key stage 4 options booklet - madani schools … options booklet 2014...key stage 4 mbs options...

Key Stage 4 MBS Options Booklet 2014 – 2016

MADANI BOYS SCHOOL | SPRING TERM 2014

KEY STAGE 4 OPTIONS BOOKLET COMMENCING SEPTEMBER 2014 - JULY 2016

YEAR 9


GCSE OPTIONS BOOKLET 2014 - 2016

What GCSE subjects are compulsory? For the core curriculum all pupils initially study GCSE’s English Language, English Literature,

Mathematics, Religious Education, Citizenship, Physical Education (No Examination) and Science, in

which the three components (Biology, Chemistry and Physics) are studied, leading to a dual award of two GCSEs

in Science.

What GCSE subjects and alternative options are available?

Madani Boys School offers you a further choice of subjects at GCSE and alternative options, of which you will

receive one from each block totalling three as shown below.

Students moving into KS4 will study an array of GCSE subjects; some students based on their individual needs,

may be provided additional study support to supplement the core and options subjects.

For the purpose of timetabling, the option subjects have been arranged into three blocks which are given an equal

time allocation of 3 periods per week. Lessons for subjects in each block are taught simultaneously therefore only

ONE subject may be selected in each vertical block.

Who can I ask for information and guidance?

Some of you already have a clear idea of your chosen career path and therefore of the subjects you must choose

for GCSE and so your choices will therefore complement each other. However, many of you have not yet decided

on a career path and for you the choice can be bewildering. Many of you will select subjects you are good at or

what you think your peers will choose. It is imperative that you make an informed choice that is based on what

YOU want from your remaining time and arguably the most pertinent at Madani Boys School and in life beyond

Madani embarking into further education or employment.

You can find details of the content, components and assessment procedures of all courses including those that

are compulsory in this booklet and during options evening. The evening will provide an opportunity to speak to

your teachers and Heads of Department about your forthcoming choices and you should consult as widely as

possible before making any decision.

This dialogue includes speaking to specialist external agencies that will be available both on the day and can be

contacted via careers or otherwise at your own convenience. These services extend beyond arranging careers

AR RIJAAL OPTIONS (BOYS)

Block 1

Block 2

Block 3

Computer Science

Geography

History

Product Design

Triple Science

Art and design

MFL French

Cambridge Nationals in ICT

Cambridge Nationals in Business

and Enterprise


meetings, with many websites and resources available for most career paths. Please consult the School’s Careers

lead Ms Williams regarding the above and if you would like to access specific advice on subject requirements and

qualifications needed for future career paths.

Teacher’s will offer you advice on your ability in the subject and will give you further details on the course content

and nature of assessment. Your tutor will also provide an overall picture of your academic programme and will

be the first point of contact for your parents.

The Headteacher (Mr Sheikh) and Assistant Headteacher’s (Ms Williams, Miss Patel, Mr Adam and Mr Laher) are

also available on request to discuss with you any of the above in consultation with the staff already mentioned.

How will decisions be made?

Your choice of GCSE subjects will be determined by the following important factors in no specific order and at

the discretion of the School:

Your current level of attainment and achievement

Your ability and/ or aptitude for the subjects

Your current level of behaviour and effort within the subject

Your interest and enthusiasm for your chosen subjects

The compatibility of your chosen subjects to each other

Your recorded plans and aspirations for further education/ career

Successful completion of your signed form submitted by the deadline.

Once you have made a preliminary choice about your GCSE subjects, the Senior Leadership Team will carefully

check through your academic programme to ensure that you have made an appropriate selection conducive to

your future plans and have chosen subjects which are appropriate to your strengths and using the criteria set

above. If you wish to change your option choices at a later date, the application of change must be made in writing

formally by your parents via your tutor who will initiate full discussions between specific Heads of Department

and SLT. Please note a letter of application does not guarantee any amendments and decisions will remain at the

discretion of the School.

We endeavour to offer all pupils at Madani High School the widest array of options possible and ensure most

pupils receive as many of their priority selections given the inevitable constraints found in any School. We cannot

thus guarantee you will receive all of your first choices though promise that the School will make every effort to

do so and ensure a careful decision is made for every candidate. The school reserves the right to make any changes

or amendments.

Key Dates

DATE

DETAILS

Friday 28th March 2014

Year 9 Options assembly | Students receive options booklets

Thursday 3rd April 2014

Year 9 Options Evening (4 - 6 pm, Dining Halls)

Options presentation followed by guided tour around curriculum areas

Thursday 10th April 2014

4PM Deadline for return of Options Selection Forms to reception.

Date TBC (Summer term)

All students will receive a copy of their confirmed Key Stage 4 courses.


SENCo/ SLT Functional Skills Option approved

Signed ________________Date___________

YEAR 9 OPTIONS FORM (EXAMPLE)

KS4 COMMENCING SEPTEMBER 2014 – JULY 2016

Student Forename: Ahmed.................................................. Surname: .Muhammed...........................................................

Form: ....9M................................................................................ Tutor: ....Mr Patel.................................................................

Please number your choices in order of preference as above.

*Full details to be confirmed. Please note these are new approved qualifications by the Department for Education, designed to be

high quality, rigorous and enable progression to a range of study and employment opportunities for the majority of pupils.

Signed (Student) ……A.Muhammed…………………………………..Date……05/04/14…….

Signed (Parent/Carer)…… BH.Muhammed …………………………….Date……05/04/14...............

-Forms must be submitted via reception by 4PM on Thursday 10th April 2014

* Functional Skills option MUST be approved & counter signed by the SEN Co-ordinator and/ or a member of SLT above.

