PREFERENCE SUBJECTS

Key Stage 4

Art and Design

A Drawing, Painting, Printmaking and 3-D Course - Mrs Fletcher, Mrs Wickham and Mr Thurling The GCSE in Art and Design is designed to be a general course encompassing art and craft and design to enable students to explore a range of 2 or 3 dimensional approaches to their studies. Students will have the opportunity to produce paintings, clay work and drawings. They will also be able to investigate printmaking and mixed media pieces of work. The Edexcel GCSE in Art and Design is comprised of two units: Unit 1: To create a Personal Portfolio in Art and Design. Unit 2: An externally set assignment in Art and Design (examination). Unit 1: Year 10 Under the Edexcel specification students are expected to create a portfolio of work. During Year 10, students will be working upon many different projects set by their subject teacher. By doing this, they are building up a body of work and evidence of all of the assessment objectives for their portfolio. Example projects encompass: Portraiture:

investigating different ideas and solutions in Art regarding the theme of Portraiture

developing ideas and personal responses

collecting images and making observations

painting ideas and looking at skin tones

taking photographs (a digital camera does help but these are available within the department)

looking at various portrait artists, who interest and inspire

using different materials such as acrylic paint, watercolours, charcoal, pencils and ink

learning printmaking techniques

producing a final outcome. Landscapes:

investigating different ideas and solutions in Art regarding the theme of landscapes

developing ideas and personal responses

collecting images and making observations

experimenting with texture and mixed media

taking photographs (a digital camera does help but these are available within the department)

looking at various landscape artists or architects who inspire

using different materials such as acrylic paint, watercolours, charcoal, pencils and ink

experimenting with 3D ideas and clay

producing a final outcome. Choose Art if you enjoy painting, drawing and making as well as looking at influences from the world around you.

Art and Design: Graphic Communication Endorsement

A Computer Skill, Drawing and Painting Course Looking at Design - Mrs Fletcher,

Mrs Wickham and Mr Thurling For the Graphic Communication Endorsement in Art and Design, students will be expected to solve problems and create solutions by visual means. Students must be alert to the possibilities offered by a huge range of materials and processes within graphic communication and of the important role of signs and symbols. In producing graphic solutions to defined problems, students must be able to balance aesthetic and commercial considerations. Students are expected to work on areas such as advertising, packaging, typography and illustration.

The Edexcel GCSE in Art and Design - Graphic Communication Endorsement is comprised of two units: Unit 1: To create a Personal Portfolio in Art and Design. Unit 2: An externally set assignment in Art and Design (examination). Unit 1 – Year 10 Under the Edexcel specification, students are expected to create a portfolio of work. During Year 10, students will be working on three different projects, building up a body of work and evidence of all the assessment objectives for their portfolio. Examples of the projects are: Typography Project: Words to Life This project will last approximately twelve weeks. During this time, students will be investigating different types of typography used within advertising. Students will be expected to design their own lettering examples based upon combining imagery with the word. Students can use the computers to help with their work, however the majority of it will be illustrated, drawn or painted. Magazine Design Students will be given a project brief to design a magazine cover for their age group. They will be exploring and understanding the use of colour; experimenting with layout and designs; looking at suitable typography and creating a name for the magazine. Students will be looking at artists and designers who influence their ideas. Students will be expected to draw/paint/make their outcomes so an interest in Art and ability to draw is absolutely essential. Film Poster Design Students will be given a film to illustrate. Their poster will include typography and other important information. Illustrators will be researched for inspiration. Students will have experimented with materials such as acrylic paint, ink, pencils and graphic pens so will be able to create a poster in their own unique style.

Key Stage 4 Unit 2 - Year 11 Students will be set an external examination by the examination board (Edexcel). The examination takes place over eight school weeks and it begins as soon as the examination paper is issued. During the Art lessons, students are expected to work independently with guidance from their teacher to develop ideas ready for the ten hour timed test. The timed test is the production of a final piece based upon examination development students carry out in the eight weeks beforehand. The theme of the examination is set by the examination board and it is open as a starting point so that students can develop their own ideas. The theme usually involves one word which can be developed, such as “Barriers”. The examination paper is issued to students around February of Year 11 and the timed test usually takes place in May of Year 11. All students will have the opportunity to do a mock examination in January of Year 11 for an insight into the actual experience. Why choose Art and Design: Graphic Communication Endorsement? If you like Art, drawing, painting and creating things, then this is the subject for you. It is different to Art and Design because it is more about design and advertising, communicating a message. You will be able to illustrate objects that you like, such as cars, skateboards, horses and fashion, depending on the project brief. You will be able to use some computer aided design to help you with your work. A camera would be beneficial for the course and a willingness to take photographs. It is very important that you are choosing Art because you enjoy it. The majority of students who do very well in this subject are those who enjoy working on ideas at home, not just during lessons. If you can work independently and are willing to do the set homework each week, then this is the course for you.

