The Morley Academy

Year 8 Options 2018-2021

Contents

Letter to Parents

Options choices

Making a choice from the Options List

English Baccalaureate Subjects Details of the following subjects are included:

English (compulsory – 2 GCSEs Language and Literature)

Mathematics (compulsory – 1 GCSE)

Science (compulsory – 2 GCSEs)

Geography

History (Geography and/or History must be chosen by all students)

Modern Foreign Languages (French or Spanish)

Option Subjects

Art

Business Studies

Computer Science

Design & Technology

Drama

Early Years

Ethics, Philosophy and Religion

Food

Health and Social Care

ICT

Media Studies

Music

Sports Studies

Statistics

Textiles

Additional Subjects

Physical Education

PSHCEE (Be smart)

Social, Moral, Spiritual and Cultural Education (SMSC)

Reply Form

Chair of Governors: Mrs K Lawson

Fountain Street, Morley, Leeds LS27 0PD T 0113 253 2952 F 0113 253 1483 E info@morley.leeds.sch.uk W www.morley.leeds.sch.uk

Associate Executive Principal: Mrs L Griffiths BSc (Hons) NPQH Associate Principal: Mrs S Hook BSc (Hons)

Chief Executive Officer: Sir J A Townsley BA (Hons) NPQH

February 2018 Dear Parent/Carer The course booklet aims to give you details of all the subjects which will be available for your son/daughter to study when he/she enters Year 9 in September 2018. Due to the changing needs of our students, and government directives, we review our curriculum offer yearly so please do not assume that courses and pathways that were available to elder siblings will be the same for our current Year 8 students. Students will all study the core subjects and will then take a further four optional subjects. It should be noted that students in our current Year 8 cohort will fall under the new grading system of 1 to 9 (with 9 being roughly equivalent to A*) for the vast majority of the subjects that they will study. All students will study the following subjects:

English Language and Literature (2 GCSEs) Mathematics (1 GCSEs) Science (2 GCSEs) Physical Education Personal, Social, Health and Citizenship Education (through Be Smart days) History or Geography (or both if desired)

Students will then choose three other subjects to complete their GCSE subject profile. Please note that although we do our best to cater for everyone’s choices, this may not always be possible where the number of places on a course is limited by the number of teachers or the equipment and resources available. We may also need to cancel courses if there is insufficient interest. We hope you find the information in the booklet useful and informative. Before choices are made you will have the opportunity to talk to departmental representatives, members of the Year 8 pastoral leadership team, the Careers Advisers or a member of the Senior Leadership Team. These colleagues will all be in attendance at the Year 8 Options Evening that is taking place on Monday 26 February at 6.30pm. The Option choices reply sheet must be returned by Monday 19 March 2018 at the latest. Yours faithfully

Mrs L Griffiths Mrs S Hook Mr R Carter Associate Executive Principal Associate Principal Vice Principal

Options choices All students must choose either History or Geography (but can choose both). We strongly recommend that students who are thinking of applying to University choose either Spanish or French within their four options choices. This will make them eligible for the English Baccalaureate qualification. Students should select the language they have been studying in Year 7 and Year 8. If you are unsure about whether to choose a language or not, or you have any other questions about the options procedures, you will be able to have an interview either at the Options Evening itself or you can make an appointment on the evening to come into the academy for an interview during the week commencing Monday 5 March. The full list of options available is as follows:

Art Health & Social Care Business Studies History Computer Science ICT Design & Technology Media Studies Drama Music Early Years Spanish Ethics, Philosophy & Religion Sports Studies Food Statistics French Textiles Geography

Please complete the Options Choices form at the back of this booklet and return it by Monday 19 March. It is important that you also include two reserve subjects in case it is not possible to accommodate all of your first choices. Alternative provision We know that there are students in our Year 8 cohort for whom this selection of GCSE subjects is not appropriate. For these students we will prepare a curriculum designed to meet their needs. If we feel your child will benefit from an alternative provision we will contact you directly and invite you to come to the academy to discuss this programme of study. At this stage all students should choose from the options in this booklet. This will help us to create an appropriate programme of study for our alternative provision. Please note that on the options evening there will be two presentations in the main hall where the options process will be clearly explained to you. Please could students from forms 8DK, 8DGC, 8GG, 8JMW, 8KTH and 8VS together with their parents/carers attend the presentation at 6.30pm and students from forms 8AMB, 8KU, 8CIW, 8TA, 8CR and 8SL together with their parents/carers attend the presentation at 7.30pm.

Making a choice from the option list: Our top tips! 1. Be realistic about your son/daughter’s abilities

2. Choose subjects which he/she will enjoy studying 3. Aim at a balance of subjects

4. If in doubt about the choices, discuss this at the Options Evening with one of the following members of staff:

• Members of the Senior Leadership Team who will be in the Main Hall

• Mrs Rennie and Miss Charleton (Student Performance leaders for Year 8)

• Careers Advisors – Mrs Sharp and Mrs Loosemore

• Or make an appointment to come in to talk through choices with us in the following week

5. Certain subjects and grades are required for specific careers and for both

further and higher education. If your son/daughter has a definite career in mind, then discuss which subjects are essential for that career with the above-named staff. It is anticipated that most Year 8 students will not have decided upon a career at this stage and many of those who have decided may wish to change their career aim at a later time. Therefore, it is wise to select subjects which allow the widest possible career choice in later years.

6. Please ensure you do not let your son/daughter choose a subject because a friend is taking that subject or because he/she expects to be taught by a particular member of staff as there will be more than one group in most subjects.

Although it is the intention to give parents/carers and students a major role in choosing subjects, it may not be possible, because of staffing levels, student numbers or because the choice is educationally unwise, to agree to all choices made by parents/carers and students. In such instances final decisions will rest with the Principal of the academy.

English Baccalaureate

Subjects All students will study the following core subjects throughout Years 9, 10 and 11.

English Language and English Literature

Mathematics

Science

Geography or History (or both)

We would also strongly advise students to take a Modern Foreign Language if they are able to as this is a requirement for many degree courses and careers.

ENGLISH LANGUAGE AND ENGLISH LITERATURE

In Year 9, students will follow a skills-based programme that will ensure they are ready to meet the challenges of fully linear GCSEs. In Years 10 and 11, all students will follow GCSE English Language and GCSE English Literature.