For office use only

Date submitted on time

Y | N

If not – date form handed in

/ 2014


Block 1

Block 2

Block 3

Computer Science

1

Geography

3

History

2

Product Design

2

Triple Science

2

Art and design

3

MFL French

3


1

Cambridge Nationals in

Business and Enterprise

1


SENCo/ SLT Functional Skills Option approved

Signed ________________Date___________

YEAR 9 OPTIONS FORM

KS4 COMMENCING SEPTEMBER 2014 – JULY 2016

Student Forename: ................................................................. Surname: ......................................................................................

Form: ......................................................................................... Tutor: ...........................................................................................

Please number your choices in order of preference as above.

*Full details to be confirmed. Please note these are new approved qualifications by the Department for Education, designed to be

high quality, rigorous and enable progression to a range of study and employment opportunities for the majority of pupils.

Signed (Student) …………………………………………………………..Date………………………….

Signed (Parent/Carer)…………………………………………………….Date………………................

-Forms must be submitted via reception by 4PM on Thursday 10th April 2014.

* Functional Skills option MUST be approved & counter signed by the SEN Co-ordinator and/ or a member of SLT above.

For office use only

Date submitted on time

Y | N

If not – date form handed in

/ 2014


Block 1

Block 2

Block 3

Computer Science

Geography

History

Product Design

Triple Science

Art and design

MFL French


Cambridge Nationals in

Business and Enterprise


ART & DESIGN (Option)

Summary

Art & Design Technology makes a unique contribution to the development of pupils by preparing them to

participate in, think about and intervene creatively to improve tomorrows’ rapidly changing world.

Within the GCSE for Art and Design there are a wide variety of specialisms available that provide pupils with

a range of exciting opportunities to develop capabilities through, combining their creativity, innovation,

designing and making skills whilst acquiring knowledge and understanding and creating quality outcomes.

In Art, Craft and Design, pupils explore visual, tactile and other sensory experiences to communicate ideas

and meanings. They work with traditional and new media, developing confidence, competence, imagination

and creativity. They learn to appreciate and value images and artefacts across times and cultures, and to

understand the contexts in which they were made. In art, craft and design, pupils reflect critically on their

own and other people’s work, judging quality, value and meaning. They learn to think and act as artists,

craftspeople and designers, working creatively and intelligently.

Wh

at

yo

u w

ill st

ud

y

Art & Design specialisms include:

Fine Art: Broad expressive exploration of Art and Design via

various specialist media, skills and techniques

Graphic Design: Visual Communication via Marketing,

Packaging Design, Advertising, Illustration, Digital Multimedia,

Typography etc.

Photography: Exploration of Digital Image Manipulation, Media,

Processes and Techniques of Photography

Textiles: Expressive work within Printmaking, Fashion Design,

Surface decoration, Etc.

3D: Exploration of form through Sculpture, Modelling, Interior /

Exterior Design.

Students will be placed in one of the above specialisms based on

preference, availability, individual skills and subject to conducive

timetabling.

Ass

ess

men

t | B

reakd

ow

n

Unit 1 - Portfolio

Based on a chosen theme (e.g. Islamic Calligraphy)

pupils are expected to develop the theme within

one or more of the strands of Art and Design

from the available specialisms

Controlled assessment for 45 hours

Worth 60% of the final exam mark

Unit 2 - Art and Design Task

Pupils given a preparatory period for a set task to

be completed within a controlled time frame to

produce Artistic evidence surrounding a set brief

Externally assessed for 10 hours

Worth 40% of the final exam mark

Additional information

Career Links

The selection process within the Art and Design Technology

faculty will be based Primarily on behaviour due to the immense

Health and Safety implications within all of the associated

specialist areas. Furthermore the A&DT specific Gifted and

Talented register, past attainment and effort will also be sourced

to assess candidates for suitability.

Graphic Designer, Fine Artist, Sculptor, Fashion

Designer, Fashion Buyer, Advertising, Illustrator,

Architect, Interior Designer, amongst many other

associated career paths.


BUSINESS STUDIES (Option)

Summary

The GCSE Business Studies course encourages students to be inspired, moved and changed by studying a

broad, coherent, satisfying and worthwhile course of study. It allows students to gain an insight into related

sectors such as economics and accounting as well as appreciate the range of perspectives of different

stakeholders in relation to business and economic activities.

Wh

at

yo

u w

ill st

ud

y

Unit A291: Marketing and Enterprise

Marketing

• Market research and data collection

• The marketing mix

• Marketing in wider business environment enterprise

• Enterprise and the entrepreneur

• The business plan

Unit A292: Business and People

The structure of business activity

• The need for business activity

• Business ownership, trading organisations, growth &

location

• The workforce in business

• Employment and retention

• Organisation and communication

Unit A293: Production, Finance and the External

Business Environment

Using and managing resources to produce goods and services

• Types of production methods

• Management and control of production

• Production costs

Financial information and decision making

• Sources of finance

• Financial forecasting and analysis

External influences on business activity

• The competitive environment

• Environmental influences and business ethics

• Government and the UK economy

• Globalisation and UK business

Ass

ess

men

t | B

reakd

ow

n

Unit A291: Marketing and Enterprise

25% of the total GCSE marks

Controlled Assessment

60 marks

Unit A292: Business and People


1 hour written paper

60 marks

Unit A293: Production, Finance and the

External Business Environment


1 hour 30 minutes

Written paper

90 marks

Students will take part in discussions, debates,

case studies and in studying newspaper articles.

We will use ICT to solve practical business

problems such as break-even analysis and cash-

flow forecasts. The emphasis will be on the

application of the subject to the real world.

