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SHEBBEAR COLLEGE

A Foundation for Life

Est. 1841

4th Form Curriculum Booklet

SHEBBEAR COLLEGE

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CONTENTS

ACADEMIC CURRICULUM FOR FORMS 4 AND 5 3

ENGLISH 6

MATHEMATICS 7

FURTHER MATHEMATICS 8

CORE SCIENCE & ADDITIONAL SCIENCE 8

MODERN FOREIGN LANGUAGES 10

RELIGIOUS STUDIES 12

PERSONAL, SOCIAL & HEALTH EDUCATION 12

ART & DESIGN 13

INFORMATION &COMMUNICATIONS TECHNOLOGY 14

DRAMA 14

GEOGRAPHY 15

HISTORY 16

MUSIC 17

PHYSICAL EDUCATION 18


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Our overriding aim at Shebbear is to create a learning community that will enable all of our students to look back on their college days with ‘fond memories and a real sense of achievement’. For this to happen we constantly strive to find ways to ensure that students are both happy and successful. But what do we mean by success? First and foremost, we think it means that all students will be fully prepared for the journey into their future. Most of your sons and daughters will not be joining the workforce until 2013 at the earliest, and many into jobs that have yet to be invented, so here at Shebbear we are preparing them for tomorrow … today!

Our curriculum is planned to ensure a breadth and balance of subjects in studies over the two years. While the College follows the intentions of the National Curriculum, we broaden and adapt its scope to ensure that courses are constructed to suit the abilities and interests of our pupils. It goes without saying we want knowledgeable individuals – numerate, able to read with comprehension, write with skill, communicate effectively and responsibly; and able to demonstrate academic proficiency. This is the baseline, but we believe being successful also means having the opportunities, skills and qualifications to achieve your own personal goals and ambitions. It does not mean therefore that we all need the same types of qualifications or should be taught exactly the same subjects.

As predicting the future is an inexact science and young people can quickly change their minds, it is essential that current Form 3 pupils keep open as many options as possible, and for this reason we advise pupils to seek to extract breadth and balance between the Sciences, Technology, Language, Humanities and Creative/Aesthetic Practical Subjects. A broad subject base retains flexibility for the future and keeps open as many career opportunities as possible.

This booklet is designed to help pupils reach decisions about GCSE subject choices by explaining in some detail the courses on offer and the assessment requirements for every course

GCSEGeneral Certificate in Secondary Education (GCSE) courses provide the framework for schemes of work and assessment in Forms 4 and 5. GCSE expands subject specific knowledge and understanding and tests whether pupils can apply these to the everyday world. The courses encourage the development of practical, numerical, written and oral skills, including the ability to communicate clearly in speech and writing. Details about specific content are given in each of the GCSE subject summaries later in the booklet.

ASSESSMENTOur subject examinations are set by the Assessment and Qualification Alliance (AQA), London Examinations (Edexcel) and Oxford, Cambridge and RSA Examinations (OCR). Written papers are marked by external examiners. Internal assessment is carried out in school but is submitted to the AQA, Edexcel and OCR for external moderation.

COURSEWORK AND DEADLINESIn almost every subject, candidates are judged on work completed during the two year course as well as by final examination. The proportion of coursework contributing to the final mark varies. A schedule of coursework deadlines is provided in the Autumn terms of Forms 4 and 5. Observance of these deadlines is the key to success, as it paces this very demanding element of GCSE work.

EXAMINATIONSOur normal end of year examinations in June of Form 4 are followed by ‘mock’ GCSE papers in January of Form 5. GCSE written papers are usually in May and June of Form 5. Pupils are expected to complete all the internal examination papers for their core and optional subjects during the GCSE course. Entry to the final external examination is the decision of the school, following discussions with pupils and parents as necessary.

ACADEMIC CURRICULUM FOR FORMS 4 AND 5

SHEBBEAR COLLEGE

GRADESSuccessful candidates are awarded a grade on the scale A to G; exceptionally high achievement is awarded A*. Candidates who fail to achieve grade G are un-graded and do not receive a certificate. Grades A* to C at GCSE are required for entry to many post 16 courses and for many types of employment.

Grades are awarded for positive achievement. The highest grades are awarded only to candidates doing well on the hardest papers or questions. The lower grades aim to reward good performance at a more modest level, rather than a poor performance on too difficult questions. It is therefore essential that all students enter for the appropriate levels (e.g. foundation, intermediate, higher tiers) if they are to do themselves justice.

LEARNING SUPPORT DEPARTMENTThe role of the Learning Support Department is to ensure that all pupils are enabled to access the curriculum irrespective of their learning difficulty, whether they are referred by teachers, parents or themselves. Generally, in the 4th and 5th form pupils in the Learning Support Department do not take French GCSE, and attend five one hour lessons a fortnight, they will have been identified through diagnostic and formal assessment as they moved through the school.

The lesson content is fluid and considers the needs, concerns and priorities of the pupil and teacher. Teaching and learning is structured, multi-sensory and cumulative, and considers the learning style of the pupil.