Business Studies - Mrs Clarke or Miss Warnekey Why choose Business Studies? This popular course offers students an insight into the dynamic and highly relevant world of business activity and behaviour. The skills and knowledge learnt are transferable to the working environment and are appealing to prospective employers. The GCSE course leads on to A Level Business and Economics courses which, in turn, is good preparation for university degrees. What is Business Studies? Students start by studying issues concerning the setting up and operation of a business. They explore the activities of businesses and the reasons for their success or failure. Topics covered include:

Business Start Ups: Who has the ideas, takes the risks and enjoys the benefits?

Marketing: How do businesses let potential customers know about their products and how do they know what to produce?

Finance: Where does the money required come from to start and expand businesses?

People in Business: How do businesses decide who to employ and how do they recruit, train and retain them?

Operations Management: How do businesses organise production or service provision? In Year 10, students will undertake a controlled assessment task which will give them the opportunity to analyse a particular aspect of business in detail, giving them a better understanding of what makes a business successful or not. A variety of techniques are used to stimulate interest in the world of business, one of the most important being the use of daily current affairs and business issues. Skills particularly important for success include analysis, evaluation and communication. It is this, combined with the study of a constantly changing business environment, which provides useful preparation for life after school.

Key Stage 4

Catering - Ms McIndoe GCSE Catering gives students the opportunity to learn about the catering industry, develop their practical catering skills and learn how to make a wide variety of food products. There are four main areas of study:

The Catering Industry

Nutrition and Menu Planning

Food Preparation

Technological Developments Assessment Controlled Assessment – 60% Students will be set a practical task. In Year 10 students make four suitable products. In Year 11, students make an appropriate two course meal and are assessed on the following:

Research

Production

Evaluation

Written examination – 40% at the end of Year 11

Students cannot take both GCSE Catering and GCSE Food and Nutrition as the courses are too similar.

Child Development - Mrs Scott

This course is concerned with the knowledge, skills and understanding required to form relevant and informed opinions about the birth and subsequent development of a child up to the age of five. Students choosing to study this course must know a child under the age of five that they are able to study for one of their pieces of coursework. The examination makes up 40% of the qualification. Students will be questioned on the following content:

Family and Parenting

Preparation for Pregnancy and Birth

Physical Development

Nutrition and Health

Intellectual, Social and Emotional Development

Community Support The remaining 60% of the course will be assessed by coursework undertaken in controlled conditions. This involves a combination of short research tasks and a child study. The child study will require research and investigation and include observational visits made over a period of time. The short research tasks include making a toy or learning resource for a three year old, producing a magazine article explaining bottle and breast feeding and an investigation into the quality of baby changing facilities in Norwich. What courses or employment can I progress to at the end of my course? The GCSE is a nationally recognised qualification designed to provide you with a choice of routes into further education or employment. The skills of collecting and interpreting data and communicating your findings in different ways are in great demand and highly valued by Sixth Form institutions, employers and colleges or whatever you choose to do Post 16. At Thorpe St Andrew Sixth Form, we offer the BTEC National Diploma in Children’s Play, Learning and Development which is equivalent to three A Levels and is a licence to practice when working with young children. Alternatively, the school also offers the A Level in Health and Social Care, which covers some child development content.

Key Stage 4

Drama - Mrs Williamson ‘All the world’s a stage!’ Our GCSE Drama qualification will prepare students for the role of a lifetime by providing them with the skills to communicate clearly and confidently, work closely with others and perform under pressure. GCSE Drama will equip students with a range of skills much sought after in the wider world of work and education. It will:

develop ways of communicating confidently and creatively

encourage co-operation and the understanding of others

provide the skills of working with others - learners can choose to work individually, in pairs or in a group for all units

introduce the tools and the language of drama

look at actions and their consequences in a dramatic setting

explore the creative work of the designer, deviser and director… as well as the performer

enable progress to our A Level Drama and Theatre Studies. In Year 10, skills are built to prepare students for the practical examinations in Year 11.

The GCSE examination consists of: Unit A581: From Page to Stage 30%

Students explore how a play is brought to life for an audience through a series of practical workshops.

They are assessed by their teacher on performance work and a written working record. Unit A582: Drama in the Making 30%

Students devise a piece of drama from stimulus material through a series of workshops.