Business Studies – students will participate in

a national competition (either run by Subway

Inc or Coca-Cola) that will be run in class and

the best teams will have their projects

submitted to a national competition. In 2013,

4 students came runners up in a Subway

competition winning. £250


Career Links

Business Studies requires logical, analytical thinking. The world of

business is constantly changing, and events reported in the news will

have an impact on business especially during the current recession

period; it is therefore important that the student keeps up to date with

current affairs, and that they can apply this to the business world.

AS/A Level GCE Business Studies

Business and Communication Systems

Business Studies

Business, Administration and Finance

Preparing for a Business Venture/ Self-employment


CITIZENSHIP (Core)

Summary

GCSE in Citizenship Studies aim to enable students to:

engage with topical citizenship issues and contribute to debates on challenges facing society involving a

wide range of political, social and ethical ideas, issues and problems in different contexts (local to global)

develop and apply understanding of key citizenship concepts (justice, democracy, rights and

responsibilities, identities and diversity) to deepen their understanding of society and how communities

change over time

use an enquiring, critical approach to distinguish facts, opinion and bias, build arguments and make

informed judgements develop the skills, knowledge and understanding needed to take action with others,

in order to address citizenship issues in their communities.

Wh

at

yo

u w

ill st

ud

y

Citizenship is not just about sitting in classrooms. You will be involved

in a community activity which you plan and organise; you will plan a

campaign for an issue you really care about. The course allows you to

understand your place in Britain and the world and how you can make

a change to society. You will study the following issues:

Theme 1 Rights and Responsibilities

Communities/Diversity in Britain

Migration.

Identities.

Political, Human and Legal Rights.

Consumer Rights.

Employers and Employees Rights.

Theme 2 Power Politics and the Media

How the media influences public debate.

Civil and criminal law.

The criminal justice system.

How laws are made and shaped.

The work of parliament, government and the courts.

Theme 3. The Global Community.

The environment.

Sustainable Development.

The economy, including the raising and spending of public money.

The voluntary sector.

The UK’s role in the world, Including the EU, Commonwealth and the UN

Ass

ess

men

t | B

reakd

ow

n

In total there are two exams and two pieces of

coursework!

The first exam tests your knowledge and

understanding of the topics studied in class and

the second exam asks you to think about

information from a different point of view. Exams

are based on real life sources, multiple choice

questions and essays (where you must show 2

sides). The coursework involves you running

campaigns on local issues. The exams are worth

40% and the coursework is worth 60% of the final

grade.

Breakdown

Year 10

Unit 1: Exam (20% of final mark)

Unit2: Coursework (30% of final mark)

Year 11

Unit 3: Exam (20% of final mark)

Unit 4: Coursework (30% of final mark)


Career Links You should be able to question and reflect on different ideas, opinions,

assumptions, beliefs and values when exploring topical and controversial issues

and problems. You need to support your ideas with reasons and examples. You

need to

Recall, select, and communicate knowledge and understanding of

Citizenship concepts and issues

Apply skills, knowledge and understanding when planning, taking and

evaluating citizenship actions.

Analyse and evaluate issues and evidence including different viewpoints to

construct reasoned arguments and reach conclusions.

Getting a good GCSE in Citizenship will help you get onto

future courses/jobs such as:

Politician

Police Officer

Magistrate

Lawyer

Journalist

Civil Servant

Teacher


COMPUTING (Option)

Summary

This is a course that has real relevance in our modern world. While students will no doubt already have

some knowledge of computers and related areas, this course will give them in-depth understanding of how

computer technology works and a look at what goes on “behind the scenes”. As part of this, students will

investigate computer programming, which many students find interesting - a fun and interesting way to

develop critical thinking analysis and problem solving skills which can be applied to everyday life.

Wh

at

yo

u w

ill st

ud

y

What will you study:

GCSE Computing should encourage students to be inspired,

moved and challenged by following a coherent, satisfying and

worthwhile course of study. They should help students to gain

an insight into related sectors. They should prepare students to

make informed decisions about further learning opportunities

and career choices.

GCSE Computing must enable students to:

Develop their understanding of current and emerging

technologies, understanding of how they work and apply this

knowledge and understanding in a range of contexts

Acquire and apply a knowledge, some technical skills and an

understanding of the use of algorithms in computer programs

to solve problems using programming

Use their knowledge and understanding of computer

technology to become independent and discerning users of

IT, able to make informed decisions about the use and be

aware of the implications of different technologies

Acquire and apply creative and technical skills, knowledge

and understanding of IT in a range of contexts

Develop computer programs to solve problems

Develop the skills to work collaboratively

Evaluate the effectiveness of computer programs/solutions

and the impact of, and issues related to, the use of computer

technology in society.

Students will learn to program using the following

languages/technology:

HTML, Javascript, Python (used by Google) and

Rasberry Pi (Students will work with credit card sized

PC’s to create circuits and programs).

Ass

ess

men

t | B

reakd

ow

n

The GCSE has 3 units: 1 Exam paper worth 40%

of the marks and two controlled assessments each

worth 30%.

The exam papers will be externally assessed and

the Controlled Assessments will be internally

assessed and externally moderated.

Unit A451: Computer Systems and

programming

Written paper (1.5 hours, 80 marks, 40% of the

qualification). Students answer a question paper

that includes a mixture of short and long answer

questions, some of which will require students to

write code.

Unit A452: Practical Investigation

(Controlled Assessment)

An investigative task (approximately 20 hours, 45

marks, 30% of the qualification). Students carry

out a practical investigation of a topic chosen

from a set of options supplied by OCR.

Unit A453: Programming Project


Project (approximately 20 hours, 45 marks, 30%

of the qualification). Students create solutions to

computing tasks chosen from a set of options

chosen by OCR.

Following recent changes by the Government

Computing is now an important part of the

curriculum and is expected to open up many

opportunities in the future.


