Year 9 Options Booklet 08

St Robert of Newminster Catholic School and Sixth Form College

YEAR 9

Subject Choices 2008

9 OPTION CHOICES

MARCH 2008

INTRODUCTION Information on all subjects is contained in the booklet. Please read this carefully. All students study English, Maths, Science, R.E and P.E. No further action is needed with these. You must choose one subject from each block on the enclosed sheet but please note the following: • Although there is no longer a statutory requirement to study a Modern Foreign Language (at GCSE), those expecting to progress to Higher Education at 18+ would normally be expected to have studied a foreign language at GCSE. N.B You should only choose Spanish or German if you have at least a grade B in this subject on your Year 9 report (which will be sent out to you on 20th March). •

If you choose one of the Double Award courses: Health and Social Care or Engineering, you must choose them in two blocks.

• You should not normally select more than one D & T subject (Food, Graphics, Systems, Textiles or Product Design). If you select DT: Product Design you cannot select any other DT subject (examination board regulations).

ENGLISH

The GCSE course aims to develop the students’ love and appreciation of literature as well as their skills in writing, speaking and listening. The great majority of students will be entered for the AQA Specification A English Examination. This consists of 20% written coursework, 20% oral coursework and 60% examination. The subject content of the syllabus relates directly to the programmes of study for Key Stage 4 of the National Curriculum for English, encouraging students to develop: a. Speaking and listening, including their ability to formulate, clarify and express their ideas; adapt their speech to a widening range of circumstances and demands; listen, understand and respond appropriately to others; where appropriate, use the vocabulary and grammar of spoken standard English and take part in drama activities. b. Reading, including their ability to read accurately and fluently; understand, respond to and enjoy literature of increasing complexity drawn from the English literary heritage and from different cultures and traditions and analyse and evaluate a wide range of texts. c. Ability to construct and convey meaning in written standard English, including the use of compositional skills to develop ideas and communicate meaning to a reader; the development of a wide range of vocabulary and an effective style; organising and structuring sentences grammatically and whole texts coherently; the development of essential presentational skills which include accurate punctuation, correct spelling and legible handwriting; and showing a wide variety of forms for different purposes. A considerable amount of the course is spent reading various literary, nonliterary and media texts including Shakespeare and other pre 20th century writers with an established literary reputation. At the end of the course, there are two papers, which test the abilities to respond to various unseen texts and to write cogently and accurately. The majority of students will also be entered for AQA Specification A English Literature, thus completing two GCSE courses by the end of Year 11. The literature course consists of 30% coursework and 70% examination. Students who achieve a C or above in GCSE English may go on to study A Level English Language

or A Level English Language and Literature. Students who achieve a B or above in GCSE English Language and English may study English Literature. Alternative courses may be followed by a minority of students.

MATHEMATICS Few subjects are more valued by employers than Mathematics. Studies show that students with a good qualification in Maths earn, on average, 10% more than those students without, whether or not their chosen career is obviously Maths related. This is because the skills the subject develops can be applied in all areas of life. The GCSE course offered at St Robert’s aims to develop the mathematical competence of pupils within a supportive and challenging atmosphere. In GCSE Maths there are now only two tiers of entry – Higher, which awards grades A* - D and Foundation, which awards grades C – G. The content of GCSE Maths is split equally between Algebra, Number, Shape and Space and Handling Data. All pupils at St Roberts follow a modular course. One module is on Data Handling only, another is on Number only. These two modules will be taken in Year 10. The results of these modular exams enable us to accurately judge a pupil’s progress and identify pupils who are underachieving in order for us to assist them to reach their potential in Mathematics. The final module is taken in June of Year 11. There is no coursework as part of the GCSE maths course.

Smart use of the modular course, together with changes in teaching style, have led to dramatic increases in the success of the department over the last few years. Those students who achieve a grade B or higher at GCSE can go on to study AS, A2 and Further Maths in Years 12 and 13.

SCIENCE The revision of the National Curriculum programme of study for Key Stage Four was completed and implemented in September 2006. This resulted in a new programme of study for Key Stage Four which was introduced in September 2006 and will be starting its third year in September 2008. Course Aims. The new courses have the aims of encouraging students to: • Develop their interest in, and enthusiasm for, science; • Developing a critical approach to scientific evidence and methods; • Acquire and apply scientific skills, knowledge and an understanding of how science works; • Acquire an appreciation of the essential role of science in society. Students completing the courses will have gained the scientific skills, knowledge and understanding necessary for them to progress to the study of science at a higher level, or in some cases to commence a science based career. The Range of Courses Available. (The choices are summarised on the chart printed below the information.) The courses fall into two areas, academic courses and vocational courses. The appropriate choice of course will be guided by the Science Department.

