Issue Date: March 2015

PLEASE RETAIN THIS BOOKLET FOR FUTURE REFERENCE or see our website www.ashlyns.herts.sch.uk

Ashlyns School 2015 – 2017

Curriculum Options for Years 10 and 11

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Ashlyns School, Curriculum Options for Years 10 & 11, 2015 – 2017

Contents:

Ashlyns School Curriculum - Key Stage 4 ..................................................................................... 3

The Courses - In Short ..................................................................................................................... 4

Year 9 GSCE Options Form ............................................................................................................. 5

Curriculum Options for Year 10 and 11, 2015 - 2017 ..................................................................... 6

Art & Design - BTEC ........................................................................................................................ 6

Art & Design - GCSE ........................................................................................................................ 7

Business Studies - GCSE ................................................................................................................ 8

Catering - GCSE ............................................................................................................................... 9

Drama - BTEC ................................................................................................................................. 10

Drama - GCSE ................................................................................................................................. 11

English Language and English Literature - GCSE - Double Award ........................................... 12

Film Studies - GCSE ...................................................................................................................... 13

French - GCSE ................................................................................................................................ 14

Geography - GCSE ......................................................................................................................... 15

History - GCSE ............................................................................................................................... 16

Information and Communication Technology - CiDA ................................................................. 17

Information and Communication Technology - GCSE Computing ............................................ 18

Mathematics - GCSE ...................................................................................................................... 19

Music - GCSE .................................................................................................................................. 20

Philosophy and Ethics - GCSE ..................................................................................................... 21

Physical Education - GCSE ........................................................................................................... 22

Product Design - GCSE ................................................................................................................. 23

Science - GCSE Triple Science/Double Science or Cambridge Nationals in Science ............. 24

Spanish - GCSE .............................................................................................................................. 26

Textiles Technology - GCSE ......................................................................................................... 27

Heads of Faculties ......................................................................................................................... 28

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Ashlyns School Curriculum - Key Stage 4

Years 10 and 11

Introduction

The broad and balanced programme of study available at Key Stage 4 will:

provide INCLUSIVITY, CHALLENGE, QUALITY and CHOICE promote, recognise and differentiate achievement provide breadth of knowledge, skills and experience offer clear structures, choices and flexible progression routes towards A levels, vocational courses or to

employment or Higher Education cover the main areas of learning:

creative, linguistic, physical, scientific, technological, mathematical, moral, spiritual and social

GUIDELINES FOR CHOOSING YOUR SUBJECTS

choose subjects that you enjoy, and ones in which you have ability/strength take the advice of subject teachers a future career may dictate which subjects you pursue; consult the careers advisor

(if you are unsure the Connexions advisor is available in the dining hall during options evening)

IMPORTANT NOTICE - Group Selection

If it is not possible to form sensibly sized teaching groups then particular subjects may have to be withdrawn or reduced in the number of teaching groups offered. This means that some combinations of subjects may not be possible. You will be asked to indicate a reserve subject preference in the Guided Options.

Some subjects are limited in the number of classes we can offer. In all these cases the selection of students is done on a strictly ‘best advice’ basis, ensuring at the same time that there is equal opportunity of access for all.

LEARNING SUPPORT

For those students who have particular learning difficulties every effort is made to provide support in lessons or in the Inclusion Department. The Inclusion Team organise this programme and are always available to give individual students advice.

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The Courses - In Short

All students will study the COMPULSORY CORE CURRICULUM:

English

Mathematics

Personal Social & Health Education

Religious Education (leading to a GCSE in Philosophy & Ethics)

Physical Education

Science

The GUIDED OPTIONS require students to select four further subjects from:

Art & Design BTEC

Art & Design GCSE

Business Studies GCSE

Catering GCSE

Drama BTEC

Drama GCSE

Film Studies GCSE

French GCSE

Geography GCSE

History GCSE

ICT CiDA

ICT GCSE

Music GCSE

Physical Education GCSE

Product Design GCSE

Spanish GCSE

Textiles Technology GCSE

Please note:

If students are reasonably sure that they wish to progress onto Higher Education at University,particularly to study a more traditional subject, then they should select a Language (French orSpanish) AND a Humanity (Geography or History) in their four subject selections.

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Year 9 GSCE Options Form

Section 1: No choice – all to study:

Core curriculum (GCSEs) English, Maths, Science, Philosophy & Ethics

Section 2: Statutory curriculum – all to study:

Core curriculum (non GCSEs) PE, PSHE

Section 3: Open Choice (select 4 plus 1 reserve):

Art & Design BTEC Art & Design GCSE

Business Studies Catering

Drama BTEC Drama GCSE

Film Studies French

Geography History

ICT CiDA ICT GCSE

Music Physical Education

Product Design Spanish

Textiles Technology

Student name:_______________________________________ Form:_________________

Parent/Carer name:_____________________

Parent/Carer signature:__________________Please hand to Form Tutor by Wednesday

26 March 2015

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Curriculum Options for Year 10 and 11, 2015 - 2017 (Subject list in alphabetical order)

Art & Design - BTEC Extended Certificate (Level 2)

Exam board: Edexcel

Purpose of the course: This course provides training for those students who enjoy art and those who are interested in working in the field of art and design. It provides a vocational opportunity for learners to start building the technical skills and knowledge relevant to sectors of the visual arts industry.