Career Links AS/A2 level(s) / Other:

• Computer Studies

• Computing

• 1st Diploma in IT

• Information Technology • AVCE Information Technology

• Diploma in Digital Applications (DiDA), Levels 2 or 3

• BTEC National Diploma IT Applications

Progression pathways to further and higher

education:

• AS/A Level

• University

• Employment

Career opportunities:

Animators, Computer Software Engineer, Database

Administrators, Commercial and Industrial Designers e.g.

digital video designers and mobile phone designers


ENGLISH LANGUAGE (Core)

Course summary

English is vital for communicating with others in school and in the wider world, and is fundamental to learning

in all curriculum subjects. In studying English, pupils develop skills in speaking, listening, reading and writing

that they will need to participate in society and employment. Pupils learn to express themselves creatively

and imaginatively and to communicate with others confidently and effectively.

Wh

at

yo

u w

ill st

ud

y

Following a course in GCSE English Language should

encourage learners to be inspired, moved and changed by

following a broad, coherent, satisfying and worthwhile

course of study.

It should prepare learners to make informed decisions

about further learning opportunities and career choices;

and to use language to participate effectively in society and

employment.

It should encourage learners to:

• Demonstrate skills in speaking, listening, reading and

writing necessary to communicate with others

confidently, effectively, precisely and appropriately

• Express themselves creatively and imaginatively

• Become critical readers of a range of texts, including

multimodal texts

• Use reading to develop their own skills as writers

• Understand the patterns, structures and conventions

of written and spoken English

• Understand the impact of variations in spoken and

written language and how they relate to identity and

cultural diversity

• Select and adapt speech and writing to different

situations and audiences.

Ass

ess

men

t |

Bre

akd

ow

n

WRITTEN PAPER 20% (1 hour)

Unit 1: Studying written language (40 Raw Marks;

40 UMS)

Reading: non-fiction texts

WRITTEN PAPER 20% (1 hour)

Unit 2: Using written language (40 Raw Marks; 40

UMS)

Writing: information and ideas

CONTROLLED ASSESSMENT 30%

Unit 3: Literary reading and creative writing (80

RMs; 60 UMS)

Studying written language: extended literary text

(15%)

Using language: creative writing (two assignments:

7.5% each: descriptive; narrative)


Unit 4: Spoken language (60 RMs; 60 UMS)

Using language: Speaking and Listening

(Communicating and adapting language;

interacting and responding; creating and sustaining

roles) (20%)

Studying spoken language: Variations, choices,

change in spoken language (10%)


Career Links

The skills of reading, writing, speaking, and listening are

of vital importance in many areas and they are essential

in many careers, they also underpin successful study at

all levels, and a proficiency in them can also add

immeasurably to an individual’s general quality of life.


ENGLISH LITERATURE (Core)

Summary

English is vital for communicating with others in school and in the wider world, and is fundamental to learning

in all curriculum subjects. In studying English, pupils develop skills in speaking, listening, reading and writing

that they will need to participate in society and employment. Pupils learn to express themselves creatively

and imaginatively and to communicate with others confidently and effectively.

Wh

at

yo

u w

ill st

ud

y

Following a course in GCSE English Literature should

encourage learners to be inspired, moved and changed by

following a broad, coherent, satisfying and worthwhile

course of study.

It should extend learners' interest in and enthusiasm for

literature as they develop an understanding of the ways in

which literature is rich and influential. It should prepare

learners to make informed decisions about further learning

opportunities and career choices.

It must enable learners to:

• Understand that texts from the English, Welsh or

Irish literary heritage have been influential and

significant over time and explore their meaning today

• Explore how texts from different cultures and

traditions may reflect or influence values, assumptions

and sense of identity

• Connect ideas, themes and issues, drawing on a range

of texts

• Become critical readers of fiction and non-fiction

prose, poetry and drama

• Experience different times, cultures, viewpoints and

situations as found in literary texts.

Ass

ess

men

t | B

reakd

ow

n

EXTERNAL ASSESSMENT 35% (2hrs)

Unit 1: Prose (different cultures) and poetry

(contemporary) (50 RMs; 70 UMS)

Section A 21% (INDIVIDUAL TEXTS IN CONTEXT)

Different Cultures Prose: Of Mice and Men

(Steinbeck)

Section B 14% (COMPARATIVE STUDY)

Contemporary: Unseen poetry comparison

EXTERNAL ASSESSMENT 40% (2hrs)

Unit 2a: Literary heritage drama and

contemporary prose (60 RMs; 80 UMS)

INDIVIDUAL TEXTS IN CONTEXT English/Irish/Welsh Literary Heritage Drama: Othello

(Shakespeare); OR Much Ado About Nothing (Shakespeare); OR An Inspector Calls (Priestley); OR Hobson’s Choice

(Brighouse); OR A Taste of Honey (Delaney) (20%)

Contemporary Prose: Paddy Clarke, Ha Ha Ha (Doyle); OR Heroes (Cormier); OR Never Let Me Go (Ishiguro); OR About a Boy (Hornby); OR Resistance (Sheers) (20%)

OR

Unit 2b: Contemporary drama and literary

heritage prose (60 Raw Marks; 80 UMS)

INDIVIDUAL TEXTS IN CONTEXT Contemporary Drama: The History Boys (Bennett); OR Blood Brothers (Russell); OR A View from the Bridge (Miller); OR

Be My Baby (Whittington); OR My Mother Said I Never Should (Keatley) (20%)

English/Irish/Welsh Literary Heritage Prose: Silas Marner

(Eliot); OR Pride and Prejudice (Austen); OR A Christmas Carol (Dickens); OR Lord of the Flies (Golding); OR Ash on a Young Man’s Sleeve (Abse) (20%)


Unit 3: Poetry and drama (literary heritage) (40

Raw Marks; 50 UMS) English/Irish/Welsh literary heritage: Poetry [taken from WJEC

GCSE poetry collection] and play by Shakespeare – chosen by the centre (but not Othello or Much Ado About Nothing).