Students will have no coursework or controlled assessment element in either subject. In both subjects, students will take exams at the end of Year 11 that will test a combination of reading and writing skills. In Reading, pupils will be expected to do the following: Analyse non-fiction texts such as articles, websites and leaflets. Pupils will have to comment on the language, structure and form of texts and be able to compare them Read and identify different purposes (persuade, argue, advise, describe, analyse) Complete an in depth study of one Shakespeare play (Romeo and Juliet; OR Macbeth; OR Othello; OR Much Ado About Nothing; OR Henry V; OR The Merchant of Venice) Study novels from the 19th, 20th and 21st century. Study and compare a wide variety of modern and classical poetry. Explore the historical context of texts and consider how this influences the writer. Analyse the writers’ choice of vocabulary, techniques and evaluate the impact. Consider and be able to explain their personal response to texts they have read. In Writing, pupils will be expected to: Write fluently, correctly, imaginatively and at length about a wide range of fiction and non-fiction texts. Adapt writing for a specific purpose (describe, narrate, explain, instruct, argue). Learn to organise writing so it is fluent and effective and to use Standard English where appropriate. Explore and be able to use techniques such as rhetorical and descriptive devices. Make notes, draft and re-write using feedback to improve their work. Use grammar, punctuation and spelling correctly. Analyse some of the differences between spoken and written language. Speaking and Listening. Speaking and Listening does still form an important part of the English course, however it now carries NO weighting in the GCSE result. It will be reported as a separate grade on students’ results for English.

Overview of GCSE English (1 GCSE)

Component 1: 20th Century Literature Reading and Creative Prose Writing Written examination: 1 hour 45 minutes 40% of qualification

Section A (20%) – Reading Understanding of one extract (about 60-100 lines) of literature from the 20th century assessed through a range of structured questions

Section B (20%) – Prose Writing

One creative writing task selected from a choice of four titles

Component 2: 19th and 21st Century Non-Fiction Reading and Transactional/Persuasive Writing Written examination: 2 hours 60% of qualification

Section A (30%)- Reading

Understanding of two extracts (about 900-1200 words in total) of high-quality non-fiction writing, one from the 19th century, the other from the 21st century, assessed through a range of structured questions

Section B (30%) – Writing

Two compulsory transactional/persuasive writing tasks.

Component 3: Spoken Language Non-exam assessment: Unweighted

Achievement in Spoken Language will be reported on as part of the qualification, but it will not form part of the final mark and grade

One presentation/speech, including responses to questions and feedback

Overview of GCSE English Literature (1 GCSE)

Component 1: Shakespeare and Poetry

Written examination: 2 hour 40% of qualification

Section A (20%) – Shakespeare

Romeo and Juliet; OR Macbeth; OR Othello; OR Much Ado About Nothing; OR Henry V; OR The Merchant of Venice One extract question and one essay question based on the reading of a Shakespeare text from the above prescribed list.

Section B (20%) – Poetry from 1789 to present day

Two questions based on poems from the WJEC Eduqas Poetry Anthology, one of which involves comparison.

Learners are not permitted to take copies of the set texts into the examination. Component 2: Post-1914 Prose/Drama, 19th Century Prose and Unseen Poetry Written examination: 2 hours and 30 minutes 60% of qualification

Section A (20%) – Post-1914 prose/drama

Lord of the Flies (Golding); OR Anita and Me (Syal); OR Never Let Me Go (Ishiguro); OR The Woman in Black (Hill); OR Oranges are not the Only Fruit (Winterson); OR The Curious Incident of the Dog in the Night Time (play script) (Stephens); OR A Taste of Honey (Delaney); OR An Inspector Calls (Priestley); OR The History Boys (Bennett); OR Blood Brothers (Russell) One source-based question on a post 1914 prose/drama text from the above prescribed list.

Section B (20%) – 19th century prose

A Christmas Carol (Dickens); OR Silas Marner (Eliot); OR Pride and Prejudice (Austen); OR War of the Worlds (Wells); OR Jane Eyre (Brontë); OR The Strange Case of Dr Jekyll and Mr Hyde (Stevenson) One source-based question on a 19th century prose text from the above prescribed list.

Section C (20%) - Unseen poetry from the 20th/21st century

Two questions on unseen poems, one of which involves comparison.

Learners are not permitted to take copies of the set texts into the examination.

MATHEMATICS Year 9, 10 and 11 All students in Year 9 will start their Linear GCSE Mathematics We have recently re-structured our Mathematics curriculum, the impact of this is that students will begin their GCSE in Year 9. The rationale behind this is to give the students a greater length of time to cover and master the content for the new 9-1 GCSE course. It will also allow for the students to finish the GCSE course by Christmas of Year 11 ensuring that they have a significant period of time available to revise and prepare for the final examinations. Within lessons the students will learn the traditional Mathematics content in preparation for their GCSE but will also take part in a variety of functional Maths activities to stretch and challenge their independent thinking. The emphasis will be on how students can apply their Mathematical knowledge to real life situations, how they can present their ideas and show all their working in a clearly structured way. We hope that by embedding these skills we will improve the students’ problem solving, communication and team working abilities at GCSE level. 9-1 GCSE Course There are two tiers of assessment at GCSE, Higher (H) and Foundation (F). Each tier comprises of 3 final examination papers, one non-calculator and two calculator. Students will be taught at the tier appropriate to their ability:- Higher Level~ available grades: 9,8,7,6,5 and 4 This tier is designed for students who are targeted a grade 5 or above. The course will be differentiated to suit the needs of individual students. Some students will spend more time re-enforcing key topics to ensure that their knowledge is secure, whilst others will be engaged in more challenging work in preparation for A-level. Foundation Level~ available grades: 5,4,3,2, and 1 This tier is designed for students who do not find this subject easy. Some aspects of this course will be of a more practical nature and therefore the skills learned will be readily transferable to real life situations. Students who experience severe difficulties with this subject will be entered for the Entry Level Certificate in Mathematics. This course is structured to the needs of the students who will undergo a programme of continuous assessment. There are three levels of award: Certificate, Merit and Distinction.

Students will sit their GCSE examinations in June of Year 11.

COMBINED “TRILOGY” SCIENCE The KS3 curriculum is designed to develop subject knowledge and science skills that will enable students to be successful at GCSE. Students in Year 9 will begin work towards their GCSE science qualifications. Students will gain GCSEs in combined science and follow the AQA Trilogy Pathway. Trilogy includes subject content from biology, chemistry and physics. The Trilogy science GCSE is designed to allow progression onto A level science courses.

Trilogy science is made up of the following subject content and skills:

Biology - cell biology, transport systems, health, disease and the development of medicines, coordination and control, photosynthesis, ecosystems, inheritance, variation and evolution.

Chemistry - atomic structure and the periodic table, structure, bonding and the properties of matter, chemical changes, energy changes in chemistry, the rate and extent of chemical change, chemical analysis, chemical and allied industries, Earth and atmospheric science.

Physics – energy, forces, forces and motion, waves in matter, light and electromagnetic waves, electricity, magnetism and electromagnetism, particle model of matter and atomic structure.