Level 2 Extended Certificate is equivalent to 2 GCSE grades A*-C

The course covers : Involves : Prepares you for :

2D and 3D visual communication and exploration of a wide range of processes and techniques to encourage imaginative and creative design solutions

Contextual study that aims to develop the skills needed to seek out, organise, select and record a wide variety of information and references that provide inspiration for originating ideas

Understand Visual Arts Briefs and developing responses; this will include producing outcomes in painting, drawing and collage. It will also require development of specialist skills in Graphic Design

Six units of coursework each consisting of a series of progressive explorations that map progress towards a final outcome

Producing a Portfolio

Consideration of Art in Industry

• Progress to a Level 3 course in Artand Design

• Work Based training

By the end of Year 11 we aim to achieve the equivalent of 2 GCSEs by covering:

Assessment : Weighting: Dates : UNIT 1 – Contextual References in Art and Design 10 Credits To be advised UNIT 2 – 2D Communication 5 Credits To be advised UNIT 3 – 3D Communication 5 Credits To be advised UNIT 13 – Working with Visual Arts Briefs 10 Credits To be advised

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Art & Design - GCSE Exam board: Edexcel

Purpose of the course: On this course you will engage in a wide range of activities and produce in-depth assignments from given starting points and themes. You will have the opportunity to develop skills that are specific to Art & Design and skills that will be useful for the rest of your life. This course encourages students to adopt adventurous and enquiring approaches to Art and Design and you will develop your visual language skills and build a comprehensive portfolio of work, which will allow you to progress to further courses or employment.

Grades available: A* to G

The course covers : Involves : Prepares you for :

Collection/use of and evaluation of primary and secondary resources

Drawing/Painting/Collage/Printing/ Relief and 3D modelling

Investigating a wide range of materials to develop ideas

Consideration of the aims in other artists’ works

Technical analysis of other artists’ work and expressing personal judgments

Reviewing your own work to produce images that communicate your own interests within the starting points and themes offered

The themes for the Foundation studies (Year 10) and Controlled Assignments (Year 11) are internally set and will be broad enough for all students to pursue individual interests

Theme based Foundation studies to develop visual language skills and understanding of processes and Assessment Criteria

Two Controlled Assignments where you develop your own sustained and personal response to starting points and themes. The evidence for assessment will take the form of sketchbooks, study sheets, roughs, planning sheets, gallery visits and a final outcome

Externally Set Assignment where you develop your own sustained and personal response to a theme set by the Exam Board. The evidence for assessment will take the form of sketchbooks, study sheets, roughs, planning sheets, gallery visits and a final outcome

More advanced study at AS/A Level

Further Education courses in Art related subjects

Work-based training

Assessment: Weighting: Dates : Unit 1 – Personal Portfolio in Art & Design (This is a controlled assessment and to ensure maximum achievement we intend to complete two Controlled Assignments and students/teaching staff will select the Controlled Assignment with the highest mark for examination purposes)

60% Foundation studies – September to February Year 10

Controlled Assignment 1 – issued February, completed by July Year 10 (to be confirmed)

Controlled Assignment 2 – issued September, completed by January Year 11 (to be confirmed)

Unit 2 – Externally Set Assignment 40% Start February, complete April Year 11 (to be confirmed)

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Business Studies - GCSE Exam Board: Edexcel

Purpose of the Course: Students use their numeracy and literacy skills to investigate the real world of business. An interest in real businesses and how they work is essential, and good English and Maths skills are important. A key skill is the ability to understand the language of business, and there will be many new key terms to learn. Students develop as effective and independent learners and as critical and reflective thinkers with enquiring minds.

In Year 10, students learn how to run a small business. They also complete a Controlled Assessment in which they independently investigate a business problem in a real local business. They will interview owners and customers, and write a structured report in which they will make recommendations based on their research.

In Year 11, the course focuses on how to build and grow a business. In addition to learning new theory and business terminology, students develop their analysis and evaluation skills. They will be able to critically assess real business situations they are given, and produce formal written reports in which they distinguish facts and opinions, build arguments and make informed judgements.

Note: This course is suitable for students whose predicted grade in English and Maths is a B or above.

The Course Covers: Involves: Prepares you for: Year 10:

• Spotting a business opportunity• The skills and qualities of

entrepreneurs• Calculating profit and cash flow

forecasting• Marketing• Sole traders, private limited

companies and franchises• Legal and tax issues impacting

small businesses• What makes a good CV?• Training and motivating staff• The impact of the economy on

small businesses

Year 11 • Marketing• Meeting Customer Needs• Effective Financial Management• Effective People Management• The Wider World Affecting

Business

• Analysing informationand situations

• Developing anunderstanding ofbusiness terminology

• Presenting and debatinginformation

• Using real life casestudies to solvebusiness problems

• Internet research intospecific businesses andmarkets

• Using ICT to developquestionnaires, graphs,tables

• Working individually andin teams on projects andtasks

GCE A Level in Business Studies

GCE A Level in Economics

Assessment Weighting Dates Unit 2: Controlled Assessment 25% Year 10 Unit 1: Introduction to Small Business 25% June Year 11 Unit 3: Building A Business 50% June Year 11

Grades available: A* to G

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Catering - GCSE Exam Board: WJEC (4740)

Purpose of course: Students focus on the food preparation and service aspects of the catering industry. The course is a mixture of practical skills, background knowledge and understanding of food related issues.

GCSE Catering grades A*-C are equivalent to NQF Level 2 GCSE Catering grades D-G are equivalent to NQF Level 1

This course covers: Involves: Prepares you for: • The food & drink

industry

• Job roles, employmentopportunities, training

• Health and safety andhygiene

• Food preparation,cooking andpresentation

• Nutrition and menuplanning

• Cooking and portioncontrol

• Specialist equipment

• Communication

• Environmentalconsiderations

Year 10:

Practical skills through mini projects culminating in Practical Assessment 1

Year 11:

Practical Assessment 2, controlled assessment project and preparation for the final written exam

Work in the catering and hospitality industry

Further Education study in Catering and Hospitality. A Level in Food Studies

Leading to Higher Education study in Catering and Hospitality or Nutrition based degree course

Assessment: Weighting: Dates: Practical Assessment 1 20% Summer Year 10 Practical Assessment 2 40% Spring Year 11 Final written exam 40% Summer Year 11 One tier of entry A*-G

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Drama - BTEC Level 2 Certificate in Performing Arts Extended Certificate in Performing Arts

Exam board: Edexcel

The course is suitable for students who want to pursue a career in the performing arts industry. It provides a vocational, practical experience of drama, dance and music. Students learn a range of performing arts skills, together with business techniques. Students will complete modules including a Production Project and The Performing Arts Business, where they will learn the administrative, planning and marketing skills that are involved in theatre work, as well as being involved in putting on a production as a performer and as part of a crew.