Career Links

The skills of reading, writing, speaking, and listening are

of vital importance in many areas and they are essential

in many careers, they also underpin successful study at

all levels, and a proficiency in them can also add

immeasurably to an individual’s general quality of life.


MODERN FOREIGN LANGUAGES | FRENCH (Option)

Summary

This GCSE is a topic-based course, using a variety of material. The aim is to acquire sufficient command of

French structure, vocabulary and idiom to be able to function in all the normal everyday situations. Speaking

more than one language is a skill which will increase your marketability. Schools and employers tend to prefer

candidates who speak one or more foreign languages. Even though English is widely spoken in much of the

world, the fact is that the global economy depends on communication. When dealing with France for example

someone who speaks French will have an obvious advantage over someone who doesn't. Also, this is an

important time for students to be considering studying a language, as this skill is now a requirement of the

’The English Baccalaureate’.

Wh

at

yo

u w

ill st

ud

y

Topics that will be studied in French include:

Holidays and where you live

School and jobs

Family, friends and home life

Media and youth culture

Social activities

Why study French?

Speaking another's language shows respect for that culture,

and people in every country prefer it when tourists make

an effort to speak the local language, even if all you can say

in it is "hello" and "please." In addition, learning another

language can also help you to communicate with local

immigrant populations at home.

Students will continue to develop the four main skills of

communication: Listening, Speaking, Reading and Writing.

These skills are examined by the Edexcel examining board

at either Foundation or Higher Tier.

Students use different resources in their learning such as

up to date books, language software, films and the internet.

Ass

ess

men

t | B

reakd

ow

n

Speaking and Writing are worth 30% each of

your final grade and are examined under

controlled conditions throughout years 10 &

11 and the Listening and Reading skills are

examined at the end of year 11and are worth

20% each.

Listening The candidate has to show

understanding of announcements,

advertisements, weather forecasts, news

bulletins and 'overheard' conversations.

Reading The candidate must be able to read,

understand and answer questions on posters,

street and traffic signs, warnings, written

instructions, brochures, advertisements,

letters, newspaper articles etc.

Speaking The candidate must participate in

role plays and carry on a sustained

conversation about her home and family

holidays, leisure activities, school, daily

routine, travel and transport, future plans etc.

A short presentation and discussion based on

a stimulus (e.g. a photograph) is also required.

Writing This involves writing notes,

postcards and letters within the GCSE

vocabulary areas, usually in response to

stimulus material.


Career Links

Did you know?

French is the second most frequently used language on the internet.

French is ranked the 2nd most influential language in the world.

Even though English is widely spoken in much of the

world, the fact is that the global economy depends on

communication. When dealing with France for example

someone who speaks French will have an obvious

advantage over someone who doesn't.


HISTORY (Option)

Summary

History fires pupils' curiosity and imagination, moving and inspiring them with the dilemmas, choices and

beliefs of people in the past. It helps pupils develop their own identities through an understanding of history

at personal, local, national and international levels. It helps them to ask and answer questions of the present

by engaging with the past. Pupils find out about the history of their community, Britain, Europe and the world.

They develop a chronological overview that enables them to make connections within and across different

periods and societies.

Wh

at

yo

u w

ill st

ud

y

Depth study one:

A) Middle East Conflict B) Russia in the Twentieth Century (the

collapse of Tsarism and Revolution)

Depth study two:

Germany in the Twentieth Century (Weimar Germany ,

Hitler’s rise to power and life in Nazi Germany)

International relations 1919-1955 (the effects of World War

One, the Treaty of Versailles, the league of Nations and the rise

of dictators, the outbreak of World War Two, the Start of the

Cold War)

British History (life in Britain for men, women and children in

both World Wars)

Exciting and engaging lessons with lots of variation in learning that will

provide you with essential skills which will be an invaluable asset to every

subsequent educational institute you attend and beyond.

You will need a good command of English; you will be assessed not only

on your historical skills and knowledge, but also on the quality of your

written English, achieving a level 6 in English at the end of year 9 is ideal.

You must be able to write clearly and have a good knowledge of spelling,

punctuation and grammar.

You must also enjoy reading; yes, historians look at lots of sources

(including video, internet and pictures), but most of your knowledge will

come from reading books and text.

An interest in politics and the news would be helpful; once the news has

happened it has become history!

Ass

ess

men

t | B

reakd

ow

n

Unit 1:

International Relations: Conflict and Peace

in the 20th Century – 1919-55

Written Paper

1 hour 45 minutes at the end of year 11

(60 marks) - 37.5% of the total marks

Unit 2:

20th Century Depth Studies

Written Paper

1 hour 45 minutes at the end of year 11

(60 marks) - 37.5% of the total marks

Unit 3:

Historical Enquiry - British History

Controlled assessment focused on British

History in the 20th Century:

The British People in War (World War I and II)

(40 marks) - 25% of the total marks


Career Links

Historians develop skills of enquiry, debate and presentation and go into

jobs like journalism, business, law, politics and the media: i.e. the power

to solve problems, not just identify them!

Did you know…Anita Roddick founder of famous store Body Shop,

supermarket entrepreneur Lord Sainsbury and former chairman of

Manchester United Sir Roland Smith were all historians?? Also Obama’s

Defence Secretary, UN Ambassador, and Attorney General are all

historians?