Working scientifically – students will study 16 compulsory practical activities that will be assessed across the 6 examination papers (15% of examinations).

Trilogy science is a linear course and will be assessed at the end of Year 11 with external examinations. 85% of the exam content will assess students on their knowledge, understanding and application of biology, chemistry and physics through 6 examination papers. The remaining 15% of the final grade will assess students on the ‘working scientifically’ skills that are discretely included within the examination papers. Students will be awarded a grade 9,8,7,6,5,4,3,2 or 1 and secure 2 outcomes. Due to the demand of the course, GCSE Triple Science will only be open to very hardworking students with an excellent record of attainment in all three science disciplines. This will be judged on an individual basis by the school taking into account overall performance towards the end of Year 10.

Students will sit their GCSE exams in Summer of Year 11.

GEOGRAPHY

Broaden Your Horizons!

In the new AQA GCSE Geography specification, students will investigate important global issues such as climate change as well as looking at a range of case studies from around the world. They will develop skills in the collection of primary data during physical and human fieldwork as well as decision making skills. The knowledge and skills gained will build on those learnt during Years 7 and 8. The Year 9 programme of study will enable students to further their understanding of Geography before the GCSE course commences after February half term. The Geography department follows the AQA GCSE specification which includes the following topics:

Unit Topics

1 Paper 1: Living with the physical environment (35%)

• Tectonic hazards • Tropical storms • Climate change • Physical landscapes in the UK:

coasts and rivers • Living world: ecosystems, rainforests

and deserts. 2 Paper 2: Challenges in the human

environment (35%)

• Urban issues and challenges: less developed (Mumbai) and UK (Leeds)

• Economic: development, reducing the gap, the economic future of the UK

• A case study of one Low Income Country or Newly Emerging Economy

• Resource management: water 3 Paper 3: Geographical applications

(30%) • Issues based paper around a pre-

released booklet released in March. • Questions on fieldwork carried out by

students on the fieldwork trips.

Students will complete at least 2 pieces of fieldwork as part of their GCSE study, one based around human geography and one on physical geography. The physical fieldwork involves a compulsory 1-day visit to the Holderness Coast to investigate the physical processes at Hornsea. This also includes looking at how human management strategies along the coast designed to prevent erosion affect physical processes. The human fieldwork will be a half day trip to investigate an urban regeneration project in Leeds, The Victoria Gate Shopping Centre. The skills of collecting and interpreting fieldwork data will be assessed through the Paper 3 examination.

“Geography students hold the key to the world’s problems”.

Michael Palin CBE

How Will I Be Assessed?

All assessment for GCSE Geography will be by examination only as outlined above. All three Geography exams will take place at the end of Year 11. Therefore, it is vital that revision takes place gradually, even during Years 9 and 10.

Thinking Ahead … Where Could Geography Take Me?

Combine GCSE Geography With…

Potential Careers

Art and Design, ICT

Advertising, architecture, cartography, landscape design, photography, town planner

Science Agriculture, environmental health, estate management, nature conservation

History Archaeology, law, publishing, museums, libraries Modern Foreign Languages

Overseas marketing, leisure and tourism, business

Mathematics Accounting, civil engineering, meteorology, mining, navigation, banks and building societies, surveying

Other Subjects Leisure services, sport and recreation management, social and youth work, transport services, police, army, health service

HISTORY What will I learn about?

The OCR GCSE History B (Schools History Project) course provides students with a superb understanding of British and world history. It makes history meaningful and places fascinating historical enquiries at the heart of students’ learning. The course is divided up into five sections:

• A thematic study: The People’s Health, c. 1250 to present This unit focuses on the changes in people’s health in Britain since 1250 to the present day. Students study the impact of living conditions on people’s health, how people have responded to disease and why people’s health has changed.

• A British depth study: The Elizabethans, 1580-1603

This is an opportunity to focus on the huge challenges that Queen Elizabeth I faced in the later years of her reign. Students study the challenges she faced as a female, single ruler, the religious divisions, the plots to kill her and the threats from abroad. Students also learn about the growth of the British Empire and the diverse lives of English people during the later Tudor period.

• A study of a historical site: Temple Newsam House

This part of the course helps students to find a connection with the lives of people in the past through the study of a historical site. Students visit the site as part of their fieldwork to examine what the physical evidence that remains can tell us about how the site has changed and what life was like at different times in the site’s past. We have chosen Temple Newsam House in East Leeds because of its rich and colourful history.

• A period study: The Making of America, 1789-1900

This is an opportunity to study the history of the USA from its inception to the start of the twentieth century when the USA was about to become the world’s most powerful country. Students study the expansion of the USA, life in the ‘Wild West’, slavery, the American Civil War, and the changing relationships between Native Americans, white Americans and African Americans.

• A world depth study: Living under Nazi Rule,

1933-1945 This fascinating part of the course studies the impact of Nazi dictatorship on Germany and the rest of Europe. Students study how Hitler achieved power, how the Nazis controlled Germany, the Nazis’ impact on people’s lives, the persecution of the Jews and the Holocaust. Students focus on historical sources and different interpretations of life under Nazi rule.

Why should I study GCSE History?

1. The specification is highly accessible, which means that it is open to all abilities.

2. The wide range of British and world history, different types of history, and different periods of time, mean that it has something for everybody.

3. The course develops a wide range of historical skills and knowledge, including research,

explanation, extended writing and analysis. This makes it an extremely valuable qualification for further study and employment.

4. Studying History inspires a lifelong love of learning, enabling students to appreciate the

past and to better understand the world around them. 5. Our History department is committed to taking our students’ learning beyond the

classroom. The site study part of the course includes the opportunity to visit Temple Newsam House. In recent years we have also taken our students to Munich to study the rise of the Nazi Party, to the First World War battlefields and to Krakow and Auschwitz in Poland. Studying History gives students the chance to go on trips which provide memories that stay with students for the rest of their lives.

6. We pride ourselves on the excellent relationships that we have with all our students. History

lessons are fun, engaging and thought-provoking.

What can I do for a job if I choose GCSE History? Absolutely anything. History gives you skills that can be used in all kinds of employment. Just some of the jobs associated with History are:

What should you do if you have any further questions?

Just speak to any member of the History Department; we will be happy to answer any further questions that you might have. You can also visit the school website if you need any further information.

“We are not makers of history. We are made by history.”- Martin Luther King, Jr.

Accountant

Novelist

Police

Journalist

Politician

Armed forces

Lawyer

Teacher

MODERN LANGUAGES

A GSCE course in French or

Spanish

Why choose a language?

