CONTENTS CORE SUBJECTS
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Transcript of CONTENTS CORE SUBJECTS
CONTENTS
FOREWORD BY MRS BARKER, HEAD OF SCHOOL 1-2
WHICH SUBJECTS CAN BE CHOSEN? 3
EXAMINATION AND COURSEWORK/CONTROLLED ASSESSMENT/PE CORE 4
WORK RELATED LEARNING AND CITIZENSHIP 5
CORE SUBJECTS
ENGLISH LANGUAGE AND LITERATURE 8
MATHEMATICS 9
SCIENCE (TRIPLE SCIENCE/COMBINED SCIENCE) 10-11
DESIGN TECHNOLOGY (GRAPHIC DESIGN, PRODUCT DESIGN, TEXTILES, FOOD PREPARATION 12-15 AND NUTRITION) RELIGIOUS EDUCATION 16
OPTION SUBJECTS
ART & DESIGN 18-19
COMPUTER SCIENCE 20-21
DIGITAL PHOTOGRAPHY 22-23
DRAMA/PERFORMING ARTS 24-26
FRENCH AND SPANISH 27-28
GEOGRAPHY 29-30
HEALTH AND SOCIAL CARE 31-32
HISTORY 33-34
MEDIA STUDIES 35-36
MUSIC 37-38
PHYSICAL EDUCATION 39-40
Dear Parents/Carers and Students
As you will appreciate, this is an exciting time for all our Year 9 students as they commence the
process of deciding some of the courses they wish to follow for the next two years. We are
extremely confident that every student at Standish has the opportunity to follow a broad and
balanced curriculum. Our curriculum is designed to ensure that all learners achieve their potential.
This booklet contains guidance about the Key Stage 4 Pathways process, combined with details of
the courses that are available next year, in order to support you and your child in making informed
choices.
Curriculum and Accountability Developments: Department for Education (DfE)
As you may be aware the Department for Education has reformed the examination system and
how the performance of students and schools are measured. All Year 9 students nationally will
follow linear courses in their examination subjects and take all their examinations in the summer
term of 2021. In most instances, there are no opportunities to re-sit any components of the new
GCSE exams. Most exams will be graded 9 to 1. However, some courses will be graded with Pass,
Merit or Distinction. Please check with the relevant Heads of Department at Pathways Evening.
It�is�the�Government’s�stated�position�that�in�the�future�90%�of�all�students�should�attempt the
English Baccalaureate (EBacc); i.e. gaining a grade in English, Mathematics, a Science, a
Humanities subject and a Foreign Language.
As we are preparing our curriculum plan for September 2019, we remain committed to providing students with a broad and balanced curriculum that will enable them to achieve success and make outstanding progress in their examination subjects. Over the coming weeks we will guide students, and work with parents/carers, to ensure that each individual student makes positive decisions to achieve their personal best throughout their Key Stage 4 studies.
What choices will students have?
Students will continue to study examination courses in English Language, English Literature,
Mathematics, RE and Technology. They will also have the opportunity to indicate a preference for
Triple Science (Physics, Chemistry and Biology) or to express a preference for Combined Science,
which leads to two qualifications. Students will then have the opportunity to select subjects that
they are interested in with certain restrictions. Box 1 will ask students to choose from a selection
of EBacc subjects whilst Box 2 is a more open choice containing fourteen subjects.
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Like many schools, Standish Community High School is reducing the number of GCSEs that students
can study at Key Stage 4. The new reformed GCSEs have much bigger specifications and additional
time is needed to cover all the content. There is also a greater emphasis on knowledge and depth
of understanding than in previous exams. It is also anticipated that some students will have to sit
exams every day for four to five weeks at the end of Year 11.
Full details of all our courses are included in this guidance booklet.
Making Choices
It is really important that choices are based on a number of factors. Please ask your son/daughter
to consider the questions below:
• Do you genuinely enjoy the subject and are you passionate about learning more?
• Do you know what you want to do next?
• Will studying this subject help prepare you for your next steps?
• Is this an area of strength for you? (You are more likely to succeed in an area where you
have achieved success throughout Key Stage 3).
Ultimately, you must make the decisions that are right for you, so please ensure that you talk to
staff, to help make informed choices.
Yours faithfully
L Barker Head of School
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WHICH SUBJECTS CAN BE CHOSEN?
The school has developed a broad range of subjects, so that future career doors should not be closed by a narrow range of subject choices. This booklet contains a brief outline of subject areas. If you have any questions or queries, or need further explanation, please do not hesitate to contact the school and speak to Mr Miller – Senior Deputy Headteacher or Mr Peters – Deputy Headteacher. Students will study English, Mathematics, Science, RE, PE, Technology, Work Related Learning and Citizenship as part of their CORE curriculum. Some students may also express an interest to be considered for the Triple Science pathway: Biology, Physics and Chemistry to GCSE standard. Expressions of interest for the Triple Science course are invited from students with a target grade (OPT) of 7+ in Mathematics. Students will then opt for one of the EBacc subjects in Box 1 and then choose another subject from Box 2.
Subjects available
ART & DESIGN
COMPUTER SCIENCE
DIGITAL PHOTOGRAPHY
DRAMA/PERFORMING ARTS
FRENCH
GEOGRAPHY
HEALTH & SOCIAL CARE - BTEC
HISTORY
MEDIA STUDIES
MUSIC
PHYSICAL EDUCATION
SPANISH
TRIPLE SCIENCE (Biology/Chemistry/Physics)
These choices are correct at the point of going to print but may be withdrawn due to
circumstances beyond our control; in which case an alternative will be provided. Every effort will
be made to accommodate choices made. However, if a minimum number of students do not opt,
some courses may not run and some combinations of courses may not be viable.
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EXAMINATIONS AND COURSEWORK/CONTROLLED ASSESSMENT
GCSE
This booklet makes reference to the General Certificate of Secondary Education (GCSE) which
will be examined at the end of Year 11. A small number of GCSE subjects will be offered at two
levels. The grades available at each level are different.
OFFERED AT TWO LEVELS
Foundation
Higher
This means that there will be a more demanding and a less challenging version of each examination, with corresponding restrictions to the grades available. When the time comes to make a decision about level of entry, this choice must be made with care. A student who is mistakenly�entered�for�the� ‘difficult’�version�could�fare�worse�than� if�they�had�been�correctly�entered for the ‘less�difficult’ version. The opposite of this is equally true. Great care will be taken by the school to ensure that students are entered for the correct level of either the Foundation or Higher level. Please note that from August 2018 nearly all GCSEs will be graded from 9 (top grade) to 1 (lowest grade).
Coursework/Controlled Assessment Continually assessed coursework and controlled assessments are now being phased out as the Government’s�push�for�terminal�exams�accelerates.�Nonetheless,�before�disposing of any school work of any kind, parents/carers should check very carefully that it is safe to do so. It may be needed at a later date as evidence of work done.