The most obvious ones are:

Politics, Law, the Media/ Journalism

History is also a perfect accompaniment to sciences and

Business as well. Historical skills such as analysis,

investigation, identifying and solving problems develop

your skills across the curriculum. History is valued as a

worthwhile subject by good Universities, whatever

subject you are applying for!


GEOGRAPHY (Option)

Summary

The study of geography stimulates an interest in and a sense of wonder about places, people and the

environment. It helps young people make sense of a complex and dynamically changing world and how

society, the economy and environment combine to bring about change. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of

economies, societies and environments are interconnected, and examines natural resources and their

sustainable use.

Wh

at

yo

u w

ill st

ud

y

Geography occupies a very important place in the centre of the

academic curriculum. It is an extremely useful subject in many

respects because it teaches young people about their world. It

is the only subject that tackles contemporary issues at a variety

of scales, such as global warming, urban pollution, coastal

erosion, resource depletion, flooding, immigration, coral reefs,

and high birth rates. It also covers general life skill areas such as

running businesses, jobs, decision-making, living spaces and new

house building, and sustainability of the natural environment.

This subject is suitable for all, especially pupils with an enquiring

mind and a genuine interest in the World in which they live.

“So many of the world's current issues – at a global scale and

locally - boil down to geography, and need the geographers of

the future to help us understand them. Global warming as it

affects countries and regions, food and energy security, the

degradation of land and soils from over-use and misuse, the

spread of disease, the causes and consequences of migration, and

the impacts of economic change on places and communities.”

Michael Palin Ass

ess

men

t | B

reakd

ow

n

Unit 1: Physical Geography

Unit 2: Human Geography

External exams, each lasting 1 hour 30 min

Each unit attracts 37.5% of the total mark

Each unit consists of two sections. Students

must answer three questions, one from

Section A, one from Section B, and one

other of their choice

Unit 3: Local Fieldwork Investigation


25% of the total mark; marked out of 60

Maximum word guidance: 2000 words

6 hour write up under direct supervision (high

control)


Career Links

Most geography graduates are numerate, literate, good team workers,

can think analytically and critically, have cultural agility, are socially and

environmentally aware, and wider experience as a result of fieldwork.

Geographers have ability to integrate ideas effectively, problem solve,

are highly computer literate and - as the Secretary of State for

Education, has recently stated to Parliament - "are creative".

Oceanographer, geologist, environmental scientist,

surveyor, travel agent, holiday representative, teacher,

town planner, tourist guide, coastguard officer,

countryside ranger, warehouse person, landscape

architect, recycling officer.


MATHEMATICS (Core)

Summary

Mathematical thinking is important for all members of a modern society as a habit of mind for its use in the

workplace, business and finance, and for personal decision-making. Mathematics is fundamental to national

prosperity in providing tools for understanding science, engineering, technology and economics. It is essential

in public decision-making and for participation in the knowledge economy. Mathematics equips pupils with

uniquely powerful ways to describe, analyse and change the world.

Wh

at

yo

u w

ill st

ud

y

The new Maths curriculum is designed to reflect its usage

in every aspect of life. This means an increased focus on

applying mathematics in context, problem solving,

reasoning and functional application of mathematics.

The new curriculum aims to harness pupil’s non-calculator

skills and ensure that taught mathematics is applicable in

everyday contexts. Pupils will be provided the opportunity

to demonstrate understanding of real life mathematics by

working on functional maths questions.

Additionally, there are now rich and investigatory tasks

embedded into the curriculum.

Ass

ess

men

t | B

reakd

ow

n

Pupils will sit two papers in June 2015 and

are inclusive of the following.

Statistics, Number & Algebra

Written paper (Non-calculator)

50% of the GCSE mathematics assessment

Foundation tier – 1.5 hours

Higher tier – 1.5 hours

Geometry and Algebra

Written paper (Calculator)

50% of the GCSE mathematics assessment

Foundation tier – 1.5 hours

Higher tier – 1.5 hours

Higher tier: Grades A*-C

Foundation tier: Grades C-F

There will be various tests as follows:

• End of topic

• Termly

• Mock exams.

Performance in these will determine whether

your child attempts the higher or foundation

tier.


Career Links

Pupils are expected to take all Mock exams seriously as these will

decide which tier your child is entered for. Pease note all exams

are Linear – there are no modules. Pupils only have one attempt

to achieve their target grade.

• A-Level maths

• Mathematician

• Requirement for Medicine and Dentistry

• Statistician

• Accountant

• Economics, Business and e-commerce

• Engineering

• Self-employment


PHYSICAL EDUCATION (Core)

Summary

Physical education develops pupils’ competence and confidence to take part in a range of physical activities

that become a central part of their lives, both in and out of school. A high-quality physical education

curriculum enables all pupils to enjoy and succeed in many kinds of physical activity. They develop a wide

range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully. When

they are performing, they think about what they are doing, analyse the situation and make decisions. They

also reflect on their own and others’ performances and find ways to improve them.

Wh

at

yo

u w

ill st

ud

y

Teach you about how the body works and to measure its

performance in terms of muscle growth, bone structure

and circulation.

Give you opportunity to take part in practical sport

sessions, and to receive coaching to improve your

performance.

Teach you the skills to coach other’s performance and to

monitor your own.

Learn the rules of a wide range of sporting activity

Specialise in your own preferred sport and improve at an

advance level.

Take part in sporting competitions, both in an outside of

school, and organise your own.

Learn about healthy living and the importance of eating

well.

Develop your leadership skills, and your ability to harness

the talents of the group you are working with.