They are assessed by their teacher on a presentation and a written working record. Unit A583: From Concept to Creation 40%

Using a text extract or other stimulus, students undertake a series of workshops exploring the functions of Deviser, Designer, Director and Performer. They undertake a preparation/rehearsal period leading to a performance.

They are assessed externally on their performance and their planning and a written working record .

Please note: students opting for GCSE Drama must be prepared to work as part of a team, organising and committing themselves to after school rehearsals.

Economics - Miss Warnekey This GCSE is designed to inspire students, encouraging an interest in real world economics. Students will develop their economic knowledge and apply this to real life situations. This is a great course to develop independence and encourages students to become reflective thinkers. Unit 1 – How the Markets Work This unit looks at current economic problems, competitive markets and how firms operate. This unit is assessed by external examination. Unit 2 – How the Economy Works This unit covers the economic objectives of the Government, looks at how it raises and spends money. This is assessed through an external examination. Unit 3 – The UK Economy and Globalisation This unit looks at why countries trade, why the UK is in the EU and the measures put in place to support growth for less economically developed countries. This is assessed through an external examination. A variety of techniques are used to stimulate interest in the world of economics, one of the most important being to follow what is happening in the news.

Key Stage 4

Geography - Miss Butler

“The world is going to change more in the next fifty years than it ever has done before…” In GCSE Geography we help young people to make sense of a complex and dynamically changing world. The aim of Geography in Years 10 and 11 at Thorpe St Andrew School is to enable students to increase their knowledge and understanding of a range of places, environments, and processes. We study the economic, social and physical factors that affect peoples’ lives. Students are encouraged to develop opinions and values about issues as well as improving their geographic skills. AQA offers a modern, interesting Geography course that develops and builds on the work covered in Years 7, 8 and 9. Fieldwork is an essential requirement of the course. This is usually undertaken in Year 10, with a focus on our local area. Exam Board: AQA Specification B Content: Unit 1: Managing Places in the 21st Century

The Coastal Environment

The Urban Environment Unit 2: Hostile World and Investigating a Shrinking World

The Challenge of Extreme Environments

Investigating Global Tourism

Unit 3: Local Investigation and Geographical Issue Investigation This involves the completion of two components:

A piece of local research, based on fieldwork

An investigation into a geographical issue

Both will be completed under controlled conditions. The specification aims to provide an approach to Geography which emphasises the relationships between people and their environment. It aims to allow students to explore different viewpoints to complex issues. It provides a firm foundation for students wishing to study Geography at AS Level. Examinations: Students will sit two 90 minute examinations and undertake up to 20 hours of controlled assessment on fieldwork and investigation of issues in Geography.

History – Mr Linnell or Mr Jameson Why do History? At the end of this year you could drop History for ever… ….but wait a moment…. What’s the most interesting thing in the world? Isn’t it people? Real people? Well that’s what History is about. If you like people, you will like History! Will it be any use to me when I’m older? Apart from being interesting, History is useful. Employers who see that you have a qualification in History know certain things about you. They will know that you have acquired key skills which, learnt through History, can be applied to all sorts of other situations. They know that:

you can understand what motivates people and what they think and feel

you are able to gather and read different kinds of information

you are able to check it for bias or propaganda

you can read maps, graphs and other diagrams

you are able to communicate clearly. But I don’t want to teach or work with old documents! History is a useful and often necessary subject for a lot of careers and not just the obvious ones like Law. What about conservation work, town planning or tourism? History is a good qualification for budding journalists, policemen and secretaries, to name just a few. But I want to be a scientist! Remember that scientists have to communicate effectively and their projects are carried out in a context which relates to the whole of society. Employers and universities like to see that you followed a balanced course at school – History is an important part of that balance. But there’s more to life than work!

How else can you make sense of the present unless you have a good understanding of the past?

How else can you understand why the place where you live looks the way it does?

How are you going to change the world if you haven’t looked at how it got in the state it is in already?

How are you going to participate in the system if you don’t know how it works?

How will you carry on building up your own set of values without looking at how others have done so in the past?

Answer: By taking History. Maybe this is not the moment to drop History for ever…

Key Stage 4 Two courses will be offered. Please make it clear on your application which course you would prefer: 1. Schools History Project

Medicine and Treatment: Why did prehistoric man drill holes in people’s skulls? Why was a surgeon in the 19th century rated according to his ability to amputate a limb within two minutes? Source Enquiry: The Transformation of Surgery 1845 - 1918 Nazi Germany 1919-1945: If you have ever wondered how Hitler came to power, how he and the Nazis took control of Germany; this is the course for you. It looks at these and many other fascinating questions from the end of World War I through to the impact of World War II on Nazi Germany.

Controlled Assessment: Government and Protest in the USA 1945 - 1970

2. Modern European and World History (a) You will study: One outline study on the Cold War 1945-1991:

Including:

How did the Cold War develop?