PE Core Students will have the opportunity of taking part in a variety of individual and traditional team
sports. They will also have the opportunity to experience some alternative sports such as self-
defence, exercise to music and Yoga. Wherever possible expert instructors will be invited into
school to support the PE staff in the delivery of some minority sports. Health and Fitness will also
be part of the PE core curriculum and students will be invited to take part, test and measure their
performance in this area, along with access to the school fitness suite.
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WORK RELATED LEARNING AND CITIZENSHIP
A major component of the Work Related Learning and Citizenship course for Years 10
and 11 is Careers Education and Guidance, which deals with preparation for college,
training and/or employment. Many resources are used, including the Wigan Careers
Service and a range of materials from various outside agencies. Local colleges are also
invited into school to deliver parts of the WRL curriculum and help the students prepare for college.
The Careers Programme, throughout Years 10 and 11, deals with issues which are vital for the all-
round development of students.
An interactive Year 10 Sampling Week is now established, to allow students the opportunity to
attend a taster day at four colleges of their choice. This will take place at the end of the summer
term.
In Year 11, students participate in a Skills for Life day. At this event, they are taught how to write a
CV, complete application forms and present themselves in an interview situation. They also
complete activities to increase their enterprise skills such as problem solving, teamwork and
communication. Also in Year 11, students take part in a formal interview with an employer from
their chosen career.
Throughout Year 11, when college, job and youth training places are sought, college representatives
come into school to support students in making their choice. Each student has a careers counselling
session with our Careers Adviser. Parents/carers may make an appointment with a Careers Adviser
at�any�time�to�discuss�their�child’s�future.�Standish�Community�High�School�has�a�Careers�Library,�
with an extensive range of resources. Students are encouraged to use the Careers Library during
lunchtimes and after school.
Citizenship is a subject that focuses on the needs of individual students, to prepare them for life, at
and beyond Standish Community High School. In Years 10 and 11, the Citizenship course is
specifically designed to help students develop into well-adjusted, well-informed, balanced young
citizens, with the ability to make thoughtful decisions and solve problems, both independently and
as a member of a group.
Students will explore the issues connected with two interrelated programmes of study: Personal
Well Being and Financial Capability. These are delivered by both school staff and representatives
from outside agencies and cover topics such as health, study skills, money matters, relationships
etc.
Students also have discrete lessons, in Years 10 and 11, exploring how and why laws are made and
how councils operate. They also examine the influence of the media, rights and responsibilities and
diversity and tolerance within communities. Furthermore, at this important milestone in their lives,
students also develop their understanding on relationships and safe sex. Planning the Senior
Citizens’�Christmas�Party� is� a�Citizenship� focus�and�students all contribute to the general charity
fund-raising each Christmas. Through student voice activities our students have an opportunity to
express their views and contribute to informed decision-making, in the spirit of Citizenship.
The programme aims to develop the full potential of each student, provide support for their learning
experiences during Years 10 and 11, and help them with the transition to life after Standish
Community High School.
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ENGLISH LANGUAGE AND LITERATURE
Communication is vital to every aspect of life. We all need to know how to read, write, speak and listen effectively.
Communication is a life-long skill that will enhance every aspect of life.
In Years 10 and 11, students will follow courses in English Language and Literature at GCSE. They will develop their ability to communicate their ideas, knowledge, feelings and points of view - both orally and in writing. They will need to speak and write effectively, and read and enjoy a range of literary texts including Romantic poetry and Shakespeare.
ENGLISH LANGUAGE
Component 1 – 1 hour 45 minutes Section A (20%) – Reading Questions on one prose extract of literature from the 20th century. Section B (20%) – Prose Writing One creative writing task selected from a choice of four titles.
Component 2 – 2 hours
Section A (30%) – Reading Questions on two extracts of non-fiction writing, one from the 19th century, the other from the 21st century. Section B (30%) – Writing Two compulsory transactional/persuasive writing tasks.
Component 3 – Unweighted
One presentation/speech, including responses to questions and feedback. Achievement in Spoken Language will be reported as part of the qualification, but it will not form part of the final mark and grade.
ENGLISH LITERATURE
Component 1–2 hours Section A (20%) Shakespeare: Macbeth One extract question and one essay question based on the reading of a Shakespeare text. Section B (20%) Poetry from 1789 to the present day. Two questions based on poems from the WJEC EDUQAS Poetry Anthology, one of which involves comparison.
Component 2–2 hours 30 minutes Section A (20%) Post -1914 Drama: An Inspector Calls (Priestley) or Blood Brothers (Russell) One source-based question on a post 1914 prose/drama text.
Section B (20%) 19th Century Prose: A Christmas Carol (Dickens) One source-based question on a 19th century prose text.
Section C (20%) Unseen Poetry from the 20th/21st Century
Two questions on unseen poems, one of which involves comparison. Students are not permitted to take copies of the set texts into the examinations.
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MATHEMATICS
Mathematics will have three examinations that are equally weighted; one non-calculator paper and two with the use of a calculator. All exams are 1 hour 30 minutes in length.
The GCSE has a third more new content of a demanding nature and 50% of each paper requires problem solving skills.
Edexcel (9 – 1)
This specification is offered at two tiers of entry:
Foundation Tier Available grades 5, 4, 3, 2, 1 Higher Tier Available grades 9, 8, 7, 6, 5
The Mathematics examination may only be taken at the end of Year 11.
Assessment Arrangements
There will be common assessments at regular intervals and several mock exams during Year 10 and Year 11.
Revision Opportunities
Each student will receive a booklet containing past paper questions. There are several on-line resources to be found on the school website. Students will be informed of the relevant login details. The main sites used are:
Mathematicswatch
MethodMathematics
PiXL Mathematics App
Hegarty Mathematics
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SCIENCE
Science plays a key part in developing an understanding of how the world works. Science is compulsory in Year 10 and Year 11 and we are offering a choice of two Science pathways at GCSE that will meet the needs of all students.
Pathway 1: Triple Science - leading to three separate GCSEs in Biology, Chemistry and Physics.
Pathway 2: Combined Science – leads to two GCSEs, students study approximately two thirds of the Biology, Chemistry and Physics from the Triple Science subjects.
Pathway 1: Triple Science
This course is designed to meet the needs of the future scientists, engineers, health care professionals and other students who wish to continue studying science in the sixth form and beyond. During the Triple Science course, students will study the main scientific concepts in Biology, Physics and Chemistry. At the same time they will develop many of the practical Science skills that they will need for a variety of future careers. Expressions of interest are invited from students with an OPT grade 7+ in Mathematics.
Students following the Triple Science course will have subject specialist teachers throughout the course and will have two Biology, two Chemistry and two Physics lessons each week.