GCSE in French or Spanish

Studying French or Spanish at GSCE level will build on the skills you have acquired at Key Stage 3, to develop your language to a more sophisticated level. You will work in pairs and groups to enhance the fluency of your speaking skills and boost your confidence. You will discover more about the culture in French/Spanish speaking countries through reading authentic articles. Written work will be based around interesting themes and topics, and is externally assessed.

This course is for you if you want to take your language to the next level. It will give you a unique opportunity to gain a qualification which is very highly regarded by further educational establishments. Increasingly many university courses specify a GCSE in a language as an entry requirement.

You will be examined in the four skill areas at the end of the course.

Listening 25%

Speaking 25%

Reading 25%

Writing 25%

Gaining a GCSE language qualification will make you stand out from the crowd and make you much more attractive to employers as they value this academic and challenging subject.

According to research, how many UK companies are losing business because of language barriers?

Answer: 1 in 5. In fact, the UK trades with over 200 countries worldwide. To trade successfully, businesses need employees who can open doors to these markets by speaking their language.

English is not enough. Companies need employees with language skills.

Give yourself an advantage – not everyone can boast the skill of speaking a foreign language, yet it is one that companies greatly need. A qualification in MFL is highly valued in the workplace and this qualification would show potential employers that you would be an asset to their firm.

The government equally place high importance on having the skills learning a language can bring by setting a target of 90% of pupils by 2027 completing a language GCSE.

Students should opt for the language that they have been studying in Years 7 and 8, unless there is a convincing reason for a change and it has been agreed to by the MFL department.

It is highly recommended for students who are currently in set 1 and set 2 for French and Spanish, to continue with their language until the end of KS4. Students currently in set 3 will have the option to continue with a language.

Option Subjects

Students should choose their remaining subjects from the following list and

include 2 reserves:

Art Business Studies

Computer Science Design & Technology

Drama Early Years

Ethics, Philosophy and Religion Food

Health & Social Care ICT

Media Studies Music

Sports Studies Statistics Textiles

ART

Students on this GCSE course will be expected to be very hard-working and self-motivated, using academic, written, practical and creative skills. It is advisable that students have a selection of basic art materials, such as drawing and colouring pencils, watercolour paints, adhesives and acrylic paint to extend their learning at home. If you require financial assistance with this, an application can be submitted through our supporting achievement fund. Year 9 In year 9, the programme of study for students primarily focuses on the building of technical skills, e.g. observational tonal drawing, painting and the ability to skilfully record in a range of materials. Students have the opportunity to develop their skills and knowledge across 3 of the art and design disciplines; Fine art – drawing and painting, Photography – creative composition and Photoshop manipulations and Three Dimensional work – ceramics and modelling. Students are introduced to the GCSE assessment objectives and marking criteria in order to prepare them for their coursework in Year 10 and 11. Year 10 and 11 GCSE Art – AQA Unendorsed Art, Craft and Design The course is a mixture of coursework (60% of the awarded grade) and examination (40% of the awarded grade), but all of the study including the exam is practically based. Students are given a starting point with each coursework project that they complete and they must explore a number of key factors to be successful against the assessment criteria: AO1 – artist research and how the student uses that research to inform their own work. AO2 – idea development and media experimentation in response to research and recording. AO3 – practical and written observations, e.g. drawings, annotations, photographs appropriate to their chosen theme. AO4 – project journey and personal final outcome. Each of these assessment objectives is equally weighted at 25% of the total mark. ESA – Externally set assignment When students complete the exam project, they follow the exact same process and assessment. The only exception to that process is that the examination board gives students 7 starting points to select from to base their project around and the final outcome is created (without teacher support) within two 5 hour sessions sat in examination conditions. Within both the coursework and exam projects students are encouraged to explore their own ideas within a given theme in order to develop personalised projects and individual engagement with their projects. Projects range from exploring topical, social, moral and cultural issues. Homework is a key part of the course and students are asked to keep sketchbooks for each of their projects and are expected to work on their projects independently at home for at least 2 hours per week – little and often is the key for staying up to date and meeting deadlines and help and support is available from your teacher. The creative industries make up 2.8m jobs in the UK creative economy and is a rapidly growing sector in the UK. Jobs include: Illustrator, Graphic designer, Architect, Set Designer, Footwear designer, Textile designer, Photographer, Interior designer and Costume designer.

BUSINESS STUDIES

The GCSE Business Studies course will provide students with a knowledge, understanding and experience of the real world of business organisations. It is a highly regarded GCSE subject which gives students an introduction to how businesses work. This will prepare students well for both further study (A level and Degree) and entry into employment.

Studying Business helps students to develop essential and desirable transferable skills that future employers will be looking for.

Within the course there is an opportunity to really develop as effective and independent students, and as critical and reflective thinkers with enquiring minds, considering how businesses influence and are influenced by local, national and global situations. There are two main units of study:

UNIT 1: INVESTIGATING SMALL BUSINESS

The unit contains five topics:

• Enterprise and entrepreneurship • Spotting a business opportunity • Putting a business idea into practice • Making the start-up effective • Understanding the external influences on a business

UNIT 2: BUILDING A BUSINESS

The unit contains five topics:

• Growing the business • Making marketing decisions • Making operational decisions • Making financial decisions • Making human resources decisions

The course is assessed by two 90 minute examinations consisting of a mixture of calculation, multiple-choice, short-answer and extended-writing questions.

Business has an impact on every aspect of our daily life. In the future most students will either work for, or own a business. Therefore, this course would best suit students who have an interest in the world and who want to understand how the organisations around us shape the world we live in.

COMPUTER SCIENCE This course gives you a real, in-depth understanding of how computer technology works. It offers an insight into what goes on ‘behind the scenes’ and has a big focus on computer programming in both high and low level languages. Through this qualification you will:

• understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation

• analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs

• understand the components that make up digital systems, and how they communicate with one another and with other systems

• think creatively, innovatively, analytically, logically and critically • understand the impacts of digital technology to the individual and to wider society • apply mathematical skills relevant to Computer Science.

Assessment You will study three components as part of this course and Component 01 and 02 count towards your overall grade. Component Content Marks Duration Weighting Component 01 Computer Systems

• Systems architecture • Memory • Storage • Wired and wireless networks • Network topologies, protocols and layers • Network security • System software • Moral, social, legal, cultural and environmental concerns

80 90 minute written

examination

50% of the total

GCSE

Component 02 Computational Thinking, Algorithms and Programming

• Translators and facilities of languages • Algorithms • High- and low-level programming • Computational logic • Data representation

80 90 minute written

examination

50% of the total

GCSE

Component 03 Programming Project

• Programming techniques • Design • Development • Effectiveness and efficiency • Technical understanding • Testing, evaluation and conclusions

n/a 20 classroom hours

n/a

Website: Further information on the course can be found on the OCR website (OCR GCSE Computer Science J276).

