteria:

1. Developing your ideas through investigations, demonstrating critical understanding of sources. 2. Refining your work by exploring ideas, selecting and experimenting with appropriate media,

materials, techniques and processes. 3. Recording ideas, observations and insights relevant to intentions as work progresses. 4. Presenting a personal and meaningful response that realises intentions and demonstrates

understanding of visual language.

Your coursework portfolio contributes 60% of your final mark, and the controlled test the remaining 40%.

After successful completion of the GCSE photography course students have the opportunity to take this subject in the sixth form.

The main qualities you need in order to do well in this subject are a genuine enthusiasm for the subject and a hardworking attitude; all the work you do is needed for your GCSE grade so students who can work consistently do best.

For more information please speak to Mr Hicks.

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Technology - Food

GCSE: AQA

Why choose GCSE Food?

If you have a passion for developing your creativity through food, and are looking at a possible career in Catering or the Food Industry then Food Technology is definitely for you!

Course Outline?

The course is designed to provide opportunities for you to investigate design and make and evaluate the use of food as a material. You will gain an appropriate knowledge of:

Food Materials and Components.

Food Product Design, Development and Market Influences.

Food Processes and Product Manufacture.

The course is taught through design and make assignments, which will enable a range of skills and processes to be developed. When possible these will be referenced to industrial practices and processes. Students provide their own ingredients for practical, recipe development, and product analysis.

Assessment

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

% of final grade

Assessment method Content

Unit 1 40% 2 hour exam in June 2018 Questions based on designing and making.

Unit 2 60% 45 hours Controlled Assessment Task – Completion Term 3 2018

A single design and make activity of your choice.


A Food Technology GCSE uses a variety of skills and knowledge that any prospective employer or college would value. Possible careers could be in catering, hospitality and management or product development.

For more information please speak to Miss Nicholson or Miss Perkins.

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Technology – Product Design

GCSE: AQA

Why choose GCSE Product Design?

This course is designed to encourage you to be able to design and make products with creativity and originality, using a range of materials and techniques.

Course Outline

During terms 1, 2 & 3 in Year 10 you will work on different projects:

Exploration of materials – processes and manufacture Design and market influences Environmental issues - natural forms

In term 4 of year 10 you will start your major project which will continue into year 11. At this stage you will be given the opportunity to develop a project of your own choice on a given theme.

Assessment

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

% of final grade






A Product Design GCSE gives you a good grounding in both design work and knowledge of manufacturing leading onto a whole range of options i.e. AS & A level Product Design; Construction and Engineering; Art and Design Diplomas; Graphic Design BTEC and extended Diploma.

Career pathways include progression to University studying Engineering (in conjunction with other STEM related subjects), Design related subject at Degree level; Product; Graphic; Furniture; Industrial and Interior Design related careers.

For more information please speak to Miss Nicholson.

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Technology - Textiles

GCSE: AQA

Why choose GCSE Textiles?

GCSE Textiles is an exciting course which gives you the opportunity to be able to design and make products out of fabric, with creative and original ideas, using a range of materials and techniques. It is ideally suited to those who enjoy designing and making textile items and who are interested in fashion and interior design.

Course Outline

This course is designed to allow students to have the opportunity to design and make products using fabric and accessories; develop drawing and presentation skills; understand how textiles are manufactured commercially and will build on knowledge and skill learnt At KS3.

The course is taught through design and make assignments, on a range of topics which will enable a range of skills and processes to be developed. When possible these will be referenced to industrial practices and processes.

Assessment

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

% of final grade






A Textiles GCSE gives you a good grounding in both design work and knowledge of manufacturing leading onto a whole range of options i.e. AS & A level Textiles; Art and Design Diplomas; Art Textiles, Fashion Textile, BTEC and extended Diploma.

Career pathways include progression to University studying a Design related subject at Degree level; Surface Pattern; Textiles; Fashion and Interior Design related careers.

For more information please speak to Miss Nicholson.

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Triple Science (Biology, Chemistry, Physics)

GCSE: Edexcel

Course Outline

The separate (triple) science course is aimed at students who achieve 6a or above at end of KS3 and demonstrate an outstanding commitment to learning.

The students all complete the same content as the combined science GCSE with additional objectives within each subject area.

Each student will gain 3 GCSE qualifications in each of Biology, Chemistry and Physics.

In addition there will be 8 core practicals for each of Biology, Chemistry, and Physics that are assessed throughout the exams.

Assessment

This is a 2 year course and each subject will consist of two externally examined papers (6 in total). These are available at foundation tier and higher tier and will be graded in the new system of 1 – 9. Students must complete all assessments in the same tier.

Each paper will be 1 hour and 45 minutes long and will be made up of 100 marks, making up 50% of the whole assessment.

All will be taken at the end of year 11.


Students can progress onto a number of qualifications at Level 3, including A-Levels in Biology, Chemistry and Physics (a B grade is a minimum entry requirement for A level).

Students could also progress into employment and apprenticeships.

For more information please speak to Mrs Austin.

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Information, Advice and Guidance

You will be able to study four preference subjects within the normal school day. At Broadoak all students are expected to select at least one of the following subjects:

Computing Science

French

Geography

History

We cannot guarantee that all subjects will run and that certain combinations of subjects will be possible, but we are happy to be able to build our curriculum around these opportunities.

Please note that there are a number of restrictions:

You must have achieved at least level 6a to study Triple Science.

One Technology subject (Food Technology, Product Design or Textiles).

A maximum of two Performing Arts subjects (Dance, Drama, Music).

You are free to take either GCSE Computing Science or GCSE ICT if you wish to. However, this will be reviewed on an individual basis taking into account your academic needs and the balance of your choices.

Either Art or Photography, not both.

We will try to get as close to your preferences as possible but cannot guarantee that all students will be able to get their first preference subjects.

You will be given a Personalised Preference Form during tutor time on the 26th February following the KS4 Courses Evening. This should be completed and returned to your tutor by Monday 7th March.

If you have any concerns please discuss with your tutor, subject teacher, Year Leader Mrs Tinkler or Mr Walsh (Deputy Headteacher).

Use the space below to make a note of the choices you have made: 1.

2.

3.

4.

Reserve 1.

Reserve 2.

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For More information about Preferences 2016

please contact:

Mr Walsh, Deputy Headteacher

Mrs Tinkler, Head of Year 9

Broadoak Mathematics and Computer College,

Windwhistle Road, Weston-super-Mare,

North Somerset,

BS23 4NP

Telephone: 01934 422000

Fax: 01934 413903

Email: [email protected]

mailto:[email protected]

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