Assessment
We are following the AQA trilogy course for the Triple Science students. Each of the courses will be assessed by two exams at the end of Year 11. Each exam is planned to be 1 hour 45 minutes in length.
The exams will be offered at two tiers:
� Higher Tier will assess levels 5-9
� Foundation Tier will assess levels 1-5.
We would expect all the Triple Science students to sit the higher tier papers.
� 40%�of�the�exam�will�test�students’�recall�or�memory�of�scientific�facts
� 40%�of� each� exam�will� test� students’� ability� to apply the scientific information they have learned
� 20%�of�each�exam�will� test� students’�ability�to�make�conclusions� from data in the form of graphs and tables.
There are also a significant amount of marks awarded for mathematical skills. 10% of all the marks on the Biology papers, 20% of the marks on the Chemistry papers and 30% of the marks on the Physics papers test mathematical skills.
Experimental Skills
Throughout the course, students will complete regular standard experiments to develop their practical skills. There are eight mandatory experiments for each subject, which the students must complete. Although students will not be assessed directly on these practical activities, about 15% of the exam questions will test knowledge they have gained during these experiments.
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Pathway 2: Combined Science
This pathway is suitable for students who may not, at this time, be considering a career in sciences, but who need the basic scientific knowledge and skills to survive and thrive in the 21st Century.
Students following the Combined Science course will have subject specialist teachers throughout the course and will have two Biology, two Chemistry and two Physics lessons each week.
Assessment
We are following the AQA trilogy course for the Combined Science students. The course will be assessed by six exams at the end of Year 11. Each exam is planned to be 1 hour 15 minutes in length. (The same number of exams as Triple Science students but each exam will be shorter).
The exams will also be offered at two tiers:
� Higher Tier will assess levels 5-9
� Foundation Tier will assess levels 1-5.
The structure of each exam is exactly the same for the Combined Science and the Triple Science students:
� 40%�of�the�exam�will�test�students’�recall�or memory of scientific facts
� 40%�of� each� exam�will� test� students’� ability� to� apply� the� scientific� information� they� have�learned
� 20%�of�each�exam�will� test� students’�ability�to�make�conclusions� from data in the form of graphs and tables.
Experimental Skills
Throughout the course, students will complete regular standard experiments to develop their practical skills. There are eight mandatory experiments, for each subject, which the students must complete. Although students will not be assessed directly on these practical activities, about 15% of the exam questions will test knowledge they have gained during these experiments.
Option Choices
All students have been studying the new GCSE Science course since the beginning of Year 9. As part of the option process, students with an OPT grade 7+ in Mathematics will be asked to express an interest to be considered for the Triple Science pathway: Biology, Physics and Chemistry to GCSE. Students with the ability and aptitude to complete Triple Science will be recommended to follow the Triple Science pathway, whilst students who are finding the course more challenging will be recommended to follow the Combined Science pathway.
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DESIGN TECHNOLOGY
Students have already opted for a Design Technology course in Year 9 which they continue to study
in Key Stage 4. They have chosen to work in one of the following disciplines:
� Graphic Design
� Product Design
� Textile Design
� Food Preparation and Nutrition
GRAPHIC DESIGN
Students studying Graphics will follow the NCFE Technical Award in Graphic Design Qualification This
will offer a qualification that is equivalent to GCSE and will be awarded as pass, merit or distinction
at the end of Year 11. The Technical Awards are recognised by further education institutions
nationally, including our local colleges, for entry to their courses. Technical Awards are skills-based
and consist of internally and externally assessed units that require students to demonstrate a wide
range of Graphic Design competencies and technical skills using both traditional designing techniques
and high level ICT skills.
Soft-skills, which are much requested by industry, such as self-discipline, drive, personal organisation,
creativity and problem solving to name but a few, are developed and enhanced through the tasks
and projects that students undertake.
Year 9
In year 9 students will work on further developing Graphic Design skills through three design assignments which focus on techniques required for Key Stage 4. Traditional skills such as drawing and sketching will be used along with more advanced ICT techniques.
The course will focus on real life design briefs and the students will use industrial methods that are used extensively by professionals working in the graphic design industry.
Year 10 and Year 11
Year 10 and 11 students will be following the NCFE technical Award in Graphic Design Course. This course is a vocational course which is skills based carrying equivalent points to traditional GCSE courses. The Technical Award is graded as Pass, Merit or Distinction.
� Students will be expected to work to industry standards and will gain an insight into the graphic design industry
The course is made up of four units of work which are internally and externally assessed and a ten hour external examination which is skills based. The four units of work are:
� Understanding Graphic Design � Responding to a Graphic Design Brief � Graphic Design practice � Graphic design portfolio
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The ten hour practical examination will be completed over a 3 week period in which students will be expected to respond to a graphic design brief and demonstrate the skills learned whilst completing the units.
Who is this qualification for?
� The NCFE Level 2 Technical Award in Graphic Design complements GCSE qualifications. It is aimed at 14-16 year olds studying Key Stage 4 curriculum who are interested in any aspect of graphic design, including sourcing ideas and design
� This qualification focuses on an applied study of the graphic design sector and learners will gain a broad understanding and knowledge of working in graphic design
� This qualification has been designed to sit alongside the requirements of core GCSE subjects and is appropriate for learners who are motivated and challenged by learning through hands-on experiences.
What will the learner study as part of this qualification?
This qualification shows learners how to:
� Identify and experiment with graphic design components � Explore graphic designers, their work and working in the industry � Work to graphic design briefs, refining and selecting ideas � Form a graphic design portfolio and explore job opportunities within the creative sector
What knowledge and skills will the learner develop as part of this qualification and how might these be of use and value in further studies?
Learners will develop skills and knowledge:
� In using different tools and equipment competently � When experimenting with materials and techniques � In adapting their own ideas and responding to feedback � In evaluating their own work � That are essential for the modern workplace, such as team working; presentation skills;
independent working; working to deadlines; efficient use of resources � Successful completion of the qualifications will fulfil the entry requirements for relevant
academic and vocational study post-16 including A Levels in Graphic design and other relative areas as well as level 3 vocational qualifications
� The knowledge and skills gained will provide a secure foundation for careers in the graphic design industry
� This course is challenging and requires learners to develop their graphic design skills by being creative whilst producing high level graphical outcomes
� Learners will also be given the opportunity to further develop their ICT skills through the use of Adobe Photoshop Microsoft office and other relevant software
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PRODUCT DESIGN
Year 9
Students will complete up to 3 skills-based projects aimed at familiarising students with the manufacturing aspect of the GCSE qualification. Students will develop a clear understanding of the design process. This includes conducting research into materials as well as successful artists, designers and architects and they will develop design ideas through sketching, computer aided design and modelling.