There are opportunities to discuss and receive advice and support regarding various coursework assignments including proof-reading, discussion of course texts, and essay planning. Thinking and study skills are incorporated into the lessons, exam techniques are discussed and pupils learn about specific learning styles and learning preferences.

There are opportunities to revise and over learn; to practise presentations and discussions and to focus on post 16 choices. All Learning Support pupils follow an Individual Teaching Plan (ITP) each term, ensuring that through the setting of personal

targets the pupils are challenged, encouraged and supported throughout their school years, so that they can reach their true potential.

All pupils are monitored carefully as they progress through the school. Access arrangements for examinations are based on thorough testing and applications are made in strict accordance with the JCQ awarding bodies. Access arrangements allow pupils to show what they know and can do without changing the demands of the assessment: for example the provision of readers, scribes, word processors and additional time.

PREPARATION FOR FURTHER STUDYAll offered GCSE courses form the basis of continued study into our Sixth form either at A Level or AS Level. AS Levels are courses which require approximately half the amount of study time as A Levels. Students entering our Sixth Form will be able to continue a broad based curriculum made up of a combination of A and AS Levels, and can gain entry to Higher Education on the basis of the complete range of their results. Two pass grades in AS Levels count numerically as equivalent to the same grade in one A Level.

POINTS TO CONSIDER WHEN CHOOSING OPTIONS:1. A broad range of subjects is advisable to achieve a balance between arts, science, humanities, practical, aesthetic and physical components in order that options are be kept open for choices at 16+ and thereafter.

2. The requirements for any possible career or course of Further or Higher Education must be kept in mind. Such requirements can be investigated through research in the careers library and with the Connexions service.

3. Pupils should be realistic about matching the combination of subjects to their ability, and should guard against overrating or underrating themselves. Pupils should not be so overstretched that they are unhappy, but they should find sufficient challenge in their work to stimulate and maintain their interest.

SOURCES OF INFORMATIONAND SUPPORTInformation in this booklet about our options system is clarified in an options evening for parents and in an extended presentation for pupils. A period of consultation with subject staff then follows when pupils research, using university, college and careers literature. Each pupil can then devise their own plan of action with the help of the Form Tutor. The parents’ evening on 8th March 2007 will provide an opportunity for pupils, parents and staff together to consider possible choices. Following these discussions, option blocks are drawn up to establish groups of subjects which can be timetabled together to provide subject combinations acceptable to individuals. In the summer term lists of option blocks are sent home so

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that pupils and parents can confirm their choices of subjects formally.

Option blocks will be constructed with care. They will not provide absolute freedom of choice; a system, which meets perfectly the varied needs of a large number of pupils, would be hard to find. However, all sensible and necessary combinations of subjects will be covered and we do endeavour to meet all option requests.

STRUCTURE OF THE CURRICULUMThe 4th/5th Year curriculum consists of Core Subjects, which everybody takes (although not necessarily following the same course within each subject), and Option Subjects, from which the pupils make a choice. This arrangement is a compromise between giving the pupils the maximum opportunity to develop their own interests and abilities, while at the same time making sure that they study a range of different types of subject, so that they do not miss out on any important areas of learning that they might later regret. The aim for all pupils is the same - whatever they study - for a successful and rewarding programme leading to the best possible GCSE results, and the widest possible opportunities for each individual at the end of the 5th Form.

CORE SUBJECTS (Compulsory)This group of subjects do not have to be chosen - everyone must do them. They are described on the pages in this booklet. There are some variations within them, though: the top Maths set will have the opportunity to take Statistics GCSE as well as Mathematics; most but not all will take English Literature as a separate GCSE as well as English; the more able Scientists may take three separate GCSEs in Physics, Chemistry and Biology, while most pupils will take a Double GCSE in the three Sciences together, and some will take just one Science GCSE. You will understand that some pupils need a little bit more time to reach their best level, while others can manage extra subjects and still do well. These arrangements mean that everyone is given the best possible chance of the best results they can obtain.

OPTION SUBJECTSThe Option Subjects are just as important as the Core Subjects, of course, to the pupils who are studying them, but the choice of which to study depends more on the interests and ability of the individual. You cannot choose between, say, History and Geography in importance or usefulness - the ‘better’ one to study (or whether to take both) depends on the individual. These particular subjects in fact are both very important and other subjects are more or less important to individuals depending on their circumstances. One could argue, of course, that every subject is important, but there isn’t enough time to continue with everything to an advanced enough level, and anyway by this age we believe that it is right and proper for pupils to chose for themselves some of the areas on which they wish to concentrate.

Pupils take three separate GCSEs from this group of subjects so the full 4th/5th Year programme consists of something between seven and eleven different GCSE subjects, depending on the interests and ability of each pupil, arranged in such a way that the complete course gives each individual pupil the greatest possible chance of the best possible results.

CORE SUBJECTS:

English and English Literature

Mathematics (Statistics)

Science – Biology, Chemistry and Physics

Spanish/ESL/LS

Religious Studies

PE/Games

PSE

OPTION SUBJECTS:

Art

ICT

Geography

History

Music

Physical Education

Drama

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SHEBBEAR COLLEGE

Our GCSE English specification is a combined course that offers a range of language and literature topics.