DESIGN & TECHNOLOGY

The AQA Design & Technology is split into 2 units, coursework and an examination (both worth 50% of the final mark). The coursework begins in June of Year 10 and covers investigation, design development, manufacture, evaluation and communication - an extension of skills covered in KS3 Design & Technology. The coursework section provides opportunity for using a range of exciting materials to design for a client, solving problems presented in a design brief. Throughout the coursework, students have lots of choice and freedom to tailor their project to individual strengths and interests in well-equipped environments suited to their specialism.

The examination is based around designing, materials knowledge and understanding of production methods. This will be taught through a range of practical and theory lessons to ensure understanding is embedded in preparation for the examination.

GCSE Design & Technology is a fantastic start for students interested in further education within a creative subject, or for students interested in a career within the creative industries.

V

Design & Technology:

Product Design Furniture Design

Car Design Model making Architecture

Interior Design

DRAMA

The GCSE Drama course is divided into three sections: (1) Component 1: Devising Drama 30% of final mark Students will receive a booklet issued by the examination board, OCR, in which will be a number of exciting stimuli. They will embark upon a journey creating drama performance work, using a wide variety of skills and techniques. The theories of theatre practitioners will be explored practically. A written portfolio will track the process undertaken. Assessment: Students will devise a drama piece based on the chosen stimulus and perform this to an audience. The drama will be assessed by the class teacher and moderated by OCR. The performance will be recorded and sent to the board to check that marking is in line with the OCR standard. A written portfolio will accompany the drama, analysing the process undertaken and evaluating the final product. Design work can form part of this assessment. (2) Component 2: Presenting and Performing Texts 30% of final mark Exploration of a text such as Blue Remembered Hills will take place, with students experimenting with the skills used to bring the text to life for an audience. Areas of study to be covered include: characterisation, semiotics, proxemics, skills and techniques, historical and cultural context, and genre and style. Assessment: The final performance of 2 extracts from the text will be performed to a visiting examiner (OCR). A written document outlining intentions will be submitted and assessed alongside the practical performance piece. (3) Component 3: Drama: Performance and Response 40% of final mark Students will practically explore a text such as Blood Brothers, experimenting with ways of bringing the script to life. They will analyse the elements of the play, exploring the impact upon an audience. In addition to this they will be required to see a live theatre performance, and analyse it from the perspective of a member of the audience. Assessment: A written examination will take place in Y11. This will test knowledge and understanding of how Drama works in performance. Section 1 will require students to answer questions based on the text studied, and Section 2 will demand a response to the live theatre seen (review). Is the GCSE Drama course suitable for me? Students considering this Drama GCSE course must be prepared to work as a performer, deviser, designer and director. They will work alongside other students to create exciting pieces of performance, which will be performed in front of an audience. Students must recognise that a third of the course comprises written work. Anyone considering this GCSE must be prepared to work hard, attend rehearsals at lunchtimes and after school during examination periods, and attend theatre visits to widen their experience. The skills learnt during the GCSE Drama course are extremely valuable and will benefit you whatever career you choose to undertake in the future; these skills include communication, confidence, leadership and teamwork.

EARLY YEARS Qualification you will achieve Cache Level 2 Award in Child Development and Care This is an excellent qualification to support learners who wish to be introduced to childcare and development for children aged 0-5 years. It includes the knowledge and understanding of child development and well-being necessary for working with children in a variety of settings. It also gives learners an insight into their preferred learning styles and assists in developing their ability to study. Unit 1

An introduction to working with children aged 0-5 years

Assessment task

Unit 2 Development and well-being 0-5 years

Assessment task

Unit 3 Child care and development 0-5 years

Multiple choice question paper

Overview of the course

• A basic introduction into working with children in a variety of settings • An understanding of roles and responsibilities when working in a setting • An understanding of Equality and Diversity within a childcare setting • A basic understanding of the stages and sequence of child development • An introduction to observing children and how it supports development • An introduction to the influences that affect holistic development • An introduction to everyday care routines and the types of activities that can support the

development of independence and an introduction to supporting children through transition.

How will this course be assessed? This qualification consists of 3 units:

• Two units graded A* to D assessed by assessment tasks (50% of final grade for each) • A Synoptic Assessment unit assessed by multiple choice paper (doesn’t contribute to the

final mark but needs to be passed to qualify for a GCSE grade) • Students will be entered for their Unit 3 exam at the end of the course.

ETHICS, PHILOSOPHY AND RELIGION EPR is a challenging, academically rigorous and ultimately rewarding subject. It looks beyond our current society of debate; who is right and who is wrong, and looks to the future of open dialogue, discourse and discussion in order to find solutions, understanding and a celebration of difference rather than ‘winners and losers’.

Over the three years of study students will consider the big questions in life and beyond, and delve deeply into the impact of religion, its history and the effect that resulting beliefs have on our modern world and national society. The skills of analysis and evaluation are key in pushing the boundaries of informed, evidenced based conclusions to matters that affect all people, developing an understanding of the interwoven relationship between religion, people’s beliefs, politics and power.

The course follows Edexcel’s Religious Studies Specification B, in which there are two areas of study; Religion and Ethics through Christianity and non-religious perspectives, and Religion, Peace and Conflict through Islam and non-religious perspectives. Students will explore the following units: Belief in God, Marriage and the Family, Living the Religious Life, Matters of Life and Death, Crime and Punishment and Peace and Conflict. Topics enquired into include abortion and euthanasia, the changing view of society on sex and relationships, arguments for and against the existence of God as well as the impact of prejudice on people and society. We will also explore the causes of war and conflict delving into ‘holy war’ and weapons of mass destruction, as well as the ethics of punishment, including the death penalty.

Recent studies have shown that philosophy graduates are growing in demand in all professional sectors including; politics, medicine, the armed forces, social work, charity and international development, counselling, law and journalism amongst many others:

‘Figures from the Higher Education Statistics Agency show philosophy graduates…are in growing demand from employers…It is in the fields of finance, property development, health, social work and the nebulous category of "business" that those versed in Plato and Kant are most sought after…"A philosophy degree has trained the individual's brain and given them the ability to provide management consulting firms with the sort of skills that they require and clients demand. These skills can include the ability to be very analytical, provide clear and innovative thinking, and question assumptions."’ The Guardian, Jessica Shepherd

Famous Philosophy graduates include; TS Eliot, Woody Allen, Bruce Lee, Martin Luther King, Bill Clinton, Matt Groening, Ricky Gervais many politicians.