Year 10 and Year 11
After developing skills in research, design development and manufacturing in Year 9, students will study for a GCSE in Art & Design: 3D Design. For 60% of their final grade, students will complete one research project and one major design and make project encompassing all four assessment objectives. These assessment objectives cover:
� Researching designers and existing products
� Experimenting with materials, techniques and processes
� Developing ideas through drawing, CAD and modelling
� Making a final product
In January of Year 11, students will begin an eight week preparatory period for the examination which
makes up the remaining 40% of the qualification. This examination consists of ten supervised hours over
five weeks.
This course teaches students a wide range of practical and creative techniques and skills related to
developing functional and aesthetically pleasing products. Students will be inspired by the work of a range
of current and historical product designers such as Alberto Alessi, Bethan Gray and George Nelson.
FOOD PREPARATION AND NUTRITION
This new course is creative and practical and aims to give students a wide range of food preparation
skills and a solid understanding of nutrition and health, food science, food safety and food choice
and provenance.
The course consists of a written examination (multiple choice and extended questioning) which is 1
hour and 45 minutes in duration. The examination accounts for 50% of the final grade.
In addition to this students will complete two coursework projects. The first (worth 15% of the final
grade), is a food investigation task, where students complete practical and written tasks based on
the experimentation of the working, functional and chemical characteristics of ingredients.
In the second coursework task (worth 35% of the final grade), students are required to plan, prepare and cook a range of dishes based on a chosen theme. As part of this task, they apply their knowledge of nutrition, safety and choices. At the end of this coursework project students are required to prepare and present a menu of three final dishes within one, three hour timed session.
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GCSE�ART�TEXTILES
Exam�Board: AQA The�course�teaches�you�a�wide�range�of�practical�and�creative�techniques�and�skills�related�to�using�fabric,�thread�and�dyes�creatively.��You�will�have�two�years�to�develop�these�skills�and�your�creative�side�to�the�full.��You�will�explore�the�Art�of�textiles�and�be�inspired�by�a�range�of�artists�and�designers�to�produce�your�own�work.
Content:
� You�will�study�Art�Textiles�for�two�periods�each�week�
� You�will�study�techniques�such�as�fabric�painting,�appliqué,�reverse�appliqué,�silk�painting,�beading�and�hand�and�free�hand�machine�embroidery�amongst�others
� You�will�work�on�four�main�coursework�projects�throughout�the�course.
How�much�work�is�involved?
Every�teacher�will�tell�you�“a�lot!”�The�emphasis�is�on�being�creative�so�if�you�enjoy�using�colour�and�pattern�you�will�enjoy�this�course.��You�will�be�expected�to�do�a�lot�of�work�yourself�at�home.��We�expect�a�minimum�of�two�hours�per�week,�although�most�students�do�much�more.�You�will�look�at�Textiles�found�in�different�cultures�and�will�use�the�work�of�artists�and�contemporary�textile�artists�as�inspiration�for�your�own�textiles.�You�will�also�be�required�to�bring�some�fabrics�and�components�in�for�your�projects.
Assessment
Three�of�your�coursework�units�form�part�of�the�overall�grade�for�your�GCSE.�The�total�marks�available�for�coursework�is�60%.�Marks�will�be�awarded�for�final�pieces�and�for�exciting�and�imaginative�folder�work�that�should�include�research�and�contextual�analysis,�fabric�samples�that�show�a�broad�range�of�textiles�skills,�and�ideas�that�are�well�considered�and�developed�based�on�connections�to�artist�work.��In� the� final� year,� candidates�work�on�a�practical� set�examination.� � Students�will� receive� the�exam�question�eight�school�weeks�before�they�take�the�exam.��The�exam�piece,�coupled�with�a�work�journal�or� two,�accounts� for� the� remaining�40%�to� the�overall� grade.�The�practical� exam� is� for� ten�hours.��Students�will�sit�this�in�class�over�a�period�of�five�weeks.
Progression�at�Post�16�and�beyond
Students�can�go�on�to�study�A�Levels�in�Art�&�Design,�textiles�Level�3�BTEC’s�in�Creative�Art�and�Media�for�example.��At�age�18�students�can�then�progress�onto�Foundation/Degree�course�in�Fashion�or�Art,�Printed� Textiles,� Woven� and� Knitted� textiles,� History� of� Fashion� and� Textiles,� Theatrical� Design,�Costume�Design.
Careers
Fashion�Designer,�Tailor,�Wardrobe�Mistress,�Fashion�Stylist,�Window�Dresser,�Fashion�Illustrator,���Fashion�Journalist,�Fashion�Photography,�Printed�Textile�Designer,�Milliner.
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RELIGIOUS EDUCATION
All students at Standish Community High School follow a GCSE course in Religious Education.
This is a very lively and interesting course that leads to a GCSE qualification but also�enhances�a�student’s�personal�and�social�education�as�well�as�their�spiritual, moral and cultural development. The course offers an opportunity to question and appreciate the diversity of opinions on important issues in the world today.
There are a wide range of teaching methods used to ensure all students gain a clear understanding of religious beliefs and practice and the impact of religion in the contemporary world.
Discussion, research, media surveys, ICT and the internet, religious text and guest speakers are all included in the course.
Examination board: EDEXCEL (Religious Studies B)
Content
The syllabus will be delivered over three years (Year 9, 10 and 11)
The following units are covered:
Assessment
100% written examination:
� Paper 1 (1 hour 45 minutes)
� Paper 2 (1 hour 45 minutes)
Throughout the course a range of transferable skills are developed and applied to religious study:
� Written and verbal communication
� Appreciation and empathy
� Effective organisation
� Critical and analytical skills
� Ability to gather and evaluate different types of information
� Oral presentation skills
� Teamwork skills
� Interpretation and development of personal opinion.
These skills are highly valued by colleges, universities and employers.
Paper 1 Christianity Paper 2 Islam
� Christian Beliefs
� Living the Christian Life
� Marriage and the Family
� Matters of Life and Death
� Muslim Beliefs
� Living the Muslim Life
� Crime and Punishment
� Peace and Conflict
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ART & DESIGN
Art & Design is an exciting and demanding subject that develops practical skills and uses creativity and personal ideas to produce fantastic pieces of art. Students can express themselves using a range of different materials when looking at a variety of different themes and artists.
The course provides access to a large choice of post-16 options for students looking to work in creative industries.
Drawing plays a fundamental part in the development of all the art work on the course. However, students will also experience a variety of different artistic activities such as painting, ceramics, printmaking, three-dimensional work, collage, mixed media, photography, ICT and sketchbook work.
Students will complete several projects based on different styles of art, cultural themes and subject based work, e.g. still life, natural forms and masks. They will research and analyse relevant artists and cultures and develop and explore their creative talents and abilities.