The course enables students to develop self-confidence to express themselves and the ability to work as part of a performing arts company.

GCSE grades: Certificate in Performing Arts - 1 GCSE Extended Certificate in Performing Arts - 2 GCSEs grades A*-C

The course covers: Involves: Prepares you for: Specialist unit: The Development of Drama: develops students’ knowledge of the social and historical context of drama and helps develop and rehearse performance work

One to three optional units from: Working in the Performing Arts Industry: gives students knowledge of employment opportunities within the performing arts industry and the jobs undertaken by those who work in it

Professional Development in the Performing Arts Industry: allows students to gain knowledge of a range of career opportunities with a view to their own professional development within the performing arts industry

Production Process: develops students’ understanding of the essential processes required for staging a performance

Devising Plays: gives students the knowledge and skills to be able to create plays using a variety of devising techniques

Developing Physical Theatre: develops students’ physical theatre skills in movement, spatial awareness and voice

and many more

Students will produce two pieces of contrasting drama each lasting ten minutes and a scrapbook that presents their research into different dramatic styles

Students will produce descriptions of job roles from performance, arts administration and production areas

Students will understand the training and experience requirements of chosen career paths. They will set targets, create a CV and form an action plan relating to their individual professional development

Students will take on a production role and undertake the necessary planning and organisation for mounting a production

Students will produce two pieces of devised drama aimed at different audiences and each lasting at least fifteen minutes

Students will take part in a series of workshops and learn lines, music and steps. They will consider safety constraints, learn lines and perform

Progression to courses such as GCSE Drama, GCSE Dance or BTEC Level 2 Diploma in Performing Arts

Work based training or modern apprenticeships in office or other environments where confidence and the ability to communicate are required

Further BTEC training at Level 3 or Performing Arts Schools, teaching, acting, stage management and technical

Assessment: This course is very practical and all work you do in class, practical assessments, portfolio and productions counts towards the eventual qualification.

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Drama - GCSEExam board: Edexcel Purpose of the course: Drama by its very nature is a practical course so the emphasis is on students developing the skills needed for performance and production. Students also need to explore material that has the potential for dramatic development, whether created from devised work or through the interpretation of a play text. Students will learn why drama matters and study a broad range of topics and themes, working collaboratively and imaginatively. They will look at society and culture and develop an ability to “stand in other people’s shoes”. They will also explore the skills needed to critically review performance by evaluating their work and that of their peers. Drama develops creative thinking and team leadership skills much prized by learning and training institutions and employers. Be mindful of the fact that GCSE Drama is not an easy option; it requires great focus and commitment and a written portfolio is a substantial part of the course. GCSE grades A* – C are equivalent to Level 2 GCSE grades D – G are equivalent to Level 1

The course covers : Involves : Prepares you for :

Unit 1 Drama Exploration Students explore a theme and learn a range of acting and performance skills. Students explore a range of stimuli chosen across different times and cultures

Unit 2 Exploring Play Texts The study of a play text, exploring its development through improvisation and performance. You study the play from the viewpoint of a writer, director and performer

Unit 3 Drama Performance Students create their own scripted or devised performance using the knowledge and understanding they have gained in Units 1 and 2. Students show off their capabilities as a performer

Edexcel provide an externally set assignment brief which must be addressed

60 marks - 30% of the GCSE. Students take part in an 8 – 10 week practical workshop. Students must produce a written Documentary Response of no more than 2000 words written under controlled conditions. Practical Exploration – 40 marks; Documentary Response – 20 marks

60 marks - 30% of the GCSE. Participation in an 8 – 10 week workshop. Exploring - costume, lighting, movement, voice, etc. and the way a play is constructed in terms of plot / action / climax / character, etc. Students must produce a written Documentary Response of no more than 1000 words AND a written review of a professional theatre production of no more than 2000 words. All writing done under controlled conditions. Practical Exploration -30 marks; Documentary Response – 10 marks; Live Theatre Review –20 marks

80 marks - 40% of the GCSE. The group performances are marked by a visiting examiner. Each performer is assessed for their individual contribution to the performance. You only have one chance to perform, so rehearsing beforehand is essential

• Advanced study at AS andA level

• Higher Education coursesat universities and dramaschools

• Work based training withintheatre and technicaltheatre industries

• Immediate employment inthe workplace whereleadership, creative thinkingand communication skills aremuch sought after

Assessment: Weighting: Dates: Unit 1 Workshop on a theme and 2000 words 30% Feb - May Year 10 Unit 2 Study of a play text - 1000 words and theatre review - 2000 words

30% Oct - Jan Year 11

Unit 3 Group performance - visiting examiner 40% Feb - May Year 11

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English Language and English Literature - GCSE - Double Award Exam board: AQA: Syllabus A

Purpose of the course: To enable the students to succeed as confident speakers, listeners, readers and writers in the English language with a firm grasp and appreciation of English Literature.

Grades available: A* to G The course covers : Involves : Prepares you for :

• The course offers allstudents equal opportunitiesto demonstrate theirattainment, whatever thelevel, regardless of gender,religion, ethnic and socialbackground

• The course coversSpeaking and Listening,Reading and Writing

• A wide range of literature(poetry, prose, drama) fromShakespeare to the presentday

English Language: • Study of non-literary

material and one extended literary piece

• Production of twonon-literary and two creative writing texts

• A spoken languagestudy

• Speaking andListening activities

English Literature: • Exploring modern

texts, prose or drama; other cultures

• Poetry• Shakespeare and the

English literaryheritage

• As well as being a NationalCurriculum requirement, Englishis a subject needed for almostall occupations, furtherqualifications and courses. Asound grasp of English skills isneeded for effective progress inall other curriculum subjects

• AS/A2 level study of EnglishLiterature as an option for theSixth Form

• A future appreciation ofliterature

Assessment – English Language

Weighting Dates

External exam Reading – 30% Writing – 30%

60% End of Year 11

Controlled Written Assessment Extended Reading – 15% Creative Writing – 15% Spoken Language Study –10%

40% During the course

Assessment – English Literature

Weighting Dates

External exams 75% End of Year 10 Controlled Assessment 25% During Year 10

Tiers of Entry Two tiers- Higher (Grades A* - D) and Foundation Grades (C-G). Most students are entered for the Higher tier. This decision is not made until Year 11.