How will this course be assessed? Students will be continually and iteratively assessed at pertinent points in order to fully prepare them for the subject knowledge and skills required for the two, one hour and forty-five minute equally weighted examinations in Year 11.

FOOD The NCFE Level 2 Certificate in Food and Cookery will equip students with the knowledge, understanding, and skills required to cook and apply the principles of food nutrition and healthy eating. It will encourage students to cook and enable them to make informed decisions about a wide range of further learning opportunities and career pathways. It will develop vital life skills that enable students to feed themselves and others affordably and nutritiously, now and later in life.

This qualification is designed for learners with an interest in food and cookery. It will provide learners with experience of using different cooking techniques and methods to enable them to use these within further education or apprenticeships. It will give them a basic understanding of the skills required for a career in food. This qualification aims to:

• focus on an applied study of the food and cookery occupational area • offer breadth and depth of study, incorporating a significant core of knowledge and

theoretical content with broad-ranging applicability • provide opportunities to acquire a number of practical and technical skills.

The objectives of this qualification are to help learners to:

• prepare and cook using basic skills • understand food and its functions in the body and in recipes • understand balanced diets and modification of recipes for health • plan and produce dishes for a purpose.

Throughout the delivery of this qualification, students will develop their skills of planning, research, communication, problem-solving and health and safety. The examination paper has generic questions relating to a broad understanding and knowledge of Food and Cookery, which students will be prepared for throughout their course. How will this course be assessed? The final grade is made up from four equally weighted units. Unit 1, unit 2 and unit 4 are internally assessed. Unit 3 is an externally marked practical examination.

HEALTH & SOCIAL CARE What is a BTEC Tech Award in Health and Social Care? A BTEC in Health & Social Care is a nationally recognised, applied qualification designed to provide you with a choice of routes into further education or employment in the health, medical and social care industries. The qualification is made up of three units.

• Human Lifespan Development • Health and Social Care Services and Values • Health and Wellbeing

Who is the BTEC in Health and Social Care for? This course will appeal to you if you: • Want a coursework based subject • Are prepared to work hard in every lesson • Have a keen interest in the health and social care services and how they operate • Enjoy studying a subject that is relevant to your life and experiences • Want to find out more about health and social care through personal investigation • Are interested in finding out about what affects health • Want to study a course that is active and enjoyable. What will I learn? Component 1 - Human Lifespan Development Students will learn:

• Explore how individuals develop physically, emotionally, socially and intellectually over time

• Investigate how various factors, events and choices impact individuals’ growth and development

• Discover how people adapt to life events and cope with making changes. Component 2 - Health and Social Care Services and Values Students will learn:

• Learn which health and social care services are available • Identify why people might need to use these services • Discover who’s involved in providing these services • Explore what might stop people from accessing the services they need • Look at the care values the sector has to make sure people get the care and protection

they need. Component 3 - Health and Wellbeing Students will learn:

• Learn what ‘being healthy’ means to different people • Explore the different factors that might influence health and wellbeing • Identify key health indicators and how to interpret them • Assess an individual’s health using what they’ve learned • Create a health and wellbeing improvement plan for that person, which includes targets

and recommendations of support services available • Reflect on the potential challenges the person may face when putting the plan into action.

How will I be assessed? You will be assessed through the production of coursework. Component 1 and 2 which are worth 30% of your final grade each will be assessed internally. Component 3 is worth 40% of your final grade and is an externally assessed examination. The combination of internal and external assessment means your students will develop the knowledge, understanding and skills they need throughout component 1 and 2. Students will then have the opportunity to put this learning into practice through a real-life scenario in component 3. Can I develop my full range of skills by doing this course? As well as covering aspects of Health and Social Care, you will also develop your skills in ICT, communication, teambuilding, problem solving and improving your own learning and performance. What courses or employment can I progress to at the end of my course? This course is ideal preparation for progression onto more detailed study of Health, Social Care and Early Years as well as other subjects too. This could be an A level course, a BTEC National qualification or Diploma. Some students may complete this course and progress into work or training in a specialised area within the Health, Social Care and Early Years field.

Sally had always wanted to be a nurse. She works in an intensive care unit in Leeds. Sally enjoys working shifts and giving personal care to patients who rely on her. She also works with members of the family and Sally feels valued because of the importance of her care work. Sally followed the Health and Social Care course at school and then completed a three-year course in Nursing.

The Pearson Edexcel Level 2 Certificate in Digital Applications (CiDA) has been designed to teach you digital design skills and enable you to use digital tools to express your creativity in an informed and responsible way. The qualification has been created to spark your interest in creative computing, for example digital graphics and animations, interactive multimedia products and computer games. Its aim is to encourage you to consider pursuing education, training and career paths which will contribute to the nation’s economic wellbeing, while achieving job satisfaction and reward. Assessment You will complete two mandatory units. Unit Title Description Marks Duration Weighting Unit 1 Developing Web Products

This unit aims to give you the knowledge and skills you need to produce attention grabbing web products using web authoring software, multimedia assets and navigation features. You will demonstrate your ability to design, build and test a web product in a practical computer-based examination set by Pearson.

50 2 hours and 30 minutes

practical examination

25% of the final grade

Unit 3 Artwork and Imaging

This unit aims to give you the skills to use the tools and techniques provided by artwork and imaging software to design and create effective graphic products for specified purposes and audiences. You will demonstrate your ability to create effective images and graphic products through your work on a major project set by Pearson. This will include exhibiting your work and supporting evidence in an e-portfolio.

33 30 hours summative project brief

75% of the final grade

What could you do next? This qualification provides a broad and solid foundation for further study of various aspects of creative computing, such as graphic design, web design, computer games design and interactive media. It also enhances your overall digital literacy and gives you a solid foundation for further study and employment. Website Further information on the course can be found on the Pearson website (Certificate in Digital Applications Level 2). The exact exam board and specification for ICT is subject to change.

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

MEDIA STUDIES

“The Media is the most powerful entity on earth. They have the power to make the innocent guilty and to make the guilty innocent. Because they control the minds of the

masses.” Malcolm X – Human Rights Activist

Media Studies is designed to allow Media students to draw on their existing experience of the media and to develop their abilities to explore as well as create media. It will enable students to investigate and create a wide variety of media, including digital media technologies. The course is based around investigating and understanding the media industry. This means that students will analyse and explore different types of media texts, such as films, magazines and websites, as well as making their own media products. What skills can I gain in Media Studies? Media Studies covers a broad range of subjects, from the highly practical to the theoretical, and give you skills in: • critical analysis; • research; • a broad commercial and cultural awareness of the media and creative industries; • teamwork; • initiation and development of creative work in writing, audio-visual or e-media. • a flexible, creative and independent approach to tasks; • the ability to work to a brief and meet deadlines. What can Media Studies offer me for my future career? Various employers from different sectors employ those with Media Studies experience, and include: • PR consultancies; • communications agencies; • marketing organisations; • media companies; • local government; • the Civil Service; • further and higher education institutions, such as colleges and universities. GCSE MEDIA STUDIES - Year 9 In Year 9 Media Studies is a brand new subject and so we spend this time building the foundations for their future studies. This involves exploring the Four Media Concepts:

v Media Language - how the media communicate meanings through codes and techniques.

v Media Audiences - how the media target, reach and address audiences, how audiences respond and how these audiences can become producers themselves.

v Media Industries - how the processes of production, distribution and circulation affect media communication.

v Media Representations - how the media portray events, individuals and social groups.