Students will be able to demonstrate their ability to use English in different contexts and will benefit from the skills-based approach.

Content will engage students and you benefit from the flexibility of either a linear or unitised course structure.

COURSE OUTLINEStudents apply and develop skills across units including:

Learning to read texts actively and critically

Employing close reading skills to retrieve information

Making inferences and commenting

Making inferences and giving informed comments on language in use

Producing texts that are fit for purpose and audience

COMMON UNITS WITH GCSEENGLISH LANGUAGEThe specification offers flexibility as Unit 1 – Understanding and producing non-fiction texts and Unit 2 – Speaking and listening are both common to GCSE English and GCSE English Language so entry decisions for candidates can be made later in the course.

A comprehensive Anthology can be used for the Controlled Assessment tasks for the literature elements, containing two collections of short stories (modern and cultural exploration), as well as poems in four thematic clusters:

Characters and voices

Place

Conflict

Relationships

ASSESSMENTUnit 1:Written paper: Understanding and producing non-fiction texts – 40% of assessment.

Unit 2:Controlled Assessment: Speaking and Listening - 20% of assessment.

Unit 3:Controlled Assessment: Understanding and producing creative texts - 40% of assessment. Written papers at Foundation Tier and Higher Tier that allow the brightest students to demonstrate their knowledge.

The exam makes use of Controlled Assessment.

Assessment is available in January and June.

AQA GCSE English LiteratureTaught alongside GCSE English Language, GCSE English Literature specification offers a skills-based approach.

Students can explore texts from a personal perspective and the specification covers:

Literature today – contemporary and modern texts (post 1945).

Literature globally – reference to universality as well as ‘difference’.

The Literary Heritage – timeless and significant English, Welsh or Irish texts.

Students entering GCSE Literature must also enter GCSE English Language, at Key Stage 4.

This is possible because we’ve developed an integrated approach between the disciplines, while still maintaining their distinctiveness.

COURSE OUTLINEA comprehensive Anthology supports the specification containing two collections of short stories (modern and cultural exploration), as well as poems in four thematic clusters:

Characters and voices

Place

Conflict

Relationships

ENGLISH AQA

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ASSESSMENTThere is a choice of two routes within the specification:

ROUTE APoetry assessed via a written paper and Shakespeare and the Literary Heritage assessed via Controlled Assessment. Unit 1: Written paper: Exploring modern texts – 40% of assessment.

Unit 2: Written paper: Poetry across time - 35% of assessment.

Unit 3: Controlled Assessment: The significance of Shakespeare and the English Literary Heritage – 25% of assessment

ROUTE BShakespeare and English Literary Heritage assessed via a written paper and poetry assessed via Controlled Assessment.

Unit 1: Written paper: Exploring modern texts – 40% of assessment.

Unit 4: Written paper: Approaching Shakespeare and the English Literary Heritage - 35% of assessment.

Unit 5: Controlled Assessment: Exploring Poetry – 25% of assessment.

Written papers are at Foundation Tier and Higher Tier which will allow the brightest students to demonstrate their knowledge. Assessment is available in January and June.

Any text used for GCSE English Literature may also be used for the Reading Controlled Assessment in English Language (Unit 3) but candidates must submit a different task for each.

Mathematics is one of the core subjects that all students study, being taught in sets appropriate to ability and potential.

The GCSE course is intended to develop mathematical knowledge and oral, written and practical skills in a way which encourages confidence and provides satisfaction and enjoyment.

The development of an understanding of mathematical principles will enable students to apply Mathematics in everyday situations and facilitate an understanding of the part which Mathematics plays in the world around them.

The skills of logical reasoning, classification, and the proving of mathematical relationships will be extensively used, thus providing students with a foundation appropriate to the further study of Mathematics and other disciplines. Modular Scheme of Assessment: Unit 1 Statistics and Number (30%)Unit 2 Number and Algebra (30%)Unit 3 Geometry and Algebra (40%) There are two tiers of assessment :

Higher (A* - D), Foundation (C - G) All pupils are expected to have their own scientific calculator and a basic set of geometric instruments.

General Notes

(a) Students may be entered at different tiers for different units depending on their ability in a particular field.

(b) Advice will be given to students regarding tiers of entry.

(c) All three units will be studied over the two year period; all units must be examined in the June 2015 sitting.

(d) There is no element of controlled assessment.

MATHEMATICS AQA

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SHEBBEAR COLLEGE

This qualification fills the gap for high achieving students by assessing their higher order mathematical skills, particularly in algebraic reasoning, in greater depth without infringing upon AS Level mathematics, thus preparing them fully to maximise their potential in further studies at Level 3. It offers the opportunity for stretch and challenge that builds on the Key Stage 4 curriculum and is intended as an additional qualification to the GCSE Mathematics, rather than as a replacement.