Note: The course is supported by an anthology of material (published by AQA) that is used for both English Language controlled assessment tasks and for English Literature exams.

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Film Studies - GCSE Exam board: WJEC

Purpose of the course: To build upon students’ own experience of film, to encourage recognition of the complexity of the medium of film, to develop a language in order to discuss film critically.

Grades available: A* to G

The course covers : Involves : Prepares you for :

• Macro elements of film

• Genre and narrative –superheroes

• Micro elements of film –cinematography, editingand sound

• Representations of socialgroups

• Knowledge andunderstanding of filmlanguage and keyindustry and audienceissues

• Characters, narrativesand themes

• Responses to film, i.e.reviews and websiteentries

• Creating a pitch for animaginary film and thenusing it to form the basisof pre-production andpost production material

• More advanced study if youwish to continue the subjectthrough to A level

• Film industry and film/mediaperformance related Level 2 &3 courses

Assessment Weighting Dates

External Assessment

Film genre, Paper 1 1 ½ hours - 30%

Exploring Film outside Hollywood, Paper 2 1 hour - 20%

50% End of Year 11

Internal Assessments

Exploring Film – 12.5%

Pitch & Pre-production – 15%

Production – 17.5%

Evaluative Analysis – 5%

50% During Year 10 & 11

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French - GCSE Exam board: Edexcel

Purpose of the course: To develop the ability to communicate in both written and spoken French in a range of everyday contexts which match the experience of the student. To develop a knowledge and understanding of the country/countries where French is spoken and promote positive attitudes towards language learning.

GCSE grades A*- C are equivalent to Level 2 GCSE grades D-G are equivalent to Level 1

The course covers : Involves : Prepares you for :

• The course covers: Outand About, CustomerServices and Transactions,Personal Information,Future Plans andEducation and Media,Culture, Sport and Leisure

• Understanding spokenFrench in a range ofcontexts

• Speaking in French in arange of role playscenarios and generalconversation

• Reading French in a rangeof contexts

• Writing in French on anumber of specified areas

• Learning and practice ofFrench in all four skills(Listening, Speaking,Reading and Writing)within the five topicsspecified. Grammar istaught within appropriatecontexts

• Listening Test at Higher orFoundation Tier

• Speaking Test conductedand marked internally atFoundation or Higher Tier

•Reading Test atFoundation or Higher Tier

•Writing: Two controlledpieces of coursework eachto be completed in onehour

• More advanced study atAS/A Level or AssetLanguages AdvancedLevel

• Higher Education coursesin business, management,law, languages and manyother disciplines

• Study of other languages

• Working in Frenchspeaking countries

• Employment where goodcommunication skills areimportant

Assessment : Weighting : Dates : 1 : Listening 20 % Year 11 June 2 : Reading 20 % Year 11 June 3 : Speaking 30 % To be completed by end of

February of Year 11 4 : Writing 30% To be completed by end of

February of Year 11

Tiers of entry : Higher Tier (A*- E) Foundation (C - G) NB. No final decision on entry is made until April Year 11

Note: Participation in appropriate exchanges/visits is hugely beneficial and we strongly recommend that students take part in any study visits or exchanges offered.

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Geography - GCSE Exam board: Edexcel B Linear

Purpose of the course: Geography at GCSE provides an understanding of human and physical events and processes affecting our dynamic world. It will allow students to broaden their understanding of hazards, climates, population settlements, development issues and sustainability. The key skills involved have enormous benefits and support all other curricular areas.

The course covers: Involves: Prepares you for: Unit 1: Dynamic Planet: Restless Earth, Changing Climate, Battle for the Biosphere, Water World, Coastal Change and Conflict and Extreme Climates

Unit 2: People and the Planet Population Dynamics, Consuming Resources, Globalisation, Development Dilemmas, The Changing UK Economy and Challenges of an Urban World

Unit 3: Making Geographical Decisions A skills unit based on an unseen resource booklet on an issue studied in unit 1 or unit 2

Unit 4: Researching Geography: Coastal fieldwork followed by a controlled assessment write-up

Undertaking research, carrying out fieldwork and then writing it up in class time

A decision-making exercise based on unseen resources on a geographical issue or location studied in unit 1 or unit 2

Developing skills that will help you in other areas, such as IT and research

Completing some of your own practical work away from the classroom

Working in a team with other students

Learning through investigating and doing, as well as listening and reading

Regular end of unit tests based on past examination questions

More advanced study at AS/A2 Level

Employment and further education by developing a broad range of transferable skills

A career in planning, resource and countryside management, tourism and recreation or environmental management and development. Many geographers also move into general management careers or branch out into journalism

Assessment: Units 1 & 2 are assessed through a 1 hour 15 minute tiered examination. Questions range from short objective items to longer responses up to 6 marks. There are 72 marks per unit with 6 marks awarded for spelling, punctuation and grammar (SPaG). Unit 3 is assessed through a 1 hour 30 minute tiered examination based on an unseen resource booklet on an issue grounded in at least 1 topic from Unit 1 and 2. There are 50 marks to this unit with 3 marks awarded for SPaG. Unit 4 is a controlled assessment based on an externally set and internally marked task assignment. There are 50 marks to this unit.