•

12

GCSE Science GCSE Separate Sciences Biology/Physics/Chemist ry

GCSE Additional Science or Additional Applied Science

A Level

& 13 Years

Biology/Physics/Chemistry

Pass/ Merit/ Distinction (equivalent to 4 GCSEs) BTec First Diploma

R o u t e

Year 11 10 Year

Academic courses are aimed at those students for whom there is a possibility of the study of the traditional science subjects such as Biology, Chemistry and Physics at a higher level, ‘A’ level and beyond. Students who follow these courses will be expected to have the potential to gain a good grade in their GCSE science examination. Students choosing this option will follow the GCSE Science course in Year 10 and then continue in Year 11 with the GCSE Additional Science course. Five lessons per week will be allocated for this course. Students with a particular aptitude for science will be offered the opportunity to study science as three separate GCSE courses (Biology, Chemistry and Physics). Seven lessons per week will be allocated to this course. • Vocational courses (Applied Science) are aimed at students who are likely to find it difficult to gain good GCSE Science grade by the traditional courses. Students who select the option will study the GCSE Applied Science (Double Award) course. Five lessons per week will be allocated for this. Progression from this course to higher study would be by way of AS/A2 courses in Applied Science or an ‘AS’ level course in Science for Public Understanding. Students would also be qualified to progress into other courses in the Further Education sector including a range of National Vocational Qualifications. Students could also progress directly into employment. GCSE Additional Applied Science is an option which allows transfer to a vocational course after the year 10 GCSE Science course. Science: Progression through Key Stage Four and beyond Max. x3 GCSE’s Max. x2 GCSE’s Max. x4 GCSE’s 7 hours / week 5 hours / week 5 hours / week

BTec Nationals (not offered at St Robert’s)

Tiering and Assessment.

The qualifications are awarded in two tiers: • Higher Level, covering grades A*,A, B, C, D (and U); • Foundation Level, Covering grades C, D, E, F, G (and U). The written examinations and tests are tiered. In some specifications the level of entry can be determined on the day on which an examination is taken. In others the entry level is determined at the time of registration for the examination. The centre assessed work of pupils is not tiered in any of the qualifications. The assessment regimes are as follows: • GCSE Science (Year 10 ‘academic’ option) – six, thirty minute multiple choice tests each worth up to 12.5% of the total mark for the course. These can be

•

•

•

•

taken in November, March and June as the course progresses. There is also one Centre Assessed Unit, an ‘Investigative Skills Assignment’ worth up to 25% of the total mark for the course. GCSE Additional Science (Year 11 ‘academic’ option) – three, forty-five minute written papers each worth up to 25% of the total mark for the course. There is also one Centre Assessed Unit, an ‘Investigative Skills Assignment’ worth up to 25% of the total mark for the course and very similar to the assignment carried out in the GCSE Science course. GCSE Biology, Chemistry and Physics (Year 10 and 11 ‘academic’ option). Each of the three subjects will be assessed as follows. There will be three, forty-five minute written papers, each worth up to 25% of the total mark for the course. There is also one Centre Assessed Unit, an ‘Investigative Skills Assignment’ worth up to 25% of the total mark for the course and very similar to the assignment carried out in the GCSE Science course described above. BTec First Diploma in Applied Science This course leads to the award of a certificate equivalent to 4 GCSE passes at different standards up to “A” grade equivalent. School based assessment with no formal written examination will be ongoing during the two years of the course. This course is NOT intended for students who may be considering the subject at Science AS and A level subjects. The course is aimed at students with a good work ethic who will make a consistent effort to improve their scientific skills. GCSE Additional Applied Science (Year 11 ‘vocational’ option) This course is divided into three units. Two of the units are centre assessed; one of them is worth up to 20%, and the other is worth up to 40% of the total mark available for the course. There is one external assessment, a sixty minute written paper worth up to 40% of the total mark available for the course. School based assessment will be ongoing through the course, with the opportunity to take the written paper in January and June. Health and Safety. Teaching about Health and Safety during practical science is part of the requirement for all GCSE Science specifications. Pupils will be expected to behave at all times in a responsible manner with due regard to safety, following safety regulations and putting into practice what they have learnt. Work Related Learning. The section of each programme of study titled ‘How Science Works’ is aimed at allowing the development of a greater contribution to work related learning through the teaching of science. Financial Implications for the Learner. Pupils studying GCSE Sciences are encouraged to purchase a revision guide for each subject area (Biology, Chemistry and Physics). In the past these have been purchased in bulk by the school and sold at cost price to the pupils (about £2.50 each).

RELIGIOUS EDUCATION

All students in Years 10 and 11 follow a GCSE course in Religious Education. In this GCSE students will complete 2 exam papers: • •

One paper is based on the Gospels (the part of the Bible that looks at Jesus). One paper is based on the Catholic Tradition and looks at what it means to be Catholic today.

The first paper on the Gospels looks at the person, life, death and Resurrection of Jesus. Gospel passages are studied to examine their meaning and how they are relevant today. Students are encouraged to reflect on the Gospels and form their own conclusions about the message and life of Jesus. The second paper looks at how Catholics live their life toady, examining the Sacraments of the Church as well as introducing some of the ethical and moral decisions Christians have to make in their life today, for example: WAR AND PEACE: EUTHANASIA: MARRIAGE:

Can a Christian ever go to war? Can it ever be right for someone to end their life? Can a Christian ever have a divorce and re-marry?

COURSE AIM: The RE GCSE encourages students to think through their response to Christianity and the person of Jesus, 3 skills are developed over the GCSE: 1. Knowledge and understanding of Christianity 2. Knowledge and understanding of what it means to be a Christian today 3. Evaluation of arguments and evidence to do with Christianity The GCSE in RE shows a potential employer, college or University many skills, including: • • • • •

An ability to examine and interpret evidence An ability to listen to and respond to different arguments An understanding of how people make moral and personal decisions in their life A knowledge of how different people view the world An ability to make a strong argument and present evidence for a point of view

These skills are essential in jobs that focus on people, e.g. Personnel Officer, Social Worker, Police Officer, Prison Warder, and Teacher. The skills are also essential for any career that is about presenting evidence or argument: Barrister, Lawyer, Manager, and Civil Servant. This course will effectively prepare students for the AS course in Ethics which all students who enter the Sixth Form will follow.