The content assumes prior knowledge of the Key Stage 4 Programme of Study and covers the areas of algebra and geometry, which are crucial to further study in the subject, in greater depth and breadth. This new qualification places an emphasis on higher order technical proficiency, rigorous argument and problem solving skills. It also gives an introduction to calculus and matrices and develops further skills in trigonometry, functions and graphs.

The AQA Level 2 Certificate in Further Mathematics is an untiered Level 2 linear qualification for learners who either already have, or are expected to achieve, grades A and A* in GCSE mathematics are likely to progress to A-Level study in mathematics and possibly further mathematics.

FURTHER MATHEMATICS AQA Level 2 Certificate

CORE &ADDITIONAL SCIENCE

GCSE CORE SCIENCEEdexcel

Edexec’s GCSE Science 2011 suite of specifications has been designed to encourage more students to experience the world of science by offering a course that is both interesting to students and placed in a relevant context to meet their needs.

The specification has been written with sections designed to engage students and to promote excitement and inquiry about how science works.

Teachers will have the opportunity to select a route that is best for their students, in terms of teaching and learning styles. The assessment model is designed to be integral to teaching and learning and offers clear structured progression from Key Stage 3. Most Shebbear pupils will do both courses.

The content is based on the Key Stage 4 programme of study. This specification is based on twelve topics:

B1 Topic 1Variation

B1 Topic 2Responding to change

B1 Topic 3Inter-relationships

C1A Topic 1The Earth’s Sea and Atmosphere

C1B Topic 3Acids

P1A Topic 1Visible Light and the Solar System

P1A Topic 2The Electromagnetic Spectrum

P1A Topic 3Waves and the Universe

P1B Topic 4Waves and the Earth

P1B Topic 5Generation and Transmission of Electricity

P1B Topic 6Energy and the Future

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Internal Assessment 25%Edexcel will develop a number of assessment activities based on the work undertaken by students for each of the twelve topic in the course. Students will be required to submit three assessment activities, one each for biology, chemistry and physics. These will be teacher marked and externally moderated by Edexcel and contribute 25% of the assessment for GCSE Science.

External Assessment 75%This will be based on three written structured examination papers each of one hour duration.

GCSEADDITIONAL SCIENCE

This qualification builds on the knowledge and understanding acquired from GCSE Core Science and offers progression pathways to GCSE Biology, GCE Biology, GCE chemistry and GCE Physics.

The specification is based on fifteen topics:

B2 Topic 1Genes and Enzymes

B2 Topic 2Life Processes

B2 Topic 3Organ Systems

C2A Topic 1Atomic Structure and the Periodic Table

C2A Topic 2Ionic compounds and Analysis

C2A Topic 3Covalent Compounds and Separation Techniques

C2B Topic 4Groups and the Periodic Table

C2B Topic 5Chemical Reactions

C2B Topic 6Quantitative Chemistry

P2A Topic 1Static and Current Electricity

P2A Topic 2Controlling and Using Electric Current

P2A Topic 3Motion and Forces

P2B Topic 4Momentum, Energy, Work and Power

P2B Topic 5Nuclear Fission and Nuclear Fusion

P2B Topic 6Using Radioactive Materials

The assessment of this course is similar in format to the assessment of GCSE Core Science.

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CORE &ADDITIONAL SCIENCE

SHEBBEAR COLLEGE

Why study a modern language at GCSE?

You will add an international dimension to your GCSE subjects which only 30% of students in the UK have studied in recent years.

You will create greater opportunities for yourself to work abroad, or in companies in the UK with international links. Many employers look for people who speak a foreign language.

You will learn about the countries where the language is spoken and increase your cultural knowledge.

You will learn many skills which are useful in a wide range of future careers, such as the ability to communicate clearly, being confident about speaking in public, using problem-solving strategies, being pragmatic and adaptable etc.

How and when will you be assessed?

Unit 1Listening paper worth 20% of final GCSE grade. F = 30 minsH = 40 mins

Target Language recordings with questions in English mainly.

Unit 2Reading paper worth 20% of final GCSE grade. F = 35 minsH = 45 mins

Target Language texts with questions in English mainly.

You will take these exams in the summer of Form 5

Unit 3Worth 30% of the final GCSE grade.

Two controlled speaking assessments lasting 4-6 minutes.

You can use 40 prompt words (no conjugated verbs) to support your assessment.

You will record several assessments and keep the best 2 for your GCSE.

They will be marked by your teacher and moderated externally.

Unit 4Two controlled writing assessments of 200 to 250 words lasting one hour each and worth 30% of the final GCSE grade (15% each):

for example a film review, a magazine article about what it is like being a teenager, a web page about your school, a holiday account or a blog about what you did at half term.

You will prepare and draft the piece in class, then write it up in exam conditions just using notes and a dictionary for the last 10 minutes. The two best pieces will be sent to the board to be marked externally.

These will take place throughout Forms 4 and 5.

MODERN FOREIGN LANGUAGESAQA

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What topics will you study?