Assessment: Weighting: Dates: Unit 1: Dynamic Planet 25% June Year 11 Unit 2: People and the Planet 25% June Year 11 Unit 3: Making Geographical Decisions

25% June Year 11

Unit 4: Researching Geography 25% July Year 10 – September Year 11 Tiers of entry: Higher Tier (A*-D); Foundation Tier (C-G) N.B. No final decision on entry is made until half way through the course and is dependent on progress in class/home learning and end of unit tests.

Note: A reasonable ability in Mathematics and English is an advantage as is an ability to present written work in a professional format and of course an interest in geographical events. If you enjoy learning more about the world we live in and developing research skills that will help you in other areas, then GCSE Geography is the ideal subject for you.

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History - GCSE Exam board: Edexcel Specification A

Purpose of the course: It helps to understand how our past has helped to shape the way we think and act and greatly improves our understanding of the way the world is now. Many skills are developed, you learn how to analyse, put together information and comment on it intelligently. These skills are valued by all employers.

Grades available: A* to G

The course covers : Involves : Prepares you for :

• Russia 1905 to 1941

• The rise of the Nazis inGermany

• Britain in World War II

• The Cold War

• A study of events in history,why they happened andwhat the results were

• Learning how to understandand use source material

• Developing your ability toproduce written answers toquestions of different types

• Research using written textsand ICT

• Using ICT to present historywork such as posters andgraphs

• Completion of controlledassessment in class

• Advance study at AS/A level

• Higher Education courses ina number of subjects suchas journalism, tourism, thelaw, civil service andteaching

• In some careers aknowledge of history isessential, for example law,archaeology, museumservices and the antiquestrade

Assessment : Weighting: Dates : Three external exam papers 25% each Completed in Year 11

One piece of internally controlled assessment coursework

25% Completed in Year 11

Tiers of entry : All students sit the same examination papers in this subject. There are no tiers of entry

Note: We are very enthusiastic about this course and believe it to be one of the most relevant, interesting and challenging courses on offer. Anyone who wants to know more about it should contact a history teacher.

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Information and Communication Technology - CiDA Exam board: Edexcel

Purpose of the course: To prepare you for a technological world in which ICT touches every part of our daily lives. This course will develop your practical ICT skills and extend your knowledge and understanding of ICT systems.

Note: A reasonable ability in both Mathematics and English is required, as well as an interest in computers.

GCSE grades A*-C are equivalent to Level 2 CiDA

The course covers : Involves : Prepares you for : • A practical exam unit with one task

divided into two activities including:– creation of a web product for a

specified audience and purpose,using a client brief

– evaluation of the product• Use of all key pieces of the Office

package such as desktop publishing,PowerPoint, etc and other software(graphic tools) to carry out taskscentred around planning andimplementing a project contained in anonline project brief (SPB)

• The development of knowledge relatingto the planning and creation of amultimedia website that is fit forpurpose

• The submission of work electronicallyin a self contained website-like foldercalled an e-portfolio

• The development of an understandingof common concepts and featuresrelating to the creation of webpages,webpage formatting and websitestructure

• The design and production of effectivegraphic images and artwork thatcommunicate successfully on screenand in print with a strong emphasis onconsideration of audience

• The development of relevant practicalskills in a real life context

• One practical exam and acoursework project over the2 years

• Researching a variety oftopics from a range ofsources

• Creation of variouspublications/products

• Presentation of findings indifferent formats

• Assessing students’ ability inplanning, using practicalskills to implement the tasksand reviewing and evaluatingthe work

• Communication

• Team working

• More advanced study atAS/A Level

• Further and HigherEducation courses in ICTand most other subjects

• Work-based training or amodern apprenticeship inan office or similarenvironment

• Immediate employment atentry level in most sectors

Assessment: Structure: Weighting: Dates: Mandatory Unit: Unit 3: Artwork and Imaging Coursework 75 % Year 10 Unit 1: Developing Web Products Practical exam (2.5 hours) 25 % Year 11

Qualification: Certificate in Digital Application: CiDA

Entry level: Level 2 Pass to Distinction (Grade A*- C)

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Information and Communication Technology - GCSE Computing Exam board: OCR

Purpose of the course: To give students a real, in depth understanding of how computer technology works. It offers an insight into what goes on ‘behind the scenes’, including computer programming, which many students find absorbing. This course will develop your practical ICT and computing skills and extend your knowledge and understanding of ICT and computing systems.

Note: A high ability in both Mathematics and English in addition to problem solving skills are required, as well as an interest in programming and computers.

The course covers : Involves : Prepares you for : • Developing an understanding of

current and emerging technologiesand how they work

• Looking at the use of algorithms incomputer programs

• Becoming independent anddiscerning users of IT

• Acquiring and applying creativeand technical skills, knowledge andunderstanding of IT in a range ofcontexts

• Developing computer programs tosolve problems

• Evaluating the effectiveness ofcomputer programs/solutions andthe impact of computer technologyin society

• One written exam andtwo coursework projects

• Presenting knowledgeabout computer systems

• An investigative scenariowith a choice of researchtasks

• A programming task todesign, develop and testa solution to a problemwithin the OCR-setscenario

• Presentation of findings

• Communication

• Team working

• More advanced study atAS/A Level

• Further and HigherEducation courses inComputing, ICT and mostother subjects

• Work-based training or amodern apprenticeship inan office or similarenvironment

• Immediate employment atentry level in most sectors

Assessment: Structure: Weighting: Dates: 1) Unit A451: Computer systems and

programming Written exam (1 hour 30 minutes) 80 marks

40% Year 10/11

2) Unit A452: Practical investigation Coursework 45 marks

30% Completed by end of Year 10

3) Unit A453: Programming Project Controlled Assessed Coursework 45 marks

30% Year 11

Qualification: OCR GCSE Computing

Entry level: Grade A*- G

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Mathematics - GCSE Exam board: Edexcel Linear

Specification 1MAO

Purpose of the course: the overall aims of the GCSE course are to encourage students to: • foster a positive attitude to mathematics• consolidate basic skills• apply mathematical knowledge and understanding to solve problems• think and communicate precisely, logically and creatively• appreciate the place and use of mathematics in society• apply mathematical concepts to situations in their own lives• acquire a firm foundation for further study.