Three Cold War cases 1957–1969?

Why did the Cold War end 1979–1991?

(b) One depth study: Germany 1918–1939; includes Hitler’s Rise to Power and the policies of the Nazi State. (c) One source enquiry: War and the transformation of British Society c1905–1928, including why we have

social welfare, why women are treated the same as men and the reasons for the stalemate on the Western Front and attitudes at home.

(d) Controlled Assessment: The Vietnam War 1960-1975.

Information and Communication Technology (ICT) – Mr Inal

What are some of the things I will learn? This exciting new GCSE will give you fantastic opportunities to work with a variety of technologies, making it engaging and enjoyable to study. The qualification has been designed to nurture digital literacy and provide you with up-to-date skills, knowledge and understanding of the rapidly developing world around you.

It will:

improve your confidence in areas such as mobile phone

applications, web page design and games design

improve your understanding of social networking and its impacts

enable you to keep up to date with IT and digital developments, at

home and in the shops

explain how IT can help improve your career options

provide you with IT skills that you can use to solve practical

problems

allow you to develop technical skills which will give you a strong foundation for achieving ICT and Computing

Levels.

Assessment:

Unit B061 ICT in Today’s World

Unit B062 Practical Applications

in ICT

Unit 453 ICT in Context

Unit B064 Creative Use of ICT

20% of the total GCSE 1 hour

Written Paper or Computer based test

60 marks

30% of the total GCSE Controlled Assessment

20 hours 60 marks

20% of the total GCSE 1 hour

Written Paper or Computer based test

60 marks

30% of the total GCSE Controlled Assessment

20 hours 60 marks

How could it help with my future? A GCSE in ICT opens up an incredible world of opportunities for work both in the technology industries and in supporting roles within other industries. IT people not only need technical skills and knowledge but also other characteristics such as an ability to communicate clearly to all levels of business personnel; planning and project management skills; excellent self-motivation, decision-making and problem-solving abilities. GCSE ICT opens doors to diverse career paths such as games design, web and animation development, network management, network security, digital forensics and mobile application development.

Key Stage 4

Media Studies – Mr Walker The media plays a very important role in modern society, providing us with information, entertainment and education. In addition, with the advancement of modern technology, the media plays an important role in the shaping of attitudes and values. This course is designed to help students develop their practical and critical understanding of the role mass media plays in society today. The skills students will develop in the course are:

the analysis of a range of media texts

to gain a broad knowledge of the commercial nature of modern media production

to consider the consumption of a given media text by a range of different audiences

to show creativity and originality in the creation of media products

to engage in an ever changing world of media technologies. Areas students can study: Television Newspapers Films Radio Comics Music Videos Music Coursework (60%) There are two written assignments: 1. Introductory assignment - analysing and creating one media text. 2. Cross media assignment - analysing, comparing and creating two media texts in two different platforms. There is also one practical assignment. Students can chose from a bank of practical tasks, which include:

A 120 second trailer for a feature film.

A five minute sample of a talk-based radio show.

Four pages for a website or magazine.

A three minute music video. Controlled Assessment (40%) The topic for the exam changes every year and is based on pre-release materials. Students will be expected to prepare for the test through independent research. Previous topics have included quiz shows, sitcoms, music press, comedy films and newspapers.

Music - Ms Walker and Ms Reeve

Do you sing or play an instrument? If so, this is an exciting opportunity to develop your performing, listening and composing skills. You do not need any formal music examinations to take this subject. You just need a willingness to take part with music clubs and to develop your musical skills.

Is this you?

Do you sing? Do you play an instrument? Do you want to learn an instrument? Are you a team player? Do you want to perform in a group?

If so, this is the course for you!

There are four units for this course: Listening To and Appraising Music 20% Composing and Appraising Music 20% Performing Music 40% Composing Music 20% The course is taught around five areas of study and through three strands of learning. The five areas of study are: 1. Rhythm and Metre 2. Harmony and Tonality 3. Texture and Melody 4. Timbre and Dynamics 5. Structure and Form The three strands are: 1. The Western Classical Tradition 2. Popular Music of the 20th and 21st centuries 3. World Music Unit 1: Listening to and Appraising Music You will explore five areas of study through three strands of learning and they are assessed by a one hour written examination at the end of Year 11. Unit 2: Composing and Appraising Music You will compose one piece of music which explores two or more of the five areas of study, and links to one of the three strands. This is set by the examination board. You will also write the process and outcome of your composition. Unit 3: Performing Music You will produce one solo and one ensemble performance. Unit 4: Composing Music You will have to compose one piece of music which explores two or more of the five areas of study in any style or genre of your choice. Students would be expected to participate in extra curricular music activities if taking this course.