PHYSICAL EDUCATION In Years 10 and 11 the student can choose to follow either the physical education GCSE examination course or a health, leisure and physical education programme. GCSE PHYSICAL EDUCATION A This specification in Physical Education is designed to develop candidate’s knowledge and understanding of factors that affect performance and participation in physical activities, so that they are able to perform effectively in a range of activities. They should know and understand what these factors are and be able to explain and discuss how and why they affect performance. •

Specification A is based on a 60% internally assessed practical component and a terminal examination with a weighting of 40%

The scheme of assessment is not tiered

GCSE FULL COURSE 3581 Written Paper arks 2 hours

40% of total m

FACTORS AFFECTING PERFORMANCE AND ANALYSIS OF PHYSICAL ACTIVITY

COURSEWORK Practical marks

60% of total

THE EFFECTIVE PERFORMANCE AND ANALYSIS OF PHYSICAL ACTIVITIES Plan, perform and evaluate a Health related Exercise programme and four activities chosen from at least two of the following activity areas: Games, gymnastics, dance, athletic, swimming, outdoor and adventurous.

Due to a high weighting of the practical assessment it should be noted that students considering opting for this subject should be above average in ability. GCSE in Physical Education will provide an excellent foundation for any student who may wish to consider further study in Physical Education at Advanced level or Advanced Leisure and Recreation.

GCSE During Year 10 pupils are given the opportunity to attend Derwent Hill Outdoor Pursuit Centre. This is not compulsory but those who wish to attend will have to pay £120.

PHYSICAL EDUCATION CERTIFICATE OF ACHIEVEMENT IN PHYSICAL EDUCATION In Years 10 and 11 pupils can work towards a certificate of achievement in physical education. Each pupil will undertake activities elected from the six National Curriculum groups to include: Games- football, netball, basketball, cricket, rounders, badminton and hockey; orienteering, tar rugby, athletics and fitness training. Pupils will be formally assessed in three activities and externally moderated leading to a formal entry-level qualification in physical education. The course is 100% practical with the assessment comprising of 4 areas: 1. Practical performance 2. Knowledge of rules 3. Analysis of performance 4. Understand different roles in sport This course provides a foundation for pupils who are not ready to do GCSE but wish to have their skills and abilities formally recognised in PE. The course extends beyond key stage 3 National curriculum orders and provides a sound basis for future study and participation. IN BOTH GCSE AND PE All pupils will be expected to wear appropriate and suitable clothing and footwear for all practical lessons. Health and Safety regulations are laid down by B.A.A.L P.E and all P.E staff have a duty to listen to and follow all without complaint, for their own safety and the safety of others.

GEOGRAPHY Aims of Course GCSE Geography is an excellent course. It will provide the student with the opportunity to enhance their knowledge of the world around them. They will investigate and consider issues of local, national and global importance, which affect all our lives. It is a good ‘all round’ course which will give a sense of perspective on the world and current issues and trends, such as the distribution of the world’s resources, the state of the environment and the long term sustainability of our economic and social activities. Course content Geography will provide the students with knowledge and skills, which are essential for many forms of employment. It is a subject, which amalgamates Sciences, Arts and Social Sciences through the study of both Physical and Human Geography. Assessment An essential aspect of the course is to acquire and apply a great range of skills and techniques – including those of mapwork, fieldwork and Information Technology. All the skills gained are utilised to produce a Geographical Enquiry, which is worth 25% of the total marks available. The enquiry therefore, gives the students an opportunity to gain a considerable number of marks other than by examination.

Careers and Geography It is a sound choice for students seeking careers in many walks of life. People with Geography qualifications can be found in a vast range of employment from: • Accountancy • Law, • Estate Management and Planning • Leisure and Tourism • Rural and Urban Planning • Foreign Office and Government. Fieldwork • Derwent Hill (residential GCSE coursework) • Possibility of educational visits abroad (e.g. Iceland)

HISTORY GCSE History offers students an unparalleled opportunity to place current events into a wider context and to help them become socially aware and responsible young people. It is also quite fun and interesting as well… The history department offers 2 GCSE options for students to follow – both aim to make history relevant and interesting as well as developing a number of key skills. The aims of the course are: • to provide students with opportunities to investigate, acquire and communicate knowledge and understanding of historical events, people, changes and issues of the modern world • to develop an understanding of how the past has been represented and interpreted • to encourage students to use historical sources critically • to provide a sound basis for further study and the pursuit of personal interest The 2 courses on offer are AQA Modern World History and OCR History AQA Modern World OCR History International History 1900 - 1949

International History – does Vietnam still have international significance today?

Britain in the First World War

Raiders and Invaders – How did the Saxons, Vikings and Normans invade and settle in the UK? Heritage Marketing – how is History relevant in the workplace? A society in depth – what were the key characteristics of American society 1900 – 1939

The changing role of women Germany 1918 – 1939 USA 1920 – 1941 Vietnam since 1939 Assessed by written examination

Assessed by 50% coursework, 25% examination and 25% teacher assessed portfolio

CERTIFICATE OF ACHIEVEMENT Students may study History through the Certificate of achievement scheme if appropriate. HISTORY & JOBS Over the years employers have found that people, who have studied History are well prepared for a wide range of jobs. In addition to the more obvious choices such as teaching, museum work, conservation and archaeology, a qualification in History is very useful in the following careers: Architect, Banker, Economist, Journalist, Market researcher, Personnel Officer, Police Officer, Social Worker, Solicitor and many more…. This is because History is:

About people About Investigating About Communicating

Employers want people who are independent thinkers, open minded, disciplined, good at problem solving-they often choose people who have a qualification in History.