LIFESTYLE:

Health

Healthy and unhealthy lifestyles and their consequences

Relationships and Choices

Relationships with family and friends

Future plans regarding marriage/ partnership

Social issues and equality

LEISURE:

Free Time and the Media

Free time activities

Shopping, money, fashion and trends

Advantages and disadvantages of new technology

Holidays

Plans, preferences, experiences

What to see and getting around

HOME AND ENVIRONMENT:

Home and Local Area

Special occasions celebrated in the home

Home, town, neighbourhood and region, where it is and what it is like

Environment

Current problems facing the planet

Being environmentally friendly within the home and local area

WORK AND EDUCATION:

School/College and Future Plans

What school/college is like

Pressures and problems

Current and Future Jobs

Looking for and getting a job

Advantages and disadvantages of different jobs

How can you succeed?Learn vocabulary on a weekly basis in order to build up your knowledge. There is too much too learn if you leave it until a week before the exam!

Read/listen as much in the language as you can online – your teacher will give you some good websites.

Practise your pronunciation and accent whenever you can (no-one can hear you in the shower!)

Record yourself and listen over and over again.Practise with someone else and make sure you test yourself.

Know all your key past/present/future verbs and structures off by heart so that you feel confident.

Be able to give a variety of opinions and reasons.

We look forward to teaching you and supporting you with your language studies.

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SHEBBEAR COLLEGE

Units A and H

Religion and Life and Religion and Society: A study of Christianity and Islam

GCSE Religious Studies is all about the world in which we live.

At Shebbear College candidates follow ‘Religion and Life’ and ‘Religion and Society’ with a particular focus on Christianity and Islam.

This GCSE comes after pupils have studied the other four ‘world religions’ in forms 1 and 2 (Judaism, Buddhism, Hinduism and Sikhism). This means that by the time they complete their GCSE studies pupils have studied all six major world religions of the curriculum. At the same time, by focusing on Christianity and Islam for the GCSE they gain a grounding in the issues and themes of these two faiths which together account for the beliefs and practices of half the world’s population.

There can be no better foundation for a life in an increasingly cross-cultural, dynamic and fast-changing world.

Religious Studies at Shebbear College is seen as an academic pursuit in the same way as any other subject. We foster the good practice of learning to respect other people’s beliefs, whilst at the same time encouraging the development of personal growth.

Christianity is studied as the core religion through all key stages, as befitting a Church foundation school. As a Methodist school we ensure that there is a grounding in the history and traditions of this important movement in Christianity. However, studying more than one religion enables pupils to learn comparative skills and to discern both commonality and difference.

Understanding the real significance of religious ideas, practices and values in today’s global, multi-cultural society helps in any career which involves dealing with people. Indeed, many degree subjects (such as law) now require students to have completed Religious Studies at GCSE.

We begin the first half of the GCSE (Religion and Life) in the 3rd Form, and pupils are to sit the examination in either May/June of the 4th form. The second half of the course (Religion and Society) begins in the 5th form and pupils sit the examination in June of that year. The two halves together form a complete, and full, GCSE.

The subject matter of ‘religions’ inevitably sometimes raises profound questions of the meaning of life. Students are supported in

their development of learning ‘from religion’, and this takes place in the overall framework of the school’s caring pupil-centred approach. Important to this is liaison with the chaplain, the PSE co-ordinator, and the common life of the school focused on the chapel.

Summary of Examinationsand Assessment

The Units are 100% Examination and 2 hours in length. There are 4 Sections to each Examination.

The sections in Religion and Life cover ‘Belief in God’; ‘Matters of Life and Death’; ‘Marriage and the Family’ and ‘Religion and Community Cohesion’.

The sections in Religion and Society cover ‘Rights and Responsibilities’; ‘Environmental and Medical Issues’; ‘Peace and Conflict’ and ‘Crime and Punishment’.

In each section candidates have a choice of two different sets of question. Religious Studies papers are not tiered and give access to the full range of grades A* to G.

One lesson a week is dedicated to the delivery of PSHE. The scheme of work is updated annually to meet the needs of our pupils and community.

RELIGIOUS STUDIESEdexcel GCSE (Full Course)

PERSONAL, SOCIAL& HEALTH EDUCATION

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ART & DESIGNOCR

The course consists of two parts:1. Coursework - 60% (Art Portfolio) with the minimum of two extended projects over forms 4 and 5.

2. Examination - 40% (10 hours, supervised).

The examination paper is given out to the 5th Form in the first week in January and must be completed by May.

AO (Assessment Objectives):AO1 - To develop their ideas through investigation, informed by contextual and other sources, demonstrating analytical and cultural understanding.

AO2 - To refine their ideas through experimenting and selecting appropriate media, materials, techniques and processes.

AO3 - To record ideas, observations and insights relevant in visual and/or other forms.

AO4 - To present a personal, informed and meaningful response demonstrating analytical and critical understanding, realising intentions and where appropriate making connections between visual, written, oral or other elements (i.e. history of art, cultures, gallery visits etc).

COURSEWORK - 60%The pupils are asked to produce the minimum of five strong pieces of artwork for each of the set projects. Assessment of these projects will go towards the pupil’s final examination grade at the end of the course.