Key Stage 4

BTEC Certificate in Music (Single Award) and Extended Certificate in Music (Double Award)

- Ms Walker and Ms Reeve If you are interested in performing, composing, the music industry, recording technology or DJ’ing then this is the course for you. The BTEC Certificate in Music is a very practical course with plenty of opportunities to expand and develop new skills. For the Extended Certificate in Music which is equivalent to two GCSEs Grades (A* - C), you need to take both ‘Working in the Music Industry’ and ‘Professional Development in the Music Industry’. You then need to choose two of the following units:

Solo Musical Performance

Exploring Musical Composition

Working as a Musical Ensemble

DJ Technology and Performance and Producing a Musical Recording. All students will complete the Certificate and if they wish to complete the extra units they will be entered for the Extended Certificate. This course could lead on to the BTEC Level 3 Subsidiary Diploma in Music (Performing) offered in the Sixth Form. Students are expected to participate in extra curricular music activities if taking this course. It is intended that the students taking the Recording Unit would be involved in recording GCSE/BTEC performances and providing the sound for concerts to develop skills learnt during the course.

GCSE Physical Education - Ms Middleton In GCSE Physical Education, students will be assessed both in their practical ability and their theoretical knowledge. In order to succeed on this course, it is important that students have both a strong sporting background as well as the academic capability to cope with a written examination at the end of Year 11. Unit 1: The Theory of Physical Education (full course) This 1 hour 30 minute written examination involves ten multiple choice questions, short answer questions and three scenario questions based upon various topics covered throughout the two years. For example, students will be questioned on the importance of a healthy, active lifestyle and how this can affect the cardiovascular system. This unit is worth 40% of the final examination. Unit 2.1: Practical Activities Students must select four activities from the specification and they may select Leader and/or Official as one of their four sports. Students will be externally examined by a moderator in all four sports and this will take place in the Spring term of Year 11. This is worth 48% of the final examination. Unit 2.2: Analysis of Performance Students will be questioned by their teacher on one of their four sports, demonstrating for example, their knowledge and understanding of the rules, regulations and technology and their ability to plan a personal exercise plan. This interview is worth 12% of the final examination.

Key Stage 4

BTEC First Award in Sport – Mrs Andrew

The Edexcel BTEC Level 2 First Award in Sport has been designed to provide an engaging and stimulating introduction to the world of sport. The course covers both practical and theory elements. It is made up of four different units of work that are covered over a two year period:

Unit 1 - Fitness for Sport and Exercise

Unit 2 - Practical Sports Performance

Unit 5 - Training for Personal Fitness

Unit 6 - Leading Sports Activities Unit 1 - Fitness Testing for Sport and Exercise is an externally assessed unit which takes the form of an on screen test taken under examination conditions. The examination will be 1 hour long and marked out of 50. This means that 25% of the course is subject to examination. The other three units are assessed internally through the completion of various assignments, some of which are practical based. This practical element does not assess how good students are at playing sport; instead evidence is required to show regular participation within PE lessons. Students can achieve the following grades:

BTEC Level 1/Level 2 First Award in Sport

Grade Minimum Points

Required

GCSE Equivalent

Level 2 Pass 48 C

Level 2 Merit 66 B

Level 2 Distinction 84 A

Level 2 Distinction* 90 A*

Philosophical Studies - Miss Allen

In Year 10, students will follow the GCSE full course in Religious Studies. The ethical dimension will be dealt with in Ethical Studies, which all students follow in Year 10. The philosophical dimension will be completed in Philosophical Studies. Students will study topics such as:

arguments for the existence of God

how do we account for evil in the world?

do we need religion when we have science?

death and the afterlife

religious and spiritual experience. In the Summer of Year 10, students will sit the full course examination. This enables students to complete the GCSE a year early. With the removal of modules in other subjects this gives students essential skills to build on for the final year of GCSEs and allows them the luxury of getting one full GCSE completed. In Year 11, students follow the OCR A Level syllabus for Humanities. This gives the students an excellent opportunity to sample A Level study before making their Post 16 choices. The Humanities syllabus covers many different academic disciplines including: History, Geography, The Arts and Philosophy. This is an excellent compromise for a varied and rigorous qualification. Who should take this course? This course would be advantageous to all students who are looking for something different and stimulating. It will develop your interests in a wide range of areas and will help you to acquire a series of valuable and transferable skills. In particular, it will prepare you for the rigour of A Level studies in your future. It incorporates topics from different academic disciplines so is appropriate for students with a broad and varied range of interests. Career Options This course enhances thinking skills, analytical thought and independent learning, therefore equipping you with a set of highly marketable qualities for the world of employment and further education.