GCSE grades A*-C are equivalent to Level 2 GCSE grades D-G are equivalent to Level 1

The course covers : Involves : Prepares you for : • Using and applying

mathematics

• Number and algebra

• Geometry

• Measures

• Statistics

• Probability

• Regular weekly homelearning to consolidate/extend work done inlessons

• Two written exams at theend of Year 11

• Basic numeracy skillsrequired in the workplace

• Further study in a widerange of subjects (e.g.Mathematics, Physics,Biology, Chemistry,Geography, BusinessStudies, Economics,Psychology)

Assessment : Weighting: Dates : Higher Paper 3: non calculator: 1 ¾ hr

50% June Year 11

Higher Paper 4: calculator: 1 ¾ hr

50%

Foundation Paper 1: non calculator: 1 ¾ hr

50%

Foundation Paper 2: calculator: 1 ¾ hr

50%

Tiers of entry : Higher Tier (A*- D) – papers 3 & 4 Foundation (C - G) – papers 1 & 2 NB. No final decision on tier of entry is made until April Year 11 – dependent upon progress

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Music - GCSE Exam Board: Edexcel

Purpose of the course: This GCSE in Music is designed to allow the study of music through the integration of performing, composing, listening and appraising. It recognises that we live in an age of cultural diversity and offers the study of a wide range of classical, world and popular music. The structure of the course allows students to capitalise on their individual interests. It progresses from and builds on the musical experiences of Key Stage 3 and caters for a wide spectrum of abilities and requirements. It gives students the opportunity to make music both individually and in groups, to develop a life-long interest in music and to progress to further study.

Grades available: A* to G

Course components: Assessment: Prepares you for:

Performing on one instrument (including voice)

Two recorded performances, one solo and one group

More advanced study if you wish to continue the subject through to A level.

Music industry and music performance related Level 2 and Level 3 courses at F.E. College.

Study of music technology and music ICT.

Composing and/or arranging your own music

Two original compositions in two contrasting styles

Listening to and appraising music through the study of set works

A 90 minute listening and written exam

Assessment: Weighting: Deadline: Recorded solo performance 15% January Year 11 Recorded group performance 15% January Year 11 First composition recorded with music notation 15% May Year 10 Second composition recorded with music notation 15% January Year 11 External listening exam 40% May Year 11

The course is single tier entry A* - G

NOTES

♫ You only need to play one instrument. You may perform on two instruments although there is no extra credit for this

♫ You may perform on any instrument (including voice) in any style ♫ You do not need to be able to play an instrument to start the course, but you must be committed to

learning one ♫ You do not need to be able to read music to take the course, although you will be required to learn and

understand notation ♫ Twelve pieces of music are studied throughout the course and form the focus of the final exam. They

range from the traditional composers to experimental music, popular music and world music

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Philosophy and Ethics - GCSE Exam board: Edexcel Course

The GCSE examination is split into 2 papers: Paper 1 consists of a study of Religion and Life. This paper looks at ethical and philosophical issues related to questions raised in modern society that affect society and its rules. Paper 2 looks and Religion and Society, from both a Christian and Muslim perspective. The reason Islam has been chosen is that it is an emerging religion in the United Kingdom and one that pupils will benefit from having an awareness of as they move into the world of work. Through paper 2 pupils will look at issues that impact not just upon the United Kingdom but on the world at large. Both papers use film and media as a means of demonstrating how religion is seen and used by society.

Purpose of the course: To acquire knowledge and develop understanding of beliefs, values and traditions of one or more religions. You will learn how to consider the views held by other religions and how this might shape their responses to certain situation. You will be able to relate the beliefs, values and experiences of others to your own experience of life. Both this course and the style of examination techniques used will support other GCSE courses that are offered at Ashlyns.

The course covers : Involves : Prepares you for : Four modules covering the following areas - Religion and Life: • Marriage and the family - religious

teachings on marriage, divorce and thefamily and how this has changed in the last50 years

• Believing in God, religious experiences,the problem of evil and suffering, looking atmodern dilemmas

• Religions and Community Cohesion -women’s rights, ethnic rights, benefits andproblems of living in a multi-faith society

• Issues of Life and Death - the sanctity oflife, views on life after death, abortion andeuthanasia, looking at current legislationand how decisions are arrived at

Four modules covering the following areas - Religion and Society: • Rights and Responsibilities - the

importance of individual rights, the rightto vote and human rights

• Environmental and Medical Issues -looks at how we can protect theenvironment, as well as looking atmedical advances and related issues,e.g. cloning and ‘designer babies’

• Peace and Conflict - this module looksat the moral issues related to war as wellas different types of conflict seen today,e.g. terrorism

• Crime and Punishment - looks atdifferent types of punishment as well asthe causes of crime and society’sresponse to it

Being able to: • Recall, select, organise and

deploy knowledge of thesyllabus

• Describe, analyse andexplain the relevance andapplication of a religion orreligions

• Evaluate differentresponses to religious andmoral issues using relevantevidence and argument

• More advanced study at AS/Alevel, not just for Philosophyand Ethics, but also suitable fora study of Politics, Sociologyand Psychology

• Higher Education courses inPhilosophy, Ethics, Sociology,Politics and many others thathave social policy at their base

• Any type of work where you willmeet people from all walks oflife with different religious andmoral opinions, particularly foremployment in Social Services,Psychology, development ofsocial policy, advisers to thepolice, the Police service, theCivil Service, Journalism,Teaching, Politics etc

Assessment : Grades available: A* to G Weighting: Two 1 hour 30 minute papers 100%

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Physical Education - GCSE Exam board: Edexcel

Purpose of the course: To provide students with an opportunity to develop their knowledge and understanding of physical education and physical activity, in relation to balanced, healthy lifestyles. They will cover

• How, and why, people take part in physical activity• Exercise and fitness• Personal health and well-being• Anatomical and physiological structure of the body and the immediate and long term effects of

exerciseThe theoretical elements will show the students how the body systems work together whilst performing physical activity and how a healthy, balanced lifestyle will contribute to physical, mental and social well-being. 60% of the course is assessed practically via performance in four sports and completion of an analysis of performance.