The sketchbook is a vital element to the course and it contributes to around 50% of the overall coursework mark. It is used to research artists, practise techniques, experiment with materials and develop ideas. Homework is set regularly and is usually completed in the sketchbook.
Coursework: 60%
Coursework is completed over Year 10 and Year 11, and is made up of three projects based on different themes and aspects of Art & Design. Students will study relevant artists, designers and cultures to inspire them and influence their work.
Exam (Practical): 40%
In January of Year 11, students will receive their exam paper, which is a practical assignment.
There is a five week ‘preparation’ time�when�students�will�complete�artists’�research,�preliminary�drawings and experimentation with materials and ideas. They will then have ten hours under examination conditions to produce a final piece of work.
� Students must show commitment to meeting deadlines and keeping up to date with homework, in order to make the most of their ability
� They must demonstrate the ability to work independently and create their own ideas and personal responses
� They will learn new artistic techniques and skills when using a variety of materials.
Art and Design will only be available to students if they opt out of Technology. Please tick the relevant box on the options form.
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A qualification in Art & Design can lead to a range of careers including:
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COMPUTER SCIENCE
This demanding course is aimed at students interested in how computers work, understanding computer technologies and those wanting to develop their computer programming skills. Experience shows students who can study independently and learn new concepts, revise thoroughly for written exams and recall information clearly and those with good problems solving skills succeed in this qualification.
This GCSE provides students with the opportunity to:
� Develop their own understanding of computer systems
� Develop computer programs to solve problems
� Use algorithms and logic in computer programs
� Understand how computer programs/solutions affect the lives of individuals, organisations and society
� Develop their abilities to think independently, creatively and logically in a range of computing contexts.
Unit 1: Computer Systems 50%
External written examination (1 hour 30 minutes)
In this unit, students will be assessed on their knowledge of computer systems. The topics include computer components, memory and storage, types of networks, topologies, protocols, system security, types of software, computer legislation, and ethical, legal, cultural and environmental concerns.
Unit 2: Computational thinking, algorithms and programming 50%
External written/practical examination (1 hour 30 minutes)
In this unit, students will demonstrate their understanding of programming techniques, algorithms, logic, and data representation, translators and programming languages.
Programming project
Controlled assessment
Students will complete a programming task to demonstrate their practical abilities. All tasks are open-ended and can be approached in different ways. Evidence will also include written analysis, design, development, testing and evaluation sections. All work must be carried out under formal supervision in class time.
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Which type of student will succeed?
The following skills and qualities are useful:
� A real interest in how computers work
� Likes the challenge of learning new concepts
� An interest in learning computer programming
� Enjoys mathematical problems
� Can apply programming concepts to solve unseen problems
� Can recall information and key concepts for final written examinations.
� Can be logical when solving new problems.
Students who want to go on to higher study and employment in the field of Computer Science will find this course provides a superb stepping stone. It is a perfect preparation for A Level Computer Science. Having a good knowledge of computer systems and programming would lead to many future well-paid careers. The list is endless!
Here are just some examples of Computer Science related jobs:
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DIGITAL PHOTOGRAPHY Digital Photography is a well-established course that provides an exciting opportunity for students to explore their creative ideas without worrying about their drawing skills. Students will have the opportunity to explore a variety of themes and develop their own ideas and responses to each project, producing some stunning final photographs. Trips will be integrated into the course to allow a variety of subjects and themes to be covered. Students will complete several projects, exploring different styles of photography and subject based work, e.g. portraiture, still-life, environments, surrealism and abstract. They will look at the artistic elements of photography, the technical aspects of using a camera, and how to edit their work digitally using ICT. They will research and analyse relevant photographers and styles and develop and explore their creative talents and abilities. The sketchbook is a vital element to the course and contributes to around 50% of the coursework mark. It is used to record techniques, processes, elements of photography and digital manipulation. It� will� also� show� students’� photographs,� research� on� photographers� and� the� development� and�refinement of ideas. Homework is set regularly and is usually completed in the sketchbook.
Coursework: 60% Coursework is completed over Year 10 and Year 11 and is made up of several different projects. These are based on different themes and aspects of photography, and students will study relevant photographers and cultures to inspire them and influence their work.
Exam (practical): 40% In January of Year 11, students will receive their exam paper, which is a practical assessment. There is a five week preparation time when students will complete research on photographers and subject matter, take preliminary shots and experiment with ideas and compositions. They will then have ten hours under examination conditions to produce final images.
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� Students must show commitment to meeting deadlines and keeping up to date with
homework in order to make the most of their ability
� Students must demonstrate the ability to work independently and create their own ideas
and personal responses
� Students will develop a sound understanding of image manipulation using Adobe Photoshop
– widely used in industry and commercial businesses.
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DRAMA/PERFORMING ARTS
GCSE Drama and BTEC Tech Award Performing Arts are creative and challenging courses, which will engage and encourage students to confidently collaborate with others, reflect analytically and evaluate effectively. Students will gain confidence to pursue their own ideas, reflect and refine their efforts, becoming critical thinkers and more confident, imaginative and creative performers and/or designers.
Content
Both courses aim to equip students with essential skills that they can apply to their work in theatre; such as a professional actor or musical theatre performer or theatre designer. Throughout the two years, students will use stimulus material in a variety of forms, as well as different briefs, to explore the processes used to create a performance. Running alongside this, the courses develop skills and techniques, inviting students to apply their knowledge in performances.
AQA GCSE Drama – Assessment at a glance
Component 1: Understanding Drama (written exam) � Knowledge and understanding of drama
� Study of one set play (from a prescribed choice of six)
� Analysis and evaluation of the work of live theatre makers
Percentage Assessed
40% � Written exam: 1 hour 45 minutes
� Open book
� 3 sections (linked with a set text and a theatre production)
� 80 marks (40%) – examined by AQA.
Component 2: Devising Drama (practical) � Process of creating devised drama/theatre
� Performance of devised drama (students may contribute as a performer OR designer)
� Analysis and evaluation of own work (recorded as a devising log)
Percentage Assessed
40% � Devising log (60 marks)
� Devised performance (20 marks) * Practical work must be filmed
� 80 marks (40%) – marked by teachers and moderated by AQA.
Component 3: Texts in Practice (practical) � Performance of two extracts from one play (students may contribute as performer OR
designer) – students can work as solo performers or in groups of between 2 and 6 members. (Free choice of play, but it must contrast with the set play chosen for Component 1)
Percentage Assessed
20% � Performance of Extract 1 (25 marks) and Extract 2 (25 marks) * Practical
work must be filmed
� 50 marks (20%) – marked by AQA.
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GCSE Drama Practical Options
In the practical components, students can choose to work as performers or designers, or performer and designer – design students may specialise in costume, lighting, set, sound and/or puppets. Whichever option they choose, students can be sure to gather many valuable skills, both theatrical and transferrable, to expand their horizons.