GCSE

FRENCH

/

GERMAN /

SPANISH

Not only can language learning be fun and rewarding on a personal level but the ability to speak a language is a skill which is highly valued by a wide range of employers. “Languages make you more employable.” Language skills are needed not only in the world of industry and business and marketing but also in the field of law, media, journalism, travel and tourism, customer service and civil service.

“75% of the world doesn’t speak any English” Language skills are in demand not only because the world of work is continuing to become more globalised, but also because the very nature of language learning equips pupils with good communication skills, an understanding of different cultures and improved self confidence. “A little bit of language makes a lot of difference” GCSE languages provides progresion from Key Stage 3 languages to post 16 studies. In the GCSE course pupils will build on their learning at Key Stage 3 and will continue to develop : • their understanding of the spoken and written forms of the foreign language in a range of contexts. • the ability to communicate effectively in French, through both the spoken and written word, using a range of vocabulary and structures. • knowledge and understanding of the grammar and the ability to apply it. • their knowledge and understanding of countries and communities where French is spoken. At GCSE pupils will continue to study a variety of topics through the medium of French / German / Spanish and continue to develop their listening, speaking, reading and writing skills. A range of medium, including film, music and authentic reading material will contribute to making learning a fun and interesting experience. Pupils will also have opportunities to be imaginative and creative with the language. At GCSE they will also have the opportunity to develop their oral skills by speaking to a native speaker, our Foreign Language Assistant. In recent years pupils have been offered the opportunity to participate in a ‘host family stay’ in France and a trip to the Christmas markets in Germany. Pupils speaking, listening and reading skills will be assessed at the end of the two year course and they will complete coursework instead of a written exam. Pupils can enter the reading and listening exams at either foundation or higher level and this is decided by them and their teacher after their mock examination in December. Speaking skills are also assessed in a short oral exam at the end of the course. Pupils who do well at GCSE level will have the opportunity to develop their language skills further through study at AS and A2 level

LATIN

THE COURSE AIMS: • To build upon your knowledge of the Latin language with a view to improving translation techniques. • To give an opportunity to study a period of Roman History- 1st BC and 1st AD learning about lives and customs of the Romans themselves. • To introduce you to Latin literature of the period Year 10 work closely follows the Cambridge Latin Course, which is familiar to Year 9 students. Year 11 work deals with the study of set books, texts written in the 1st BC and 1st AD. The GCSE exam at the end of the course consists of four papers, usually two language papers, one literature and one on historical background. There is no coursework element. AS and A Level study is available in the Sixth Form for successful students at GCSE. Classes are usually well motivated but small, which allows time to address individual needs. Thorough monitoring of progress and regular assessment will take place throughout the course.

GCSE DESIGN & TECHNOLOGY – FOOD TECHNOLOGY This course will allow students to develop there design and technology capability. They will be taught to combine skills with knowledge and understanding in order to design and make quality products. This course enables students to develop skills when working with food. The work is both varied and interesting and the syllabus deals with food as a material where they will design and make a range of food products. Students who are interested in practical work will enjoy this subject. Within this course all students will have the opportunity in year 11 to achieve a Food Handlers Certificate; a legal requirement for those who wish to work in food related employment. Students should have an interest in subjects such as Design Technology, ICT, Science and health related issues. This course provides students with the opportunity to build upon the skills already developed at Key Stage 3. Students will acquire and apply skills and understanding through: • Analysing and evaluating products and processes • Engaging in focused tasks to develop and demonstrate techniques • Engaging in strategies for developing ideas, planning and producing products • Considering how past and present design and technology, relevant to a designing and making context affects society The courses assessment criteria is made up from an internally assessed design and make assignment and a final GCSE externally assessed examination.

Coursework (Design and Make Assignment) : 60% Examination (Knowledge and Understanding) : 40% Students will be provided with the necessary support throughout the duration of the course. A home computer would be helpful but not essential. Students who wish to follow a future career in food or food related industry may wish to organise their work experience in year 11 at a hotel, restaurant or manufacturing facility. Students may wish to then follow a future career in catering, NHS, nursery nursing and food related industries.

All students are expected to follow the faculty’s health and safety regulations and Guidelines.

GCSE DESIGN & TECHNOLOGY – TEXTILES To provide the knowledge and skills necessary to design and make high quality textile products which will perform to specified criteria. Students should have an interest in subjects such as Design Technology or Art. This course builds on the skills and knowledge developed at KS3, expanding the area of fabric enhancement including the use of CAD/CAM sewing machines and computers. The areas of Fashion and Furnishings are both studied through a series of Design and Make tasks where original items are produced using a variety of fabrics and components. The courses assessment criteria is made up from an internally assessed design and make assignment and a final GCSE externally assessed examination. Coursework (Design and Make Assignment) : 60% Examination (Knowledge and Understanding) : 40% Students will be provided with all the necessary support throughout the course. Year 11 Work Experience may be taken in fashion / furnishing retail outlets, or design house. Students who obtain a good grade at GCSE (C or above) are suitable candidates to study Product Design with Textiles at A Level. Future careers may include Fashion / Fabric Design, Marketing or Medical Textiles.