Grades available: A* to G

The course covers : Involves : Prepares you for : Objective 1

Candidates will be assessed through both practical assessment and a written examination on the following objectives:

• Physical performance,including the ability tointerrelate planning,performing and evaluatingwhilst undertaking activity

• Planning and tactics• Demonstration of individual

skills• Skills displayed in a game

situation or performanceroutine

• Ability to evaluate and adapttactics/strategies to thevarying situations

Objective 2 Analysis and improvement of performance Objective 3 Knowledge and understanding of factors affecting performance, the health and safety aspects of physical activity, including the advantages and risks associated with a range of training strategies and techniques, reasons for participating in physical activity

• Showing four practical activitiesas a performer, leader or official

• Choosing one activity to do apersonal exercise programme(PEP)

• Analysing someone’s practicalperformance, highlightingstrengths and weaknesses anddeveloping an action plan todevelop any weak points

• AS/A2 Physical Education

• Leisure industry courses atcollege

• Moving into coaching

• BTEC Level 3 in Sport

Assessment : Weighting: Dates : Coursework: 4 practical activities 25% Ongoing Practical examination: 4 practical activities 25% April – Year 11 Analysis of Performance: 1 activity Written examination

10% 40%

March – Year 11 May – Year 11

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Product Design - GCSE (Design and Technology)

Exam Board: AQA (4555)

Purpose of course: To prepare students to become creative problem solvers, as individuals and team members. They look at needs, wants and opportunities, responding to them by developing a range of ideas and making skills through a variety of materials and processes. It will help students to become discriminating and informed innovators of products produced through a creative combination of design and practical skills which reflects an understanding of aesthetics, social and environmental issues.

GCSE Product Design grades A*-C are equivalent to NQF Level 2 GCSE Product Design grades D-G are equivalent to NQF Level 1

This course covers: Involves: Prepares you for:

Modelling and communicating ideas and solutions with the emphasis on creativity and quality

The course also develops an understanding of factors that influence designing, sustainability, ergonomics, user needs and aesthetics

Year 10: Developing designing and making skills

Year 11: • Design and make

project• Written paper - 2 hours

Any design related course such as A Level Graphic Product Design

Study at AS/A2 can lead to Higher Education level courses in Product Design, Art Foundation, Engineering or Manufacturing

Assessment: Weighting: Dates: Design and make project - controlled assessment

60% Starts Summer Year 10, continues to February Year 11

Written paper - exam - 2 hours 40% Summer Year 11

Tiers of entry: there are no tiers of entry for this course

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Science - GCSE Triple Science/Double Science or Cambridge Nationals in Science

Exam board: AQA for GCSE and OCR for Cambridge Nationals in Science

Purpose of the course: All courses cover the National Curriculum Science requirements and build on the topics studied during Years 7-9. KS4 Science includes independent research projects, practical assignments and theory to give all students a secure knowledge in Biology, Chemistry and Physics as well as developing their research and practical skills. There are several routes by which all students will obtain at least two qualifications in Science and students are selected for these routes based on their internal assessments towards the end of the KS3 course. All students who meet the entrance requirements (below) may continue to take at least one Science qualification at Advanced Level (AS and A2) into the Sixth Form, whichever route they have taken at KS4.

Sixth form requirements

• Students gaining at least 2 B grades in GCSE Double or Triple Science (to include the subject theytake at A level) are suitable to continue to AS/A2 level Biology, Chemistry or Physics.

• Students gaining a B grade or higher in either Core Science or Additional Science or a Level 2 Meritin Science Nationals can continue to study AS/A2 Applied Science which covers topics in Biology,Chemistry and Physics and has a larger proportion of coursework than the traditional Science ALevels.

The course covers: Prepares you for:

• OCR Cambridge Nationals in Science and Sciencein the Workplace (Equivalent to 2 GCSEs)

This course covers topics in Biology, Chemistry and Physics with two GCSE equivalents being awarded at the end of the course. Some students may also sit AQA GCSE Core Science at the end of Year 11 to achieve three qualifications. OCR exam board details: http://www.ocr.org.uk/qualifications/cambridge-nationals-science-level-1-2-j815/

• AQA GCSE Double Science

This course covers Biology, Chemistry and Physics with two GCSEs (Science A and Additional Science) being awarded

Science A (Core Science) This course is studied during Year 9 &10. The course title is AQA GCSE in Science A (code 4405)

Additional Science This course is studied during Years 10 & 11. It covers all 3 sciences in more depth than Science A. The course title is AQA GCSE in Additional Science A (code 4408)

Employment and further education by developing a broad range of transferable skills

More advanced study at AS/A2 Level Applied Science

More advanced study at AS/A2 Level Physics, Chemistry or Biology

Employment and further education by developing a broad range of transferable skills

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• AQA GCSE Triple Science

This course covers Biology, Chemistry and Physics with three GCSEs (Science A, Additional Science and Further Additional Science) being awarded

This course covers everything covered in the Double Science topics in Biology, Chemistry and Physics. Students also study extra modules in all three Sciences and complete more ISA controlled assessments, submitting their three best ISA marks. Students will sit 9 examinations by the end of Year 11. Course code: Further Additional Science (4410)

See the AQA exam board website for more details on these GCSEs: http://www.aqa.org.uk/subjects/science/gcse

More advanced study at AS/A2 Level Physics, Chemistry or Biology

Employment and further education by developing a broad range of transferable skills

Assessment: Assessment: GCSE Double Science

Weighting: Dates:

Examinations - six x 1 hour 25% each June of Year 10 and 11 Controlled Assessment (ISA) - best two

25% each During Year 10 and 11

Assessment: OCR Cambridge Nationals

Weighting: Dates:

Examinations - two x 1 hour + resit opportunity

25% Nov, Jan or May of Year 10 and 11

Coursework Portfolio 75% During Year 10 & 11 Assessment: GCSE Triple Science

Weighting: Dates:

Examinations - nine x 1 hour 25% each Summer of Year 10 and 11 Controlled Assessment (ISA) -best three

25% each During Year 10 and 11

The AQA GCSE Science courses are linear with summer examinations in Year 10 & 11 only. There are no opportunities for retakes of individual papers. ISAs are taken in class or during ISA days.