Pearson BTEC Tech Award Performing Arts – Assessment at a glance
Component 1: Exploring the Performing Arts (practical & written) Get�a�taste�of�what�it’s�like�to be a professional actor, dancer or musical theatre performer. You will�develop�your�understanding�of�the�performing�arts�by�examining�practitioners’�work�and�the�processes used to create performance.
� Explore performance styles, creative intentions and purpose
� Investigate how�practitioners�create�and�influence�what’s�performed
� Discover performance roles, skills, techniques and processes.
Percentage Assessed
30% � Internally assessed assignments including a written report, presentation, vlog or other similar evidence * Practical work must be filmed
Component 2: Developing Skills and Techniques in the Performing Arts (practical & written) Develop skills and techniques in the chosen discipline(s) of acting, dance and musical theatre. You will develop your performing arts skills and techniques through the reproduction of acting, dance and/or musical theatre repertoire.
� Process of creating devised drama/theatre
� Performance (students will perform as actor, dancer or musical performer)
� Analysis and evaluation of own work.
Percentage Assessed
30% � Internally assessed assignments – Students will present recordings or be directly observed demonstrating their development of performance and interpretive skills and techniques in their chosen specialty during workshops, classes and rehearsal * Practical work must be filmed
� Students will produce log books, documenting their knowledge, understanding and process.
Component 3: Performing to a Brief (practical & written) Consider how practitioners adapt their skills for different contexts, and put this into practice in a performance. You will be given the opportunity to work as part of a group to create a workshop performance in response to a given brief and stimulus.
Percentage Assessed
40% � Externally assessed task, where students work in groups of between 3 and 7 members to create a performance based on a set brief.
� Supervised conditions/3 hour assessment worth 60 marks * Practical work must be filmed as evidence of the process.
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Pearson BTEC Tech Award Performing Arts Practical Options
In the practical components, students can choose to work as an actor, dancer or musical theatre performer. Further study and higher education
There are a huge variety of courses available at colleges and universities that will develop practical skills and allow students to study the academic areas of theatre. Both specifications provide a sure foundation for students progressing from secondary school to A Level Drama and Theatre Studies.
Transferable skills and other opportunities The skills learned and developed throughout the GCSE or BTEC courses will be highly valued and useful in the future even if students do not continue to study drama. Work experience is a great way of finding out if a career is for you - join a drama club or dramatic society to further your acting skills
and confidence or find opportunities to visit and work in a professional theatre.
If you are interested in either course, please tick the relevant box on the Pathways� form.� � The� school’s� Head� of�Performance will then meet with the new cohort in March to discuss the next steps.
JOBS… Theatre Industry:
Creative Jobs Actor
Dancer Musical Theatre Performer
Choreographer Costume Designer Musical Director
Playwright Set Designer
Sound Designer Lighting Designer
Management Jobs Box Office Worker Education Officer
Front of House Manager Marketing & PR
Technical Jobs Stage Manager Chief Electrician
Head of Construction Lighting Programmer
Other Jobs: Teacher
Any career requiring communication,
collaboration and presentation skills
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FRENCH AND SPANISH
Students who have language skills will have a
competitive edge in an ever increasing global
marketplace. Qualifications, at every level in
languages, are highly regarded by both further education establishments and employers.
Learning another language improves communication skills and knowledge of other cultures, as well as developing critical thinking and other cognitive skills. Travelling and working abroad is made easier
if you can use the language. Learning a language, even just at GCSE level, can stave off dementia by up to four years (almost four times as long as the leading medical treatment for the disease). Above
all else, learning a language is fun! Students have been building firm foundations for future success in the skills required for the new qualification. Students will be graded 9 - 1, and can be entered at either Foundation or Higher tier, depending on their ability and target grade. They will do the same level for all sections of their exam. Everything will depend on the terminal exams; there is no controlled assessment.
Students will be tested on their skills in using and understanding the language and the weightings are now as follows:
The speaking exam will take place in the spring of Year 11, and will be carried out by the class teacher, with a recording being made to send off to the exam board for assessment. The exam will comprise of a description of a photograph, a role play, and a short conversation. Students will have 12 minutes immediately before their exam to prepare their responses to the photograph and the role-play.
The�listening�and�reading�exams�assess�students’�ability�at�understanding�information�given�to�them�in French or Spanish. In the writing exam students will work from sentence level to completing short essays in French or Spanish. The new GCSE also involves some translation work, which students are used to now, as the lesson and assessment style from Key Stage 3 mirrors that of the new GCSE. Students have already had the opportunity to practice these new skills. Indeed, the work they have done so far in Year 9 is actually from the GCSE course, so the work they will continue with in Year 10 and Year 11 is about extending the topics they are able to discuss and understand.
For a small number of students who wish to pursue a very academic pathway, there is an opportunity
during Pathways Evening for parents and students to express an interest in dropping Technology and
pursuing their Key Stage 3 language in this block. Due to the reduction in teaching time in this block,
a personal consultation with the Head of Languages is strongly advised in order to discuss carefully
the rigorous nature of this choice.
� Listening 25% � Speaking 25%
� Reading 25% � Writing 25%
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A language qualification can lead to a range of careers including:
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GEOGRAPHY GCSE Geography consists of three core themes. These incorporate an interesting mix of topics and the locations studied come from across the globe. These range from the problems faced by booming mega cities such as Mumbai in India, to deforestation in ancient ecosystems such as the tropical rainforests of Brazil. A wide range of locations are used to make the content of the course relevant and up to date. Some of the main themes have been covered lower down the school and the GCSE course develops these to a higher level. Fieldwork is a compulsory element of GCSE Geography. The wide range of skills taught in Geography is a great springboard for future study or work as it contains elements of all the core disciplines of
English, Mathematics and Science as well as other skills such
as citizenship, problem solving and ICT. Assessment There are three exam papers which count for 100% of the final mark. There is just one tier of entry so the examination covers grade 9-1. Examination board: AQA (8035) Students are required by AQA to participate in fieldwork in both a physical and human environment. Examination Papers
Paper 1 – 3.1 Living in the physical environment � A range of multiple choice, short answer, levels of response and extended prose assessing
content from 3.1 Living in the physical environment and 3.4 Geographical skills
� 35% of the final grade
� 1 hour 30 minutes
Paper 2 – 3.2 Challenges in the human environment � A range of multiple choice, short answer, levels of response and extended prose assessing
content from 3.2 Challenges in the human environment and 3.4 Geographical skills
� 35% of the final grade
� 1 hour 30 minutes
3.1 - Living with the physical environment
Section A: The challenge of natural hazards
Section B: The living world
Section C: Physical landscape in the UK
3.2 - Challenges in the human environment
Section A: Urban issues and challenges
Section B: The changing economic world
Section C: The challenge of resource management
3.3 - Geographical applications
Section A: Issue evaluation
Section B: Fieldwork
3.4 - Geographical skills
Geographical skills
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Paper 3 – 3.3 Geographical applications � A range of multiple choice, short answer, levels of response and extended prose assessing
content from 3.1 Living in the physical environment, 3.2 Challenges in the human environment and 3.4 Geographical skills
� Students will be issued with a pre released booklet made available 12 weeks before sitting Paper 3. Students will also be assessed on their personal experience of fieldwork during the course.