Develop your fitness levels and a healthy lifestyle

Ass

ess

men

t | B

reakd

ow

n

Unit 1: Factors affecting exercise, performance,

health, well-being and lifestyle choices

Written Paper: 1 hour 30 minutes

100 marks (80 UMS)

Section A (20%) Examination

1. PERFORMANCE

2. PARTICIPATION AND PROVISION

Compulsory questions to test knowledge and

understanding of physical fitness, its assessment and

factors affecting participation, provision and

performance in sporting, health and well-being

activities. This will be assessed through a series of short

answer and extended writing questions.

Section B (20%) Examination The physical, psychological, tactical and technical

influences on health, fitness and well-being, lifestyle

choices and performance

Compulsory questions to test knowledge and

understanding of physical, psychological and tactical/

technical factors that have an influence on performance,

health and well-being.

This will be assessed through a combination of short

answer and extended writing questions. This examination will be available either as an electronic

assessment or as traditional written paper.

Unit 2: Performance in Physical Education (60%)

Practical Controlled Assessment

120 marks (120 UMS)

Assessment of up to four practical activities in

the capacity of: performer, leader or official.


Career Links

As well as being the ideal preparation for the A Level Physical Education

course, GCSE PE allows for progression to related vocational

qualifications, such as BTEC Firsts and Nationals in Sport or Sport and

Exercise Sciences.

The course develops the transferable skills and key skills that

employers are looking for and can lead to a wide variety of

employment opportunities. This can include further training in

such areas as recreational management, leisure activities,

coaching, officiating, the fitness industry, the armed forces and

the Civil Service becoming an athlete, sportsman, coach,

personal trainer, health and fitness advisor, physiotherapist or

sport scientist.


PRODUCT DESIGN (Option)

Summary

Art & Design Technology makes a unique contribution to the development of pupils by preparing them to

participate in, think about and intervene creatively to improve tomorrows’ rapidly changing world.

Within the GCSE for Design and technology there are a wide variety of specialisms available that provide

pupils with a range of exciting opportunities to develop capabilities through, combining their creativity,

innovation, designing and making skills whilst acquiring knowledge and understanding and creating quality

outcomes.

In Design and Technology pupils combine practical and technological skills with creative thinking to design

and make products and systems that meet human needs. They learn to use current technologies and consider

the impact of future technological developments. They learn to think creatively and intervene to improve

the quality of life, solving problems as individuals and members of a team.

Wh

at

yo

u w

ill st

ud

y

D&T specialism include:

Product design: provides pupils with exciting opportunities

to develop their capabilities through combining their

designing and making skills; and understanding and creating

quality final solutions/ outcomes

Electronic control systems: Designing and making quality

products using appropriate electronic components and

construction methods and techniques

Food technology: Designed to provide opportunities for

investigation, designing, making and evaluation which focus

on the use of food as a material

Graphics, Resistant materials and Textiles

technology: Encourage pupils to design and make products

with creativity and originality in a variety of practical activities

associated to the specialist area.

‘There are two choices in life, either to

accept things as they are or to accept

responsibility for changing them’

Ass

ess

men

t | B

reakd

ow

n

Total of 4 units as below:

Unit 1

Developing and applying design skills

Internally assessed for 20 hours

Total 90 marks and worth 30% of the final mark

Unit 2

Designing and making innovation challenge

Externally assessed for 6 hours

Total 60 marks and worth 20% of the final the

exam mark

Unit 3

Making, testing and marketing products

Internally assessed for 20 hours

Total 90 marks and worth 30% of the final mark

Unit 4

Designing influences Externally assessed for

1 hour 30 minutes (written examination)

Total 60 marks and worth 20% of the final the

exam mark


Career Links

The selection process within the Art and Design Technology faculty will

be based Primarily on behaviour due to the immense Health and Safety

implications within all of the associated specialist areas.

Furthermore the A&DT specific Gifted and Talented register, past

attainment and effort will also be sourced to assess candidates for

suitability.

In addition to promoting entrepreneurship the following

are a selection of possible career links: Architect,

Engineering, Fashion Designer, Product Design,

Advertising, Marketing, Chef, Catering, Illustrator,

Graphic Designer, Car Design, Web Design, amongst

many other associated career paths.


RELIGIOUS EDUCATION (Core)

Summary

RE is an important curriculum subject both in its own right and as it also makes a unique contribution to the

spiritual, moral, social and cultural development of pupils and supports wider community cohesion.

The UK has a rich heritage of culture and diversity. This is continuing today in an era of globalisation and an

increasingly interdependent world. Religion and belief for many people forms a crucial part of their culture

and identity. Religion and beliefs have become more visible in public life locally, nationally and internationally.

The impact of religion on society and public life is constantly brought to public attention through extensive

media coverage. The rapid pace of development in scientific and medical technologies and the environmental

debate continue to present new issues which raise religious, moral and social questions.

Wh

at

yo

u w

ill st

ud

y

Key subject aims

The specification aims to enable students to:

• Adopt an enquiring, critical and reflective approach to the study of

religion

• Explore religions and beliefs, reflect on fundamental questions, and

engage with them intellectually and respond personally

• Enhance their spiritual and moral development, and contribute to

their health and wellbeing

• Enhance their personal, social and cultural development, their

understanding of different cultures locally, nationally and in the wider world, and contribute to social and community cohesion

• Develop their interest in, and enthusiasm for, the study of religion,

and relate it to the wider world

• Reflect on and develop their own values, opinions and attitudes in

light of their learning.

This unit requires students to study the relationship between

Islam and life in the UK. There are four sections covering

believing in Allah, matters of life and death, marriage and the

family, and religion and community cohesion.

In order to meet Assessment Objective 2, students need to be

aware of a range of responses addressing religious and/ or non-

religious beliefs.