Key Stage 4

Sociology - Miss Cunliffe or Mr Rodgers Sociology is a challenging and exciting subject. Its aim is to understand how societies work, and to study and explain how society makes us who we are. In studying Sociology, you will be actively involved in exploring and asking questions about the society in which we live, such as:

Why do people turn to crime?

Who controls the media?

Is there such a thing as a ‘typical’ family?

What gives people power in our society?

How does school control us?

Studying Sociology offers you the opportunity to gain a greater understanding of society and to make sense of your own experiences within it. It observes the day to day experiences of people in groups for example: workers, criminal gangs, or children and seeks to explain them. You will learn basic ‘Perspectives’ or ways of looking at society; ‘Consensus and Conflict’ theories that attempt to explain how societies work. You will learn about the different methods of data collection: experiments, questionnaires, interviews; their advantages and disadvantages and how they have been used in sociological studies. The topics studied are: Unit 1 - Studying Society, Family and Education Unit 2 - Crime and Deviance, Power, Mass Media and Social Inequality. You will also develop the necessary skills to enable you to assess different views and reach conclusions about society, based on a careful consideration of evidence. At the end of Year 11, students take two examinations both worth 50%. Sociology is valuable for a number of wide-ranging careers, for example; social work, politics, teaching, policing, the justice system and a range of people and service centred occupations. It is equally as valuable as a subject which develops your ideas about the world and makes you consider different opinions on and the causes of social behaviour and patterns over time in our society. Student comments on studying Sociology: “It was so interesting that it was my first option at A Level”

“It’s made me think about why I agree and disagree with things that others say”

“I didn’t realise how much society influenced our behaviour”

“It’s helped me understand the topics in English and History more – it links with so many other subjects”

Sociology will help you make sense of society and give you new ways of seeing the social world around you. You will question aspects of it you had previously taken for granted. Sociology GCSE will provide you with ‘tools’ which allow you to become a better informed and more socially aware member of society.

Applied Business (Double Award) - Mrs Clarke This course is a Double Award GCSE, worth two GCSEs. Applied Business will equally suit students who may want to set up their own business in the future, those who will work for someone else or those wishing to study Business to A Level. Four units will be studied over the two years of the course: Unit 1: Setting Up a Business (one hour written examination) This unit looks at issues involving setting up and running a business. It looks at business activities and the reasons for success or failure. Unit 4: People in Business (Controlled Assessment) In this unit students will investigate how businesses organise and motivate their staff. Students will conduct a research investigation into a business of their choice and this will form the basis of their Controlled Assessment. Unit 6: Enterprise (Controlled Assessment) In this unit students will develop and explore attributes associated with enterprise. This unit will require students to undertake an enterprise activity which may require a small financial contribution dependent on the student’s chosen activity. Unit 7: Business Finance (one hour written examination) This unit introduces students to the four key elements of business finance: sources of finance, costs and break-even, financial statements and financial planning and forecasting. Students complete their assessments under controlled conditions at school. They will be taught how to approach this and what they need to know prior to undertaking the assessment. The two pieces of work taken under Controlled Assessment are worth 60% of the overall grade, the two examinations are worth 40%. Students who are interested in the world of business are likely to enjoy this course. They will be asked to work in groups and present ideas to the rest of their class. We may watch programme clips such as ‘Dragon’s Den’, ‘The Apprentice’ and ‘Be Your Own Boss’ to examine business ideas. The study of Applied Business at GCSE can lead to the study of Applied Business at AS level as well as being a sound GCSE in its own right.

Key Stage 4

GCSE in Health and Social Care (Double Award) - Mrs Scott This course is for those interested in finding out about Health and Social Care and Early Years Care and is a Double Award equal to two GCSEs. What do I need to know or be able to do before taking the GCSE? You do not need to have studied it before. It is important to have a lively and enquiring mind and a willingness to explore new ideas. It is important to be able to work independently as 60% of your final grade is based on coursework assignments.

Course Content: Unit 1: Social Care and Early Years Provision (Controlled Coursework Unit – 30%)

The range of care needs of major client groups.

The ways people can obtain services and the possible barriers that could prevent people from gaining access to services.

The types of services that exist to meet client group needs and how they are developed and organized.

The principles of care that underpin all care work with clients.

The main work roles and skills of people who provide health, social care and early years’ services. Students study Sure Start and other services in Norwich which meet the needs of children. Unit 2: Understanding Personal Development and Relationships (Examined Unit – 20%)

The stages and pattern of human growth and development.

The different factors that can affect human growth and development.