All students are expected to follow the faculty’s health and safety regulations and guidelines at all times.

GCSE DESIGN & TECHNOLOGY – PRODUCT DESIGN This new course for 2008 provides students with the skills and expertise required to design and make real life working prototypes for real design situations. It focuses on the design and manufacture of fully functional final models. All students develop a range of manufacturing skills in the areas of wood, metal and plastic processing and they focus heavily on the use of computers to design, develop and manufacture 3D proposals using Computer Aided Design (CAD) and Computer Aided Manufacture (CAM). The course uses the latest software to produce virtual models, allowing them to be analysed and developed on screen before manufactured in real life. Most of these real life outcomes will be manufactured using CAM. Students wishing to follow this course should have an interest in subject areas such as ICT, Design & Technology and digital image manipulation. This course provides students with the opportunity to build upon the skills and experiences already developed at Key Stage 3. The course allows students to focus on a number of different areas including Graphic, Industrial, Product and Interior Design. All drawing and ICT skills are taught from the outset and students are encouraged to develop them throughout the course.

The courses assessment criteria is made up from an internally assessed design and make assignment and a final GCSE externally assessed examination. Coursework (Design Portfolio and Manufactured Outcome): 60% Examination (Knowledge and Understanding based questions): 40% All students will be provided with the support required to develop the skills needed to design and produce high quality outcomes. A home computer would be useful but not essential. Students who wish to follow a career in the areas of Interior, Fashion, Industrial or Digital design would be suitable candidates to follow this course. Students who obtain a good grade A, B or C are suitable candidates to study Product Design in Years 12 and 13. All students are expected to follow the faculty’s Health and Safety regulations and guidelines at all times. PLEASE NOTE: THIS DESIGN & TECHNOLOGY COURSE CANNOT BE STUDIED AT THE SAME TIME AS ANY OTHER D&T COURSE.

GCSE DESIGN TECHNOLOGY- GRAPHIC PRODUCTS

To provide students with the skills and expertise required to design and make real products using traditional drawing equipment and the latest Computer Software Applications. Students will work with materials such as card, plastic and simple modelling materials to produce real graphic products such as Logos, Advertisements, Packaging, Point of Sale Displays and Digital images. The students will learn how to use the latest Computer Aided Design (CAD) packages and will use Computer Aided Manufacture (CAM) to produce their models. Students should have an interest in subjects such as Design Technology, ICT or Art.

This course provides students with the opportunity to build upon the skills already developed at Key Stage 3. The course relies heavily on the use of ICT as a learning tool, providing students with the skills required to process and develop digital images to produce quality design outcomes. All graphical drawing skills are taught from the outset and students are encouraged to work together to improve them. The courses assessment criteria is made up from an internally assessed design and make assignment and a final GCSE externally assessed examination.

Coursework (Design and Make Assignment): 60% Examination (Knowledge and Understanding): 40% Students will be provided with all necessary support during the duration of the course. A home computer would be helpful but not essential. Students who wish to follow a future career in the field of Graphic Design may wish to organise their work experience in year 11 at a design office, architects or publishing house. Students who obtain a good Pass grade of A,B or C are suitable candidates to study Product Design at A Level. Students may wish to then follow a future career in the field of design such as product, interior, architecture or promotion. All students are expected to follow the faculty’s health and safety regulations and guidelines at all times.

GCSE DESIGN & TECHNOLOGY – SYSTEMS & CONTROL To provide students with the skills and expertise required to design and make real products using electronics and mechanisms. The course teaches electronic and mechanical theory through short practical projects. The working properties of materials is covered in year 10

leading to a full design and make task in year 11. The students will learn how to use the latest Computer Aided Design (CAD) simulation packages to test their designs before manufacture and will have the opportunity to use Computer Aided Manufacture (CAM) to produce their final prototypes. Students should have a minimum of a Level 5 in Maths and Science. (this is not compulsory but recommended) This course provides students with the opportunity to build upon the skills already developed at Key Stage 3. The course relies heavily on the use of computers to simulate and program controllers to move mechanisms. Electronic circuit design is at the centre of all project work and students are encouraged to research and develop existing products to make them more user friendly. The courses assessment criteria is made up from an internally assessed design and make assignment and a final GCSE externally assessed examination. Coursework (Design and Make Assignment) : 60 % Examination (Knowledge and Understanding) : 40% Students will be provided with all necessary support throughout the duration of the course. A home computer would be helpful but not essential. Students who wish to follow a future career in the field of electronics such as an electrician or engineer. Students who obtain a good Pass grade of A,B or C are suitable candidates to study Product Design or BTEC Nat Cert in Engineering in year 12. Students may wish to then follow a future career in the field of Technology such as a Systems designer or Engineer. (Mechanical, Electrical etc.) All students are expected to follow the faculty’s health and safety regulations and guidelines at all times.