The projects are based on a theme or area of study. The use of sketchbooks is recommended as a tool for storing ideas and experimenting with materials.

This body of work must include:

Finished work to the best of the pupils ability.

All preparatory work.

Historical/cultural and contextual research and referencing.

Elements of computer graphics, print- making or sculpture (photography may only be used in support of paintings and drawings).

Personal written evaluation or a statement to support artwork.

The expectation is that a GCSE art candidate will do a minimum of 1 hour prep per week.

EXAMINATION PIECE - 40%10 hour supervised examination:

The paper should be given to candidates a minimum of six weeks before the 10 hour examination.

During the preparation time the pupils can ask for direction, advice and guidance, however all work during the 10 hour exam period must be unaided and under JQC standards.

The pupils choose one examination question as a starting point to develop their ideas.

Candidates should work through their ideas by putting pencil and paint to paper or canvas as soon as possible.

Provide a mindmap of exploration, seek out ideas from the internet, gallery visits and observational drawing etc.

Continuing advice will be given, with ongoing tutorials, help and advice up until the time of the examination.

TO GAIN A GRADE A:Candidates creatively develop and explore ideas through investigations. They sustain related activity perceptively and effectively analyse and evaluate images, artefacts and products. Responses, interpretations and subsequent developments are thoughtfully informed by an understanding of culture and context.

They thoughtfully develop and refine their ideas through experimentation, confidently manipulating and exploiting a wide range of relevant resources, media, material, techniques and processes. They combine their knowledge, skills and understanding in resourceful, discriminating and purposeful ways. Significant relationships are established between process and product through continuing evaluation, planning and modification as their work processes.

They sensitively and skillfully record ideas and interpret observations and experiences.

They present imaginative and personal responses, communicating the results of thorough research and enquiry in appropriate forms that clearly relate to and facilitate the realisation of intentions. They make perceptive and informed connections between personal lines of enquiry and the work of others.

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EDEXCEL

Pupils are immersed in technology in just about every aspect of their lives. Do they understand the challenges and potential implications of their actions? The course explores how digital technology impacts on the lives of individuals, organisations and society.

In line with many GCSE subjects ICT now has a new syllabus as the subject has been updated to include the latest developments. Pupils will be studying the EDEXCEL syllabus available at: www.edexcel.com/quals/gcse/gcse10/ict/Pages/default.aspx

The aim of the new syllabus is to help pupils develop into ‘Savvy ICT Users’ for the 21st century. The new course includes the following topics: personal digital devices, online shopping, e-safety, digital design, digital publishing and social networking. The content is divided into two units:

UNIT 1: Living in a Digital WorldIn this unit, students explore how digital technology impacts on the lives of individuals, organisations and society. Students learn about current and emerging digital technologies and the issues raised by their use in a range of contexts (learning and earning, leisure, shopping and money management, health and well-being, on the move). They develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice.

Written paper Students have 90 minutes for the written paper which is 40% of the GCSE

UNIT 2: Using Digital ToolsThis is a practical unit. Students broaden and enhance their ICT skills and capability. They work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. Students learn to reflect critically on their own and others’ use of ICT and to adopt safe, secure and responsible practice. They put into practice what they learned about digital technology in Unit 1.

Controlled Assessment Brief (CAB) completed in lessons provided by Edexcel, marked by teachers and moderated by Edexcel Suggested time for this unit is 40 hours and this counts as 60% of the GCSE.

DR1 Unit 1 : 15% Theatre ReviewCandidates will participate in a live full-length dramatic production as members of an audience, and compose a written review that documents the event including a critical evaluation; (1,500 words with supporting data).

DR2 Unit 2 : 20%Devised Practical PerformanceCandidates will take part in a devised practical performance that arises from group improvisations, and/or through scripted excerpts from recognised texts. Assessment will be based on both contributing to the process of devising and the performance. They may choose either acting or a theatre design skill.

DR3 Unit 3 : 15%Project Report EvaluationCandidates will be assessed on their ability to analyse and evaluate the working process involved in the preparation and presentation of the Devised Practical Performance; (1,500 words with supporting data).

DR4 Unit 4 : 10% Working ProcessTeacher assessment of candidate contribution to practical programme of study for Unit 5.

DR5 Unit 5 : 20%Practical Performance from a TextCandidates will be assessed on either their acting or theatre design skill, in a scene from a recognised play.

DR6 Unit 6 : 20% Written Paper 2 hours. Candidates will select two plays and answer four questions.

In part (a) candidates will be required to answer a structured question based on an extract from each of the two plays. In part (b) or (c) they will answer a question that requires some extended writing on each of the two plays. Each question will be allocated 20 marks.

ICTINFORMATION &

COMMUNICATIONS TECHNOLOGY

DRAMAWJEC : 145

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There are two tiers of entry, Higher and Foundation, it is expected that the majority of pupils will sit the Higher Tier papers. They will be prepared for both tiers.