� 30% of the qualification
� 1 hour 15 minutes
Skills you should have:
• Enjoyed Geography at lower school • Enjoyed learning about the world around you and understanding your place in it • A willingness to work hard and show commitment to studying
� A willingness to participate in fieldwork • Confidence in presenting information in writing, as diagrams or by using ICT • A willingness to contribute detailed answers to class discussions • Problem solving ability and decision making skills.
Skills you will gain:
• Greater understanding of the world and future global issues • The commitment to higher level study in readiness for further education • Greater confidence in completing written tasks and in your use of ICT • Many of the topics will complement and support work that you do in Mathematics, English
and Science which should help with your revision • Enhance your group work and collaboration skills • Higher level problem solving and decision making skills, valued by employers • Independent research and report writing skills.
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HEALTH AND SOCIAL CARE BTEC AWARD LEVEL 1/2
Many young people are keen to gain a direct experience of the ‘real’�world�of�work�while�keeping�open their options to continue further studies in higher education. With the new BTEC Tech Award in Health and Social Care, students will get to know the core care values, develop valuable skills and explore potential careers.
Component 1 Human Lifespan Development Weighting: 30% Aim: Understand how we grow and develop throughout our lives Assessment: Internally assessed assignments During Component 1 you will:
� Explore how individuals develop physically, emotionally, socially and intellectually over time
� Investigate how various factors,�events�and�choices�may�impact�on�individuals’�growth�and�development
� Discover how people adapt to life events and cope with making changes
Component 2 Health and Social Care Services and Values Weighting: 30% Aim: Get to know how the health and social care sector works and the care values
that underpin it Assessment: Internally assessed assignments During Component 2 you will:
� Learn which health and social care services are available
� Identify why people need to use these services
� Discover�who’s involved in providing these services
� Explore what might stop people from accessing the services they need
� Look at the care values the sector has to make sure people get the care and protection they need.
Component 3 Health and Wellbeing Weighting: 40% Aim: Help improve someone’s�health�and�wellbeing Assessment: Externally assessed task in which students create a health and wellbeing
improvement plan for someone based on a brief During Component 3 you will:
� Learn�what�‘being�healthy’�means�to�different people
� Explore the different factors that might influence health and wellbeing
� Identify key health indicators and how to interpret them
� Assess�someone’s�health�using�what�they’ve�learned
� Create a health and wellbeing improvement plan for that person which includes targets and recommendations of support services available
� Reflect on the potential challenges the person may face when putting the plan into action.
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As the BTEC Tech Award in Health and Social Care is a practical introduction to life and work in the social sector, students will be able to: •�Develop their knowledge and understanding of the sector •�Appreciate the importance of care values •�Analyse and evaluate their skills.
The new BTEC Tech award does not involve an exam. All three components build on each other to motivate students by�helping�them�put�what�they’ve learned into practice and grow in confidence. Students must be interested in a career in the health services, social care, or working with children to opt for this course. They must be:
� Prepared to work hard throughout the two years
� Able to work independently – a great majority of the course is independent research after guidance from the teacher
� ICT literate – all reports have to be ICT based and a significant amount of research is gained from using ICT
� Able to develop skills such as research, critical and analytical thinking and evaluation. These are crucial skills that are needed to gain high marks
� Be willing to work with the public.
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HISTORY
Why study History?
History is a popular GCSE subject in which many students succeed. History is studied through the
eyes of people who lived at the time, as well as historians who have interpreted the past.
To study History, students need to be interested in:
� Debating and understanding why there are sometimes different, but equally valid points of
view on the same subject. We want students to make arguments about History. Their
opinion counts!
� Finding�out�how�people’s�lives have changed and how people in the past may have thought
differently from us
� Developing their own understanding of the world around them.
At GCSE students will develop:
� The ability to think independently and interpret the past, present and future critically
� The ability to describe and explain the causes, results and effects of people and events
� Their understanding of historical interpretations and their ability to see different viewpoints
of key issues in the wider world
� Their presentation skills. Students would be expected to verbalise ideas and communicate
them in different ways, often using ICT and multi-media facilities.
Edexcel History
Paper 1: Thematic Study and Historic Environment
Medicine through Time c1250 – present day:
� Understand how ideas have changed about the causes and
treatments of disease
� Understand how changes in society have had an influence on
medicine and public health
� Analysis of change and continuity of key aspects in medicine
Study the role of important individuals in medicine.
Historic Environment Study:
The British Sector in the Western Front 1914 -18: injuries, treatment
and trenches.
� The British trench system of the First World War
� Significance of the Western Front in the wider context of
surgery and medicine within this period
� Investigation of surgery in the trenches through a source
enquiry.
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Paper 2: Period Study
Superpower relations and the Cold War, 1941–91
� The origins of the Cold War 1941-58: US-USSR rivalry
� The crises of the Cold War: Berlin Wall and Cuban Missile Crisis
� The end of the Cold War 1970-91: Fall of Berlin Wall and USSR.
Henry VIII and his ministers, 1509 – 40
� Young Henry VIII and his rise to the throne, his character and Policy
� The�role�of�Henry’s advisers: Wolsey and Cromwell
� Henry’s�marriages�and�their�consequences, particularly the
Reformation.