BTEC FIRST CERTIFICATE IN MANUFACTURING ENGINEERING (LEVEL 2) This course is designed to equip individual students with the practical skills, knowledge and understanding required for progression to future employment or further study in engineering, including the BTEC National Certificate. Students will acquire skills and knowledge which are transferable and will enable them to meet the changing circumstances of the engineering environment. Students learn a range of different mandatory and specialist engineering units which can include Secondary \machine Techniques, Health and Safety and Communication and Electronic Circuit Construction etc. The course is equivalent to 2 GCSE grades A-C. Course Aim :

Students should be capable of achieving a Grade C or above in both mathematics and science as this will allow them more progression opportunities. Entry Requirements :

We work in partnership with Harraton Centre to allow students to experience a vocational element to their learning especially with the modules. Within school, we deliver the curriculum in as varied a way as possible to allow for different styles of learning and this learning is delivered through specialist subject teachers. T & L Methods :

There are no formal examinations within this subject. One coursework assignment is externally set by the examination board. The remaining assignments are set within the department and are carefully designed to ensure that the students are able to demonstrate their skills, knowledge and understanding through a range of assessment strategies. Assessment Methods :

A home computer would be helpful but not essential. Students are provided with technical support at the college. Learning Support Req. :

The course also provides opportunities for students to visit engineering organisations as well as guest engineers delivering lectures at school. Students will also have the opportunity to participate in our partnership with Harraton and production of Unit 14 will be completed in a work related environment. Opportunities (Work Related / Links) :

Financial Requirements : A

USB Flash Pen is desirable but not essential

Progression Routes : This

course would benefit students who would wish to follow a career in Engineering. This could be in the form of a full time apprenticeship programme or progression could be in the form of Level 3 BTEC National Certificate in Manufacturing Engineering offered by this department. All students are expected to follow the faculty’s health and safety regulations and guidelines at all times. Furthermore, they must also conform to the separate Harraton guidelines and risk assessments. Health and Safety Req. :

YOUNG APPRENTICSHIP IN ENGINEERING A Young Apprenticeship is a new type of course which has been developed so that able and well-motivated students can gain experience of real work. The course prepares students for future employment in the engineering sector by delivering specific skills and underpinning knowledge that employers value. Students will learn a variety of skills including fitting, machining, CAD, Health and Safety etc. The course runs parallel with the BTEC First Certificate in Engineering course in order to provide students with a curriculum that is broad and varied. The requirements for entry to the course are Level 4 or higher in Key Stage 2 Maths, Science and English. Students must also have a combined Key Stage 3 Teacher Assessment Score of 14 or higher. Attendance and behaviour during year 9 must be good and evidence is required that parents or carers support the students choice. Finally, each student is interviewed by the school, college and training provider collectively to allow the students to explain why they are suitable for the course. Students must also study the BTEC First Certificate in Engineering. This course will be delivered entirely at New College, Durham with underpinning knowledge taught through the BTEC element. Students study a minimum of four performing engineering operations (PEO’s). These units test the students practical and theoretical knowledge. Learning is ‘hands on’ and underpinning knowledge is taught through practical application. The PEO’s are assessed at the end of the two year period by New College Durham. The assessments involve the production of manufactured products. Students are provided with technical support at the college during all practical lessons.

This course allows students to benefit from work related learning. Students receive a minimum of 50 days work experience over the course of the two years. They will also undertake work related learning through the BTEC award as well as visits to relevant industrial organisations. This course would benefit students who would wish to follow a career in Engineering. The course is suitable for those students to wish to follow a full time apprenticeship route at 16 as well as progressing to level 3 qualifications such as a BTEC in Manufacturing Engineering offered by school. All students are expected to follow the faculty’s health and safety regulations and guidelines at all times. Furthermore, they must also conform to the separate college and work place guidelines and risk assessments.

MEDIA STUDIES The Media play an increasingly important role in society. The different organs of the Media provide us with information and entertainment and communicative social values, both explicitly and implicitly. Young people are constantly bombarded with images, sounds and text. It is important that young people learn to interpret and make sense of the messages constantly being disseminated by the Media. This two year GCSE course provided by WJEC (Welsh Joint Education Committee) offers students the opportunity to develop a critical understanding of the Media through the study of distinct interrelated Key Concepts. • • • • • •

Representations Genre Media Institutions Media Language Audience Narrative

The areas of the Media that are studied are: • • • • • •

Cinema Television Radio Newspapers and Magazines Advertising New Media- including the internet

The course is designed to acknowledge and develop student’s strengths in all curriculum areas from English, Art, Photography and Graphics to ICT and Communication Skills. The department has recently moved to a specialist, fully equipped accommodation, designed to meet the practical production demands of this course and those offered at AS and A2 level. Students are encouraged to engage with the practical aspects of the course, including pre-production activities of producing storyboards for moving image sequences and scripting. Production activities include filming and editing, photography and audio production. Incorporated in the course are visits to media institutions and opportunities to work alongside media professionals. This may incur a small charge to students for cinema visits and workshops. ASSESSMENT The course involves coursework (50%) and a written examination paper (50%). There are two tiers to the examination: Higher and Foundation. A decision on which tier students are entered for is made during the second year of the course. • Foundation Tier- Grades G-C • Higher Tier- Grades D-A* COURSEWORK (50% OF THE FINAL EXAMINATION MARK) Three pieces of coursework are submitted from the assignments undertaken during the two years of the course. The final submission must include a Textual Analysis, a Pre-Production piece and a Media Production (e.g. radio programme, magazine, advertising campaign, comic, TV trailer or Opening sequence for a new film).