The course offers pupils the opportunity to think for themselves, to gain skills and to present valued judgments, as well as traditional learning about people, places and activities with emphasis on sustainability and global issues.

The use of maps, graphs, photographs, GIS and fieldwork help develop understanding of the course material and acquire transferable skills. There will be four major areas of study dealing with aspects of Physical and Human Geography (Rivers and Coasts, the Restless Earth and the Living World, Population Change and Settlement, The Development Gap, Tourism and Globalisation).

There are three elements in the final assessment – two examination papers jointly accounting for 75% of the marks allocated and coursework completed under supervised classroom conditions accounts for 25%.

This focuses on the local area contextualizing pupils learning, being completed in the last term of Form 4 and the first term of Form 5.

Unit 1: Physical GeographyLength of exam: 1 hour 30 minutes37.5% of GCSE

Pupils are required to answer three questions, one from Section A and one from Section B plus a free choice of one other.

Pupils will sit this module at the end of Form 5.

Unit 2: Human GeographyLength of exam: 1 hour 30 minutes37.5% of GCSE

Pupils are required to answer three questions, one from Section A and one from Section B plus a free choice of one other.

Pupils will sit this module at the end of Form 5.

Unit 3:Controlled Assessment -Local Fieldwork InvestigationLength of exam: 16 hour write-up under direct supervision. 25% of GCSE

Pupils are required to complete a piece of local fieldwork and write-up the investigation with a guidance of 2000 words, and marked out of 60.

This course is an ideal preparation for AS and A2 Level studies which build on the skills and knowledge acquired at GCSE level.

Geography is of direct use in such jobs as Surveying, Planning, Housing and Property Management, Geographical Information Systems, Teaching, Tourism, Military, Law, Journalism, Civil Service, Environmental Management and Consultancy, Resource Management, Accountancy.

Geographers are seen as important people in environmentally conscious industries.

It is also seen as a widely approved and useful qualification by universities and nearly all areas of employment.

GEOGRAPHYAQA A, 4030

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SHEBBEAR COLLEGE

This course will allow students a closer look at some of the most significant events of the Twentieth Century. Students will move beyond the simple learning of dates and events and will look at how those events actually shaped the modern world.

The GCSE course will look at history from both a national and international perspective and will look at some of the most dramatic and troubled periods of modern history in order to develop an insight into international relations and political developments across the globe.

The new Edexcel course comprises of four units:

UNIT 1:The Cold War, 1945 – 1991The breakdown of the wartime alliances, the division of Europe, key events in Berlin – the Blockade and Berlin Wall, the Korean War, the Cuban Missile Crisis, the nuclear arms race, Vietnam, détente, the Soviet invasion of Afghanistan, the roles of Reagan and Gorbachev, the collapse of communism in Europe and the end of the Cold War.

Unit 1 is externally assessed and counts as 25% of the final GCSE grade.

UNIT 2:Germany, 1918 - 1939The end of World War One, the Weimar Republic, the Occupation of the Ruhr, hyperinflation, the Munich Putsch, the Depression and the rise of Hitler and the Nazis, Nazi policies and their impact on life in Germany, the persecution of minorities and the police state.

Unit 2 is externally assessed and counts as 25% of the final GCSE grade.

UNIT 3: War and the Transformation of British Society, 1903-1928The Liberals, votes for women and social reform. The activities of the women’s societies and the reaction of the authorities. Children’s welfare measures, old age pensions. Labour Exchanges 1909, the National Insurance Act 1911. The part played by the British on the Western Front. The BEF and 1914. Britain’s contribution to the Western Front 1915–17. The end of the war. The home front and social change. DORA, censorship and propaganda. Recruitment and rationing. The part played by

women. Economic and social change 1918–29. The changing role of women 1918–28. Industrial unrest 1918–27. The General Strike of 1926.

UNIT 4:Government and Protest in the USA, 1945-1970McCarthyism and the Red Scare, Civil Rights with Martin Luther King and Black Power, the struggle of the Native Americans, youth protest and women’s rights.

Unit 4 is a controlled assessment marked internally and moderated externally.

A variety of teaching methods will be used regularly to appeal to all types of learners, as always, History will involve a great deal of discussion and debate.

The aim of the course is to allow students to achieve strong grades at GCSE as well as encouraging a life long interest in and love of history. The GCSE course provides a strong foundation for students wishing to study History at AS/A2 level where we currently study Russia, 1905-1951, the Condition of England, 1815-53 and the Changing Nature of Warfare.

History is well regarded by all institutions of higher education and employers as it indicates powers of analysis, deduction, anticipation, argument and decision making.

Possible careers include; law, politics, business, accountancy, journalism or media to name but a few.

HISTORYA MODERN WORLD HISTORY

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EDEXCEL


GCSE Music consists of the following components:

Performing 30%

Composing 30%

Listening Examination 25%

Creative task 15%

Performing:Students perform two pieces on their chosen instrument(s) or voice – one as a soloist and the second as a member of an ensemble. Both will be internally assessed, and externally moderated.