There are four sections covering beliefs and values, community

and tradition, worship and celebration, and living the Muslim life.

Key words are given at the beginning of each section. Students

should be aware of their meanings and be able to use them in

their examination answers.

Ass

ess

men

t | B

reakd

ow

n

The Edexcel GCSE in Religious Studies comprises

two units which must be taken from different

modules.

Unit 4 — 5RS04 (50%)

Religion and Life

Based on a Study of

Islam

Unit 11 — 5RS11 (50%)

Islam

All units are externally assessed.

• The first assessment is June 2014.

• Each unit is assessed through a one-and-a-half

hour examination, divided into four sections.

• Students choose one of two questions set for

each section — four questions in total.

• Each question is divided into four parts with

each part increasing in difficulty.

• Each unit gives 100 per cent of the total GCSE

Short Course marks and 50 per cent of the

total GCSE marks.

• The total number of raw marks for each paper

is 80.


Career Links The main advantage of GCSE Religious Studies is that it prepares you for life

and gives you the knowledge and skills you will need to undertake duties and

make the decisions every adult faces in the context of faith.

For many it will provide the perfect progression route for those who seek to

continue their study of Islamic knowledge and associated sciences more in

depth and become an Alim/a.

RE is also an excellent preparation for A Level Social Sciences

(Law, Sociology and Psychology) as well as A Level Religious

Studies, History, English etc. In addition, many jobs appreciate

the skills GCSE Religious Studies will give you, for example

medicine, the police, the armed forces and the caring

professions (social work, nursing, probation service etc).


SCIENCE (Dual award) (Core)

Summary

Pupils learn about the way science and scientists work within society. They consider the relationships

between data, evidence, theories and explanations, and develop their practical, problem-solving and enquiry

skills, working individually and in groups.

They evaluate enquiry methods and conclusions both qualitatively and quantitatively, and communicate their

ideas with clarity and precision.

All pupils develop their ability to relate their understanding of science to their own and others’ decisions

about lifestyles, and to scientific and technological developments in society.

Wh

at

yo

u w

ill st

ud

y

Core students complete 2 GCSEs one in year 10 Science B and the second in year 11 Additional Science.

Module B1: Understanding Organisms Module A. Fitness and health B. Human health and diet

C. Staying healthy

D. The nervous system

E. Drugs and you

F. Staying in balance

G. Controlling plant growth

H. Variation and inheritance

Module C1: Carbon Chemistry A. Making crude oil useful

B. Using carbon fuels

C. Clean air

D. Making polymers E. Designer polymers

F. Cooking and food additives

G. Smells

H. Paints and pigments

Module P1: Energy For The Home A. Heating houses

B. Keeping homes warm

C. A spectrum of waves

D. Light and lasers

E. Cooking and communicating using waves

F. Data transmission

G. Wireless signals H. Stable Earth

Module B2: Understanding Our Environment

Module C2: Chemical Resources Module

Module P2: Living For The Future

Ass

ess

men

t | B

reakd

ow

n

Year 10 Science B Students study Unit 1 during Year 10 and assessed during an exam in May/ June (1 hour and 15minutes worth 35%). Students study Unit 2 during Year 10 and assessed during an exam in May/ June (1 hour and 30 minutes worth 40%). Students will carry out a controlled assessment worth 25% during year 10 Details of unit content can be found on OCR Gateway Science Suite. Year 11 Additional Science B Students study Unit 3 in Year 11 and are assessed during an exam in May/ June (1 hour and 15minutes worth 35%). Students study Unit 4 in Year 11 and are assessed during an exam in May/ June (1 hour and 30 minutes worth 40%). Students will carry out a controlled assessment worth 25% during year 10


Career Links

There will be no January exams within Science

Most pupils also develop their understanding and skills

in ways that provide the basis for further studies in

science and related areas. If students attain a high grade

they can still go on to do A level sciences.


SCIENCE (Triple award) (Option)

Summary

Students who choose Triple Science Option will have an additional 3 lessons a week in science, making a

total of 8 science lessons a week. By the end of the2 year’s successful students will have 3 GCSE’s, one in

Biology, Chemistry and Physics. This will prepare students who are looking to take any of the sciences at A

level.

Due to the demands of this course students must have a minimum of a Level 6a at Key stage 3 to be

considered as to whether they have the ability and aptitude to succeed in these qualifications before allowing

them to start.

Wh

at

yo

u w

ill st

ud

y

Students will study OCR Gateway Science Suite (new

specification 2011). www.ocr.org.uk

This specification aims to give candidates opportunities to:

Develop their interest and enthusiasm for, science.

Develop a critical approach to scientific evidence and

methods.

Acquire and apply skills, knowledge and understanding of

how science works and its essential role in society.

Acquire scientific skills, knowledge and understanding

necessary for progression to further learning.

Ass

ess

men

t | B

reakd

ow

n

During year 10 students will study:

J623 Biology Unit 1

J264 Chemistry B Unit 1

J265 Physics B Unit 1

During year 11 students will study:

Biology B Unit 2

Chemistry B Unit 2

Physics B Unit 2

Students will sit a 1 hour 30 minutes exam

and a 1 hour 15minutes exam in each of the

above areas respectively worth 35% and 40%

of each GCSE.

Coursework will consist of controlled

assessments during the two year course

worth 25% of each GCSE.


Career Links

Please note this is a national higher ability orientated option within the

subject area and students must have a minimum of a Level 6a at Key

stage 3 to be considered as to whether they have the ability and aptitude

to succeed in these qualifications before allowing them to start.

Most pupils also develop their understanding and

skills in ways that provide the basis for further

studies in science and related areas.

key stage 4 options booklet - madani schools … options booklet 2014...key stage 4 mbs options...

Documents