WRITTEN PAPER (50%) This is an externally set written paper of 2 hours and 30 minutes duration. Regardless of which tier a student is entered for, there will be common source material and questions will be set in two sections. Specified areas for study are changed each year. For 2008, the areas to be studied for examination in 2010 are • Section A: Sport on television • Section B: Advertising in print and electronic media PROGRESSION In the Sixth Form, AS and A2 course are offered in Media Studies (AQA) and in Film Studies (WJEC). After Sixth Form there are many opportunities for study at degree level. If you are interested in TV and film production, journalism, PR work or advertising or see yourself as the new Spielberg, Tarantino or even Cat Deeley, then this course will be of interest to you!

DRAMA The aims of the course are as follows: • To encourage pupils to develop their interest in and enjoyment of drama. • To develop their dramatic and theatrical skills. • To develop their ability to critically respond to live productions.

The course is largely practical with students working in groups to prepare improvisation and scripted performances. Students will also have the opportunity to participate in drama festivals with training and workshops provided by theatre professionals culminating in a performance at a professional theatre. Visits to the theatre are also arranged both inside and outside of school hours. Current students have seen a variety of dramas and musicals and also have the opportunity to see R.S.C. productions and participate in practical workshops. Assessment The course involves coursework (60%) and a written paper (40%). COURSEWORK 60% Practical work is assessed during the course. The final extended devised piece and the final scripted performance contributes to the grade. These are moderated by an outside moderator from the examination board. Two essays of approximately 800 words are also required. These contrast elements of practical work which the student has participated in. WRITTEN PAPER An externally set paper – 2 hours. The paper will allow students to write two reviews on different aspects of theatre productions seen. Students are allowed notes taken at the time of the production. Careers opportunities for Drama are extensive as the subject develops interpersonal and communication skills in addition to self-confidence. The ability to work in a team and promote a self-disciplined attitude is also extremely useful in the modern workplace. Drama can lead to a variety of jobs in the theatre, T.V. media or education, but the skills it develops can be used in sales and retail work or any situation or career which requires excellent communication skills.

HEALTH AND SOCIAL CARE

Health and Social Care is an excellent and enjoyable course that offers students an opportunity to study a subject that is both academic and vocational. The course aims to provide the basic knowledge, skills and understanding that students will use in a care workplace or as the basis for further education or training. Students will be encouraged to develop a critical and analytical approach to problem solving within a vocational context. Learning takes place through practical activities, assignments, visiting speakers and group work. Students will also be offered a valuable opportunity to experience a 60hr work placement. • The BTEC Health and Social Care First Certificate is a 2 year course. • Successful completion of the course gives the equivalent of 2 G.C.S.E. grades at A-C. • To gain the qualification students will complete 3 units of study, one of the study units is a work placement. • All units are assessed by portfolio – there are no exams. Students wishing to embark upon this course should be motivated to work independently, be proficient in both literacy, numeracy and ICT. Whatever their career plans, a BTEC First Certificate in Health and Social Care provides students with an opportunity to explore and develop their knowledge and understanding of this interesting vocational area. Students who achieve a Distinction or Merit at this level will be able to continue the subject at AS and A2 level.

MUSIC Course Aim To enable you to develop your performing and composing skills, and to broaden your understanding of many different styles and types of music from the past and from the present day. Qualification Title

GCSE

Entry Requirements Those who do best in this subject: * have had instrumental or vocal tuition for two or more years * can read music easily * enjoy listening to all kinds of music * are able to set their own learning goals and can work well on their own * can perform confidently in front of others Teaching / Training / Learning Methods Composing: You will be given teaching on the basic techniques used by composers of various styles of music and you will be need to use these techniques in various composing exercises to demonstrate how ideas from your own musical imagination can be extended and developed. Your teacher will help and advise you how to improve your work. Performing: Ideally you will be having instrumental or vocal lessons in school or privately. If not you can develop performing skills acquired during classwork in Years 7-9. Listening and Appraising: You will be given all the relevant information on how to recognise music of different styles and to identify specific details relating to the structure and expressive qualities of the music. You will do regular listening exercises to test your understanding and improve your aural skills. Assessment Methods Composing: You choose 2 pieces from your composing during the course for final assessment. These will be marked initially by your teacher. Recordings will be made and sent to the examination board so that the marks awarded by the school meet nationally agreed standards.

Performing: You will need to play or sing two pieces chosen by you (with help from your teacher if necessary).You also need to perform one of your own compositions. These will be marked initially by your teacher. Recordings will be made and sent to the examination board so that the marks awarded by the school meet nationally agreed standards. Listening and Appraisal: You will sit a listening test at the end of the course consisting of a number (usually 12) of extracts of music in different styles and from different periods. The questions will test your understanding of the distinctive characteristics of the music related to its purpose, structure and expressive qualities. This will be marked externally by the examination board. Learning Support Usually your teacher will lead you through the whole two years of the course but help and advice are always available from other members of staff including visiting instrumental teachers. Work related opportunities There are usually a number of opportunities to work with professional musicians and people working in the music industry throughout the course. Work experience placements can be arranged through the School Careers Consultant. Financial Implications for the Learner Professional instrumental or vocal tuition is very beneficial for anyone considering doing a GCSE course in music. Private lessons can be quite expensive. Lessons in school from visiting teachers are subsidised by the Local Education Authority. In practical terms, this can often mean that the lessons are free for GCSE music students. There are also costs relating to repairing and maintaining instruments owned by you, and very often the purchase of appropriate music. Progression Routes GCSE music is a useful preparation (but not essential) for AS or A2 level courses in music which together with high achievement in the Performing exams of the national Music Colleges and Conservatories are the usual preparation for musical studies in higher education. A music qualification has been found to be useful in Performing, Teaching, Armed Services, Musical Instrument Technology, Publishing, Journalism, Retailing, Librarianship, Careers in Radio and Television, Music Therapy, Music Administration (including office work, “roadies” etc) and Sound Engineering.