Composing:Students must submit two compositions of different styles which can be either written or recorded or both. Computer facilities on site in the Music School allow students to use sequencing and notation software to give their compositions the professional touch. Compositions are internally assessed and moderated externally.

Listening:Students study a wide variety of music, identifying and discriminating within musical elements. They build up a knowledge of the historical development of music and an understanding of a range of musical traditions from different periods and cultures. The listening paper is externally assessed.

Creative Task:Students compose a melody using a given stimulus under examination conditions.

The performing and composition assessments will take place during the Spring Term of Form 5 and the response to the listening paper and the coursework assessment takes place in the Summer Term of Form 5.

All coursework and terminal task work must be completed by the end of the Spring Term of Form 5.

A GCSE grade in Music is a recognised qualification in itself without necessarily proceeding to the ‘AS’ level or ‘A2’ level.

Careers in Music Career opportunities in music are wide and varied and include teaching, music therapy, performing, broadcasting, composing, library work, the wholesale and retail music trade, the recording industry, conducting, music festival work and their organisation, music journalism, music technology, instrument manufacture and maintenance, publishing, concert agency and management are the main areas of employment.

The music industry in its entirety represents the largest annual turnover and employs a great many people.

MUSICOCR : J535

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SHEBBEAR COLLEGE

Why Chose P.E?This specification follows on from the Key Stage 3 Physical Education programme of study by providing students with exciting opportunities to lead healthy and active lifestyle by choosing from a variety of roles and activities in which to participate in physical activity.

The content of this GCSE Physical Education specification is designed to enable students to enjoy and understand the benefits of living a healthy and active lifestyle; to provide a route to further study in Further Education awards, such as A levels and to Higher Education in PE as well as to related career opportunities.

All candidates are assessed by two components:-

1. The Active ParticipantPractical - 60% of the full course.

Controlled Assessment, four assessments:

From one or more of the groups/ways of thinking

At least two performances must be as player/performer

At least one must be in a different role

2. Knowledge and Understanding for the Active ParticipantTheory - 40% of the full course.

Written Paper.

Multiple choice

Short answer questions

Extended answers based on a scenario issued prior to the examination

The Active Participant takes as its focus the securing of the knowledge and understanding needed for the candidate to take responsibility for his/her own physical growth and development as part of a personal healthy active lifestyle.

This aspect of the course encourages students to make informed choices about getting involved in healthy physical activities that meet their needs, and develop knowledge and understanding of the roles that the active participant can adopt and what constitutes effective performance in these different roles.

Some of the theoretical aspects of the course that students study include:

Health, fitness and healthy active lifestyles

School influences on school sport

Aerobic and anaerobic systems

Cultural and social influences on participation

Individual differences

Demands of performance

Training

Diet

Injury

Practical AssessmentStudents can choose to participate as:

Player/PerformerOrganiserLeader/CoachChoreographerOfficial

PHYSICAL EDUCATIONAQA : 3581

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AQA

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Leader/CoachAn important influence on individuals or groups towards set goals, or on behaviour in sport. A specialist in an activity, responsible for preparing a performer in skill acquisition, correct technique, correct physical state or correct mental state.

ChoreographerThe designer or arranger of a ballet or other staged dance/performance.

OfficialSomeone who controls the activity; interprets the rules, laws or regulations of the activity including checking the equipment.

OUTWITTING OPPONENTS Games activities. To overcome opponents in

competition by directly affecting

each other’s performance.

ACCURATE REPLICATION Gymnastic activities. The ability to repeat actions,

of actions, phrases and sequences. phrases and sequences of

movement as perfectly as possible.

EXPLORING AND COMMUNICATING Dance activities. How well a performer or

ideas, concepts and emotions. choreographer expresses ideas,

feelings, concepts and emotions to

communicate artistic or choreographic

intentions to an audience.

PERFORMING AT MAXIMUM LEVELS Athletics activities. Personal best scores or times, and

in relation to speed, height, in competition with others’ scores

distance, strength or accuracy. or times.

IDENTIFYING AND SOLVING PROBLEMS Life saving, personal How effectively and safely

to overcome challenges survival and outdoor challenges are overcome.

of an adventurous nature. and adventurous

activities.

EXERCISING SAFELY AND EFFECTIVELY Fitness and health Improving feelings of health, fitness

to improve health activities. and wellbeing.

and wellbeing.

The roles of the active participantStudents should develop knowledge and understanding of the following roles that the active participant can adopt and what constitutes effective performance in these different roles.

These should include activities that reflect local, national and international cultures and traditions and the full range of performance. Students should understand the reasons for and benefits of adopting the following roles.

Player/Performer Developing the ability to make effective plans to improve performance.

OrganiserBringing together all the main ingredients at the right time, in the right place, in order to maximise promotion, participation and high quality performance.

Choose from one or more of the following groups/ways of thinking:

SHEBBEAR COLLEGE

Shebbear, Beaworthy, North Devon EX21 5HJ. UKTel: 01409 282001 Fax: 01409 281784Email: [email protected]

www.shebbearcollege.co.uk

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