The development of self-concept and different types of relationships.

Major life changes and sources of support. Unit 3: Promoting Health and Wellbeing (Controlled Coursework Unit – 30%)

Defining the health and wellbeing of individuals.

Interpreting physical measures of health for individuals.

Factors that have positively affected health and wellbeing.

Risks to health and wellbeing.

Health promotion and improvement methods. Students choose an individual topic and produce a health plan for them to improve their health and well being. Unit 4: Safeguarding and Protecting Individuals (Examined Unit – 20%)

Safeguarding individuals.

Infection control.

First aid practice.

How to recognise potential risks to safety and how to reduce risks in specific settings. Students also achieve a Basic Food Hygiene Certificate when studying this unit. What courses or employment can I progress to at the end of my course? The GCSE is a nationally recognised work related qualification designed to provide you with a choice of routes into further education or employment. The skills of collecting and interpreting data and communicating your findings in different ways are in great demand and highly valued by Sixth Form institutions, employers and colleges or whatever you choose to do Post 16. At Thorpe St Andrew Sixth Form, we offer the BTEC National Diploma in Health and Social Care and Children’s Play, Learning and Development, as well as the A Level in Health and Social Care. The GCSE in Health and Social Care is a good starting point for jobs in the care services such as nursing, social work, care assistant and working with children.

GCSE in Leisure and Tourism (Single and Double Award) – Mrs Clarke This course is aimed at those who are interested in both Leisure and Tourism and those wishing to pursue a career within the industry. It is based around a more vocational way of learning and involves a number of different lesson styles (role-play, giving presentations and research-based activities), which are both fun and interesting. What do I need to have studied before taking the GCSE in Leisure and Tourism? It is important to have an interest in the Leisure and Tourism industries and a willingness to explore new ideas. It is important to be able to work independently as 60% of your final grade in both the Single and Double Award is based on independent work carried out under controlled conditions. The department intends to offer AQA Single Award and Double Awards. For the Single Award, students take two units: Units 1 and 2. For the Double Award, students take four Units: 1, 2, 3 and 4. Unit 1: Understanding Leisure and Tourism Destinations Students will look at a range of destinations in both the UK and overseas. We will consider the reasons people choose to visit these destinations. Unit 2: The Nature of Leisure and Tourism Students study why people use Leisure and Tourism facilities, how these are managed and why it is one of the fastest growing industries world-wide. Unit 3: The Business of Leisure and Tourism The study of the types of jobs people have and what skills are needed to pursue a career in Leisure and Tourism are covered. Unit 4: Investigating Tourism Destinations and Impacts Students will study the difference between long and short haul destinations, what types of people will travel to these areas and what impact these have on the environment. This will include Eco-tourism and Responsible Tourism. Examinations Units 1 and 3 are assessed externally by one hour public examinations. Units 2 and 4 are internally assessed controlled assessments.

This is a course where students are expected to take an active and responsible part in their learning. What courses or employment can I progress to at the end of my course? You can progress on to an A level or BTEC in Travel and Tourism. Alternatively you may wish to study for an A level in Geography. You can then continue your studies in higher education. Alternatively, there are many careers that lead on from the GCSE in Leisure and Tourism; such as working in a travel agency, theme park or leisure centre. If you decide to go on to study Leisure and Tourism at further education and higher education levels there are many opportunities to work in management roles for many leading leisure and tourism organisations.

Key Stage 4

Engineering – Mr Dwyer or Mr Hanrahan We offer the option to study Engineering through the Edexcel BTEC First Certificate. The rationale for all qualifications in the BTEC First suite in Engineering is to:

inspire and motivate learners to consider a career in the engineering sector

give learners the opportunity to gain a broad understanding and knowledge of, and skills in, the engineering sector as these are embedded into the optional specialist units

support progression to a more specialised Level 3 vocational course or A Levels in Design and Technology: Product Design

give learners the potential opportunity, in due course, to enter employment within a wide range of engineering posts.

This qualification is built on two core units that form the fundamental knowledge and understanding of engineering principles. The Certificate includes two additional mandatory units as well as a choice from an additional four optional specialist units, thereby providing an opportunity to develop a broader understanding of the engineering sector. Core Units The new BTEC First in Engineering contains an essential core of knowledge and applied skills. The two core units are:

The Engineered World (externally assessed)

Investigating an Engineered Product (internally assessed). Mandatory Units In addition to the externally assessed unit in the core, the BTEC Extended Certificate also contains two additional mandatory units these are:

Interpreting and Using Engineering Information (externally assessed)

Mathematics in Engineering (internally assessed). Optional Units

These are selected by the school to best match the skills set of the students, staff and the resources available to the school.