The OCR Science Nationals courses do allow re-sits and exams could be taken in November, January or May. Practical assignments may be done in class or during practical assessment days.

Tiers of entry: Higher and Foundation Grades available: A* to G in GCSE or equivalent; Level 1 or 2 pass/merit/distinction in Nationals

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Spanish - GCSE Exam board: Edexcel

Purpose of the course: To develop the ability to communicate in both written and spoken Spanish in a range of everyday contexts which match the experience of the student. To develop a knowledge and understanding of the country/countries where Spanish is spoken and promote positive attitudes towards language learning.

GCSE grades A*-C are equivalent to Level 2 GCSE grades D-G are equivalent to Level 1

The course covers : Involves : Prepares you for :

• The course covers: Outand About, CustomerServices and Transactions,Personal Information,Future Plans andEducation and Media,Culture, Sport and Leisure

• Understanding spokenSpanish in a range ofcontexts

• Speaking in Spanish in arange of role playscenarios and generalconversation

• Reading Spanish in arange of contexts

• Writing in Spanish on anumber of specified areas

• Learning and practice ofSpanish in all four skills(Listening, Speaking,Reading and Writing)within the five topicsspecified. Grammar istaught within appropriatecontexts

• Listening Test at Higher orFoundation Tier

• Speaking Test conductedand marked internally atFoundation or Higher Tier

• Reading Test atFoundation or Higher Tier

• Writing: Two controlledpieces of coursework eachto be completed in onehour

• More advanced study atAS/A Level or AssetLanguages AdvancedLevel

• Higher Education coursesin business, management,law, languages and manyother disciplines

• Study of other languages

• Working in Spanishspeaking countries

• Employment where goodcommunication skills areimportant

Assessment : Weighting : Dates : 1 : Listening 20 % Year 11 June 2 : Reading 20 % Year 11 June 3 : Speaking 30% To be completed by end of

February Year 11 4 : Writing 30% To be completed by end of

February Year 11

Tiers of entry : Higher Tier (A*- E) Foundation (C - G) NB. No final decision on entry is made until April Year 11

Note: Participation in appropriate exchanges/visits is hugely beneficial and we strongly recommend that students take part in any study visits or exchanges offered.

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Textiles Technology - GCSE (Design & Technology)

Exam Board: AQA (Specification 4570)

Purpose of course: To prepare students to become creative problem solvers, as individuals and team members. They look at needs, wants and opportunities, responding to them by developing a range of ideas and making quality solutions to their identified problems. It will help students to become discriminating and informed innovators of products produced through a creative combination of design and practical skills which reflects an understanding of aesthetics, social and environmental issues.

GCSE Textiles Technology grades A*-C are equivalent to NQF Level 2 GCSE Textiles Technology grades D-G are equivalent to NQF Level 1

The course covers: Involves: Prepares you for: The ‘Design Cycle’ from initial brief to final evaluation

Developing design and practical skills through a range of projects

Focused Practical Tasks to develop skills on the sewing machine and other textile equipment

A variety of decorative techniques such as Appliqué, Block, Transfer and Screen Printing, Tie-dye, Batik

A range of design techniques including the use of ICT/CAD

The influence of design on society such as recycling, and the life cycle of a product

Development of modern and smart materials

The production of ‘Quality’ products with reference to Health and Safety, Industrial Applications and Quality Control

Year 10 Developing a range of design skills, students build up a portfolio

Theory work introduces the properties of fibres and fabrics. Students identify the effects of textile production on the environment

Two teacher assessed practical projects take place with students developing their construction skills

Year 11 GCSE coursework. The subject content will be the student’s choice from a list of alternatives supplied by the Exam Board. Students produce both a practical and supporting portfolio

Written Paper: 2 hours

Study at AS/A2 level in Product Design with Textiles

BTEC course in Textiles, Fashion and Clothing at a Further Education establishment

Study at AS/A2 can lead to an Art Foundation course/degree course in Textiles Design, Product Design, Fashion Design, Surface Design, Fashion Marketing, Fashion Photography, Fashion Styling, Costume Design, Visual Merchandising, Buying and many others

Assessment : Weighting : Dates : 1: Creative Design and Make Activities (controlled assessment) internally assessed, externally moderated.

60% July of Year 10 - March of Year 11

2: Externally marked examination. 40% June of Year 11

Tiers of entry : One Tier Entry (A* - G)

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Heads of Faculties Teachers Responsible for Key Stage 4

Heads of Faculty

Creative, Physical Arts Miss N Welch English Mrs R Kingston Humanities Mrs K Kirk Mathematics Mrs H Burton Modern Languages Ms K Swift Science Mrs C Lowe Technology / ICT & Business Mr M Nicholson Inclusion Co-ordinator Miss V Metcalf

Subjects Art and Design Mrs S Sambridge/Ms V Bargetto Business Education Miss S Fensome/Mrs D Skidmore Catering Ms D Cave Drama Mr T Kittappa English Mrs R Kingston Film Studies Mrs E Moody Geography Miss J Cross History Mrs K Kirk ICT Ms S Ghalichi-Tabriz Mathematics Mrs H Burton MFL (French & Spanish) Ms K Swift Music Mr Q Hutchinson PSHE/Citizenship Mrs K Kirk Physical Education Mr J Preston Product Design Mr M Nicholson Religious Studies/Philosophy and Ethics Ms S Fox Science Mrs C Lowe Textiles Ms E Kerr

Learning Resource Centre (Library) Miss C Stock