Health and Safety Regulation The school policy relating to the use of electrical equipment, moving of heavy equipment together with data protection and copyright legislation applies to any student following this course.

OCR NATIONAL IN ICT The OCR Level 2 Nationals in ICT have been developed to provide students with an introduction to the skills, knowledge and understanding required to prepare for work in the information and communication technology sector. They have also been designed to help students develop their personal skills in the areas of team working, career planning, communication and problem solving. Students will carry out a range of tasks which have been designed to accredit their achievements in a modern, practical way that is relevant to the workplace. The students will be encouraged to develop a broad range of skills, knowledge and understanding of the ICT sector particularly in job roles where they will be expected to use ICT skills, liaise with users and carry out ICT support roles. This would form the basis for progression into further learning in ICT related fields in either education or the world of work. Is it for me? Whether you fancy a career in ICT or just want to find out more, then this is ideal for you. How will it benefit me? You will:  Learn about how the ICT world works.  Develop skills, knowledge and understanding that will enable you to progress.  Keep your options open – you can carry on with ICT or do other things.

How is my work assessed? There are no exams. Your work will be assessed internally and externally moderated by OCR.

What does it cover? Units have been designed to engage learners and cover the latest technology in this fast paced subject area. Mandatory Unit  ICT skills for business Optional units  Webpage creation  Digital imaging – plan and produce computer graphics  Design and produce multimedia products  Desktop publishing  Spreadsheets – design and use  Databases – design and use  Technological innovation and e-commerce  Animation for the WWW  Creating Computer Graphics  Creating sound using ICT  Creating Video National Award in ICT Option 1 This a SINGLE option where students will study 2 lessons per week. To achieve this qualification you must achieve THREE units. One of these is the mandatory unit and two are chosen from the optional units. THE CERTIFICATE WILL BE THE EQUIVALENT OF 2 GCSES (A*-C) National Certificate in ICT Option 2 This a DOUBLE option where students will study 4 lessons per week. To achieve this qualification you must achieve SIX units. One of these is the mandatory unit and five are chosen from the optional units. THE CERTIFICATE WILL BE THE EQUIVALENT OF 4 GCSES (A*-C)

ART Course Aims: To develop a. Creative and imaginative powers and the practical skills for communicating and expressing ideas, feelings and meanings in Art, Craft and Design. b. Investigative, analytical, experimental and interpretive capabilities, aesthetic understanding and critical skills. c. Understanding of codes and conventions of Art, Craft and Design and awareness of contexts in which they operate. d. Knowledge of understanding of Art, Craft and Design in contemporary societies and in other times and cultures. GCSE Art is designed to build on the knowledge, understanding and skills gained during Key Stage 3 of the National Curriculum. Qualification Title AQA GCSE in Art and Design Entry Requirements Positive attitude and good work ethic. Teaching/Training/Learning Methods Coursework:

The majority of the course is of a practical nature where students will learn how to use a variety of different media, whilst following a set brief or assignment, which will involve both imaginative and observational responses. There is some written work, which involves evaluation and analysis of students’ own work and that of others. In Year 10 students will study 2 or 3 of the following areas: • Drawing and Painting • Graphic Work • Sculpture Students in Year 11 will have the opportunity to work on their own chosen topics/ themes. Completion of regular homework is a requirement of the course, both as a support to coursework and as evidence of a student’s ability to work independently. Controlled Test. In the spring term of the second year there will be an exam, which will be similar in nature to a coursework assignment. Assessment Methods During the course each brief and homework will be assessed A to E by the class teacher. At the end of the course the exam will be assessed by the Art Department staff and given a mark out of 60. The coursework will also be assessed in the same way. The exam will carry 40% and the coursework 60% of the total marks. A sample of candidates will then have all of their work moderated by a visiting moderator. Learning Support provided Learning Support will be provided when and where necessary Opportunities for work related learning and work experience There are no formal opportunities at the moment. Financial Implications for the learner There are no compulsory implications Progression Routes GCSE Art can provide a sound foundation for candidates who wish to go on to further study in Art and Design at GCE Advanced Subsidiary and Advanced level, then to a Diploma in Foundation Studies and then on to Degree courses. This can lead to careers in Fine Art, Graphic Design, 3D., Fashion, Media and Textiles etc.

VOCATIONAL GUIDANCE

Many young people are leaving school ill-prepared for the demands which life will make upon them. Many are unsure of their own abilities and are ignorant of the world outside school. Too often young people ‘drift’ into jobs or onto courses, lacking in confidence to do anything to change themselves or their situation and consequently they suffer and society suffers.

Careers, Education and Guidance are an attempt to help individuals to avoid drifting. It is about preparation for life after school. It is not only displaying of pamphlets etc. in school, or an occasional factory visit, or a talk in school, because there is more to choosing a life after school than just knowing about jobs. To achieve this aim our objectives are to ensure that our students: a. Develop self-awareness b. Develop decision making skills c. Prepare for the problems which may arise in the transaction from school to adult life d. Develop an awareness of individual opportunities and social responsibilities e. Promote an awareness of individual opportunities and social responsibilities Talks and work Experience form an important part of vocational guidance.