National Vocational Qualification (NVQ) – Mrs Gallon

For a small number of students an alternative to a full GCSE curriculum may be appropriate. The school has links with a number of external providers who can offer Level 1 NVQs in a number of areas. These are more practical, non-examination based qualifications. Such courses are unsuitable for students who are expected to achieve at least Level 5s at the end of Year 9. If you wish to discuss your suitability for one of these courses, please speak to Mrs Gallon.

Careers (Information, Education and Guidance) - Mr Fish The Careers Education Programme in Years 10 and 11 includes:

dedicated time to work on CV preparation, letters of application, interview techniques and liaising with employers appropriately

assessment of likes, dislikes, personal interests, skills and qualities, in relation to generating it into a Career Plan

discussion about rights and responsibilities including Health and Safety in relation to the world of work

preparation for work projects starting in February of Year 10 culminating in a Work Experience placement during the Autumn Term of Year 11.

As students continue to study a balanced programme of study up to the age of 16, this means the fewest possible restrictions on a choice of future career - no doors have been closed through early specialisation. During the next two years you will find an increase in relevant careers information which you can access as appropriate. This will include:

access to the Careers Resource Centre (North Site, in the Learning Resource Centre) with access to the internet and up-to-the-minute careers information

access to regularly updated Careers web pages on the school’s Careers website www.thorpe-careers.org.uk

the opportunity to attend relevant talks and visits on all Post 16 options, to ensure ultimately that students are making informed decisions

all Year 11 students being interviewed regarding their plans Post 16 as part of our IAG (Information, Advice and Guidance) for students.

Special Educational Needs - Mrs Sowerby Students who have been identified as having Special Educational Needs are offered the same choices at GCSE as all other students. A variety of support is available: students sometimes have a member of staff to work with them; material is adapted, as appropriate; and support is available in lessons for specific subjects.

Key Stage 4

Further Information

Organisation of Teaching Groups Some subjects, such as PSHEE in the Core and Preference options where only one group exists, are taught in groups of mixed ability. Not everyone can be equally successful at all subjects and a student may, for example, be in a top set for their Foreign Language but in a lower set for Mathematics.

Enrichment of the Curriculum As well as Core and Preference options you will have already read about after school’s extra-curricular classes in languages so that students who are suitable for learning dual languages have the opportunity to gain two qualifications, in French and German.

Dual Languages We continue to offer the exciting opportunity for our top set students to continue with both French and German to GCSE by adding one after-school session per fortnight, on a Wednesday evening. This has been running for eight years and is proving highly popular and successful with our Key Stage 4 students.

AS Level Statistics Module This is an AS Level module which will be completed in one year (by the end of Year 10). It makes up one third of the AS Level Mathematics. Lessons will take place once a week, from 3.15 pm to 4.15 pm. The course is examined by a single examination paper taken in the Summer. Statistics is open to those students who achieve Level 8 at the end of Year 9. Clearly, these enrichment courses are very demanding in terms of time and commitment and, as such, could have quite an impact on other after school activities which a student might like to undertake. These courses are additional to the normal curriculum and must be viewed as such. The extra workload they generate must not have an adverse effect on the subjects studied in school time.

Equal Opportunities We believe that all students are entitled to equality of opportunity in learning. To this end, all students in our school have a right of access to its opportunities, regardless of ability, age, gender, physical ability, racial or ethnic group, religious beliefs and social background. Throughout the curriculum, students are encouraged to understand the implications of equal opportunity and regard and should be challenged to dispel the ignorance and distrust which breeds prejudice and discrimination. We value all students and believe they should be treated with equal regard. We aim to avoid gender stereotyping and positively encourage students to break such stereotypes where appropriate. It is our policy that there should be no discrimination between boys and girls in the matter of course availability, testing, visits, careers guidance or any other benefits, facilities or services provided by the school. Our aim is to meet the needs of each individual student, where all have access to appropriate work.

Opportunities 16-19 Over the last few years an increasing proportion of students have chosen to stay on in the Sixth Form and continue their education for one, two or three years. We are able to provide an expanding range of courses which include a wide selection of GCE AS (Advanced Subsidiary) and A2 (A Level) courses as well as BTEC First and National Diploma courses. As a result of success on these courses the vast majority of students progress to courses afterwards in further and higher education at Colleges or University. The level of success of students in the Sixth Form is in no small part due to the quality of advice, guidance and counselling provided by the Sixth Form team and tutors before, during and at the end of a student’s Sixth Form career. Although many students will not have definite ideas about their career or course choice in higher education at this stage, advice and help can be sought from members of the Sixth Form Team about courses which require special qualifications and/or are in great demand.