GCSE MEDIA STUDIES - Year 10-11 The exam board we use for this qualification is EDUQAS. Component 1: Exploring the Media Written examination: 1 hour 30 minutes 40% of qualification Section A: Exploring Media Language and Representation This section assesses media language and representation in relation to two of the following print media forms: magazines, film posters, newspapers, or print advertisements. Section B: Exploring Media Industries and Audiences This section assesses two of the following media forms: film, newspapers, radio, video games. Component 2: Understanding Media Forms and Products Written examination: 1 hour 30 minutes 30% of qualification This component assesses all areas of the theoretical framework and contexts of the media in relation to Television and Music. Section A: Television Section B: Music videos and online media Section B requires a detailed study of music through focusing on two contemporary music videos and the online, social and participatory media surrounding the artists. Component 3: Creating Media Products Non-exam assessment 30% of qualification An individual media production for an intended audience in response to a choice of briefs, applying knowledge and understanding of media language and representation. Content In this component, learners must apply their knowledge and understanding of media language and representation to an individual media production for an intended audience in response to a choice of briefs set by EDUQAS. The following media forms and frameworks will form the basis of all set briefs: Television: Create a sequence from a new television programme or a website to promote a new television programme. Advertising and Marketing (Music): Create a music video or a website to promote a new artist/band. Advertising and Marketing (Film): Print-based marketing material for a new film. Magazines: Create a new print or online magazine.

MUSIC SUBJECT CONTENT STUDIED THROUGH § Instrumental/vocal performance § Ensemble (group) performance § Composition § Musical analysis/listening § Study of set works § Musical notation

• Instrumental/singing

lessons • Compositional techniques • Analysis of different eras

of music • Analysis of set works

(Beatles, Haydn, etc.)

The AQA Music GCSE is a varied and interesting course offering students the opportunity to develop their practical skills, broaden their knowledge of musical styles and explore their own creative talent. The subject consists of four core elements: performing; listening; analysis; composing. These elements are not treated separately but instead are integrated in all lessons. It is not essential that students wishing to pursue this course are able to play an instrument although this is an advantage; these skills can be taught over the three years of the course for those who don't already play an instrument or sing. GCSE students receive a free twenty-minute instrumental or vocal lesson each week to ensure that these skills are developed. The course will be assessed in the following way:

§ Performing (30% of final mark) - Captured in a recording session during year 11 - Two performances (solo and ensemble) that must total a minimum of four minutes - Performances may be made using music technology

§ Composing (30% of final mark)

- Coursework - Students will write two pieces of music: one composition in response to a brief and

one free composition - Both compositions combined must total a minimum of three minutes

§ Listening/analysis (40% of final mark)

- Examination in the summer of year 11 - Questions based on the areas of study and strands from excerpts on a CD - Analysis of set works: Haydn's 'Clock Symphony' and The Beatles' 'Sgt. Pepper's

Lonely Hearts Club Band'

SPORTS STUDIES

Why study BTEC Tech Award in Sport?

• Gives you the opportunity to try to achieve a nationally recognised level 2 vocationally specific qualification in sport, equivalent to 1 GCSE graded at Pass, Merit, Distinction & Distinction*.

• Units of work that give you an insight into sport, its organisation and place in our society as well as developing practical sport and leadership skills.

• Provides you with opportunities to develop a range of skills and techniques, personal qualities and attitudes essential for successful performance in working life.

What will I study?

• Component 1: Introduction to Sport and the Sports Industry (internal assessment) • Component 2: Improving Own and Others Sporting Performance (internal assessment) • Component 3: Planning and Leading a Sports Activity Session (external assessment)

Overview of Qualification The BTEC Tech Award will be replacing the current BTEC Award which has its final awarding in 2019. The major differences between the 2 qualifications are: There are no optional units, there are only 3 units to study; the external examination is combined online testing and practical testing.

• Unit 1: Introduction to Sport and the Sport Industry (30%) Internal assessment

- Learning Aim A – Investigate the benefits of participation in different types of sport

- Learning Aim B – Investigate how the body systems respond to participation in sport

- Learning Aim C – Explore the provision of sport and careers in the sports sector

• Unit 2: Improving Own and Others Sporting Performance (30%) Internal assessment

- Learning Aim A – Develop techniques and methods to improve own performance in a selected sport

- Learning Aim B – Explore methods to improve other participants’ sporting technique

- Learning Aim C – Apply rules and regulations to selected sports

• Unit 3: Planning and Leading a Sports Activity Session (40%) External assessment

- Part 1 – Planning and leading a sports activity (30 marks) Complete a sports activity plan and practically lead the main component of this sport activity plan

- Part 2 – Planning and leading a sports activity (30 marks) Responses to given scenarios before, during and after a sports activity session

How will I be assessed?

The BTEC Tech Award in Sport consists of 3 units and if you are successful you will be awarded a Pass, Merit, Distinction or Distinction *. The award is equivalent to one GCSE.

If you are interested in sport and enjoy completing coursework you will find the work interesting and informative. This course does not require students to be assessed on their practical ability.

What skills will I need?

• Good writing skills for your coursework; you will be required to do theory based lessons • An ability to research sporting information and have a strong interest in sport • Good reading skills as well as being able to analyse information • The ability to meet deadline dates for coursework and work independently. • Resilience and independence skills to complete tasks/classwork/homework/modules &

exams. •

What happens in lessons?

The lessons are varied between theory and practical sessions and may include:

• Working in pairs/groups • Completing assignments and coursework tasks • Preparing and delivering presentations and sessions • Taking part in a variety of sports to apply the rules and regulations • Researching and investigating the benefits of exercise • Using your IT skills to write up your coursework.

Which jobs could this qualification lead to?

• Sports Science – Sports Nutritionist, Sports Engineer, Sports Psychologist • Sports Business – Sports Marketing Manager, Sports journalist, Leisure Centre Manager • Sports Development – Community Development Officer • Leisure & fitness – Lifeguard, Gym Instructor, Personal Trainer, Leisure Centre Manager • Education – PE Teacher, Coach, Further Education Lecturer • Sports Administration – Director of Sport, Programme Administrator, Sports Development

STATISTICS GCSE Statistics is a separate qualification to GCSE Mathematics. Although GCSE Statistics does have some topics in common with the Handling Data units of GCSE Mathematics, there are numerous topics that are only found in the Statistics GCSE. These topics will help students understand data that is used in the world around them, allowing them to draw their own conclusions from the statistics given in the media. There are two tiers of assessment at GCSE, Higher (H) and Foundation (F). Students will be entered at the tier appropriate to their ability however there is much common ground between the tiers and most work is easily differentiated in lessons.

This course will appeal to students who already enjoy Mathematics and would help any student considering studying A Level Mathematics. It would also be useful to those who may want to study scientific courses in the future or those with an interest in Psychology, Business or Economics. For more details about the course please see your Mathematics teacher.

GCSE Statistics involves working with the sort of data that many of us use in our everyday lives. It covers averages and measures of dispersion, statistical charts, sampling, probability and probability densities, questionnaires, birth rates and the retail price index and other index numbers.

This course is now assessed by 2 terminal examinations that will be sat at the end of Year 11 along with other GCSEs. Both examinations are worth 50% of the final mark.

TEXTILES The Textiles (Vcert Level 2 Crafts) course explores the design process in detail and examines how various textile products are designed, modelled, prototyped, manufactured and promoted. This is taught through new projects which allow students to be creative and imaginative whilst developing appropriate skills. Students will learn about different tools and processes, such as applique, embroidery, lining and pocketing, sublimation printing and laser cutting, plus the qualities of different materials. Every student will need an A3 portfolio with transparent sleeves to present their coursework, and parents/carers are asked for a contribution to the other essential materials of £20. This will supply students with all materials and equipment they will need including fabric, thread, fixings and components and other materials. It may be possible to apply for help with these costs from the supporting achievement fund. The objectives of this qualification are to help learners to:

• use raw materials, tools and equipment in a safe and competent manner • develop analytical and research skills • evaluate their own work, develop ideas and learning through the craft process • develop an understanding of health and safety considerations in the craft environment • develop an overview of enterprise skills and characteristics present in successful

enterprising individuals • develop communication skills through a range of media.

Throughout the delivery of this qualification, the following core areas and transferable skills should be evident:

• the ability to identify hazards and risks and apply safe working practices • skills in the use of craft materials • development of social and moral skills, with an emphasis on environment and

sustainable issues • the ability to combine skills with knowledge and understanding to design quality products • the ability to investigate enterprising opportunities • development of positive attitudes towards working as a team and co-operation • managing resources appropriately and efficiently • managing resources with regard to personal safety and safety of others.

How will this course be assessed? The final grade is made up from four equally weighted units. Unit 1, unit 2 and unit 4 are internally assessed. Unit 3 is an externally marked practical examination.

Additional Subjects

Students will also take Physical Education for one period each week (non-examination) and undertake three days of PHSCEE (Be Smart days) during the year. Social, Moral, Spiritual and Cultural issues will form an integral part of most lessons.

PHYSICAL EDUCATION (CORE PE) All students at The Morley Academy will have one lesson of core Physical Education per week. These lessons will involve a continuation of the activities and sports students have participated in during Years 7 and 8. The activities covered will include: Football, Rugby, Netball, Basketball, Handball, Badminton, Dance, Aerobics, Gymnastics, Cricket, Rounders, Athletics and Health-Related Exercise Students will build on and embed the physical development and skills learned in Year 7 and 8, becoming more competent, confident and expert in their techniques, and they will apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity. Students will be expected to develop the quality and consistency of their skills with a greater focus on performance in game situations. As students move into Years 10 and 11 there is an increased focus on understanding tactics, strategies and the rules / laws of a variety of sporting activities, through officiating and leadership. Students will be encouraged to participate in sport outside of school, leading to an appreciation of meaningful use of leisure time and opportunities. Students will be assessed in each of the activities that they take part in. Assessment is based on: performance, skill development, knowledge and understanding, tactics and analysis. When students are assessed they will be awarded with a level. The assessment criteria that we use are then fed back to students and parents.

BE SMART – PHYSICAL, SOCIAL, HEALTH, CITIZENSHIP

AND ECONOMIC EDUCATION (PSHCEE)

PSHCEE at The Morley Academy will continue to be taught through Be Smart days. The lessons on Be Smart days are designed to help your son/daughter make sensible and informed decisions in their lives. Detailed below are some examples of the lessons that your child will be taught on Be Smart days. In Year 9 students will investigate national issues such as the advantages and disadvantages of immigration in the UK and the threat posed by ISIS. Your son/daughter will also be taught about safe relationships and they will explore E-safety and the implications and possible legal consequences of sharing private information and images with other people. In Year 10 students will investigate the dangers of smoking, alcohol and drug misuse as part of personal wellbeing. The topics of cyberbullying and communication with strangers online will also be covered. Your child will also begin to consider how to keep themselves physically and mentally healthy during the revision and exams season. This will be continued in Year 11. Current national issues such as radicalisation will also be explored. In Year 11, as a part of personal wellbeing, your son/daughter will learn how to check themselves for certain types of cancer and they will learn how to avoid Sexually Transmitted Infections (STIs). Students will also understand the new laws and legal consequences of posting private images of other people online without their permission. In relation to citizenship, your child will examine the current voting system in the UK ‘First Past the Post’ and they will compare how democratic this is compared to other systems. In all year groups students are taught about current issues that affect our world and community.

At The Morley Academy we are committed to ensuring that students are provided with the knowledge, skills and confidence they need to become good citizens and lead highly successful lives in modern Britain. Opportunities to explore and engage with British Values and SMSC are planned into our everyday curriculum within lessons, form time and enrichment activities and assemblies.

YEAR 9 OPTION CHOICES 2018-2021

NAME: ...............................................................................

FORM: ...............................................................................

All students will study:

English

Mathematics

Science

In addition to Geography or History students should choose 3 further options. Please remember that students wishing to go on to study at University should choose French or Spanish as one of their choices.

My 4 option choices in order of preference are:

Option 1 (either History or Geography) .............................................................................

Option 2 .............................................................................

Option 3 .............................................................................

Option 4 .............................................................................

Reserve choice 1 .............................................................................

Reserve choice 2 .............................................................................

THIS OPTION CHOICE SHEET MUST BE RETURNED TO THE ACADEMY BY

Monday 19 March 2018

Signature of Student ……………………………………………………………

Signature of Parent/Carer ……………………………………………………………