Paper 3: Modern Depth Study
Weimar and Nazi Germany, 1918-39
� The Weimar Republic, 1918-29
� Hitler’s�rise�to�power�1919-33
� Nazi control and dictatorship, 1933-39
� Life in Nazi Germany, 1933-39
Mode of Assessment
UNIT TYPE OF
ASSESSMENT LENGTH OF
EXAMINATION TIME OF
ASSESSMENT TOTAL % OF
EXAMINATION
PAPER 1 - Thematic Study and Historic Environment: Medicine in Britain 1250 – present and The British Sector of the Western Front 1914 – 18: injuries, treatment and trenches
Examination 1 hour 15 minutes
June Year 11 30%
PAPER 2 - Period Study and British Depth Study: Henry VIII and his ministers, 1509 – 40 and Superpower relations and the Cold War, 1941-91
Examination 1 hour 45 minutes
June Year 11 40%
PAPER 3 - Modern Depth Study: Weimar and Nazi Germany, 1918-39
Examination 1 hour 20 minutes
June Year 11 30%
History can lead to a range of careers including:
Law Accountancy Journalism
Advertising Publishing Civil Service
Marketing Teaching Politics
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MEDIA STUDIES
Media Studies is taught by English teachers at Standish Community High School. It allows students to develop many relevant skills and engage in many exciting activities: this includes both theoretical and practical tasks. In addition to this, it provides students with the opportunity to further develop their English Language skills which is highly beneficial in helping them prepare for their Media Studies and English exams. The course provides students the opportunity to:
• Analyse and create their own newspapers and magazines (an important English skill)
• Analyse and produce their own video games
• Analyse and produce their own music videos
• Analyse television genres, for example, Luther and The Sweeney (crime drama)
• Explore film marketing, for example, Star Wars and James Bond Franchise
• Produce their own print advertisements
• Create their own CD covers and magazines
• Develop their photography skills
• Develop their understanding and use of Photoshop
• Develop their ICT skills by creating and editing images, having the use of Apple Mac computers and a range of media technology
• Have the opportunity to broadcast on the school radio
• Engage enrichment opportunities to visit the BBC studios at Media City, Manchester and Disneyland, Paris.
The media plays an increasingly important role in modern society. It provides us with information and entertainment and communicates social values. Many of our students study Media Studies at A Level and secure careers in broadcasting, advertising and journalism. As well as this, a qualification in Media Studies can also contribute to study of English in further education. The demand to develop sustained lines of reasoning from varied theoretical points of view is also an important skill which allows students to develop an understanding of how to communicate and persuade effectively. Finally, the emphasis on developing creative skills through the production of a wide range of media texts using the most up to date technology (including Windows, Apple Macs and Photoshop) makes Media Studies a very rewarding subject to study.
Scheme of Assessment
One Controlled Assessment Task – 30%
Production Task (creating your own magazine)
� Research � Planning � Production Piece � Statement of Aims
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Written Examination
� Component one (40%) – Exploring Media Language and Representation
� Newspapers and current affairs
� Radio
� Advertising
� Video games
� Magazines
� Film Posters
� Component two (30%) – Understanding Media Forms and Products
� Television genre – Crime Drama (Luther and The Sweeney)
� Film Marketing (Star Wars)
� Music Videos (Pharrell Williams and Taylor Swift)
Subject content
The aims and assessment objectives of the syllabus will be achieved through the study of the
following four broad and interrelated areas:
� Genre and Narrative
� Representations in the Media
� Media Organisations and Industry
� Media Audiences
The resources studied differ each year to reflect the constantly changing world of the media.
Possible careers
Media Studies can lead to a wide range of jobs in areas such as the following:
Journalism Marketing Presenting Publishing Broadcasting Radio
Film or TV Digital Media Politics Media and/or English Teacher
Transferable skills
Students will develop their research and planning skills; become more creative when producing media
texts and learn to think more critically about the way organisations create media texts for their
audiences. Study a range of theoretical approaches useful for study at A Level and degree level in any
Humanities subject.
Further study
There� are�many� courses� available� at� colleges� and� universities� that� develop� students’� practical� and�
theoretical skills or allow students to study the academic areas of media theory.
Other opportunities
Students are able to visit the National Media Museum, work on the marketing and promotion of events
within school and have their work recognised in national competitions.
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MUSIC
This is a stimulating and demanding course for anyone who wishes to develop their skills as a musician and is particularly suited to those people wishing to pursue a career path in the music industry or as a performer. Although students will need to learn a wide range of music vocabulary and terminology from the three components of GCSE Music, the emphasis will be on working creatively through the main aspects of the course. Skills such as self-motivation, listening and appraising, performing and composing will be tested in all aspects of the course. Independent study and development of performance and composition skills are key to this course. Students need to be self-motivated, have a passion for music and be determined to succeed.
Content
Component 1: Performing
Total duration of performances: 4-6 minutes
A minimum of two pieces, one of which must be an ensemble performance of at least one minute duration. The other piece(s) may be either solo and/or ensemble. One of the pieces performed must link to an area of study of the learner’s�choice.� * It is not a requirement that students already play an instrument and students will have the option of funded instrumental lessons to support their study.
Component 2: Composing Total duration of compositions: 3-6 minutes
Two compositions, one of which must be in response to a brief set by WJEC. Learners will choose one brief from a choice of four, each one linked to a different area of study. The briefs will be released during the first week of September in the academic year in which the assessment is to be taken. The second composition is a free composition for which learners set their own brief.
Component 3: Appraising Written examination: 1 hour 15 minutes
This component is assessed via a listening examination. Eight questions in total, two on each of the four areas of study.
� Area of study 1: Musical Forms and Devices
� Area of study 2: Music for Ensemble
� Area of study 3: Film Music
� Area of study 4: Popular Music.
Two of the eight questions are based on extracts set by WJEC. The four interrelated areas of study will be covered throughout Year 10 and Year 11 enabling students to develop knowledge and understanding of music.
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Eduqas Music – Assessment at a glance
Component 1 Percentage Assessed Performing (practical)
30% � Practical: total duration of performances: 4-6 minutes
� A minimum of two pieces, one of which must be an ensemble performance of at least one minute duration
� 30% – non-exam assessment: internally assessed, externally moderated.
Component 2 Percentage Assessed Composing (practical)
30% � Practical: total duration of compositions: 3-6 minutes
� Two compositions – one in response to a brief and one free composition
� 30 % – non-exam assessment: internally assessed, externally moderated.
Component 3 Percentage Assessed Appraising (written exam)
40% � Written examination: 1 hour 15 minutes
� Eight questions in total, two on each of the four areas of study.
� 40% – assessed via a listening examination by Eduqas.
Work in the music industry:
• Sound engineer
• Music producer
• Composer for stage or screen
• Broadcaster
• Television
Work in performance:
• Theatre
• Session musician
• Orchestral musician
• Singer
• Composer
• Conductor
• Opera and ballet
Work in education:
• Classroom music teacher
• Instrumental teacher
• Vocal coach
• Lecturer in music
• Music education advisor
Work in arts:
• Administration
• Music therapy
• Community arts
- GCSE
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PHYSICAL EDUCATION – GSCE AND OCR
The GCSE Physical Education course will appeal to students who:
� Have a keen interest in sport and recreation and always look forward to PE lessons
� Take part in sport/recreation outside of class time
� Want to follow a course that develops knowledge and understanding through theory lessons and practical involvement 3-4 times a week
� Want to know more about the benefits of sport and exercise
� Want to improve their own performance in a range of sports roles
� Want to study a course that is active and that they will enjoy
� Are considering a sports related career or A level/higher education course.
Students will: � Develop their knowledge and practical skills in a range of physical activities
� Examine the effects of exercise and how training can improve performance in theory and practical lessons
� Find ways to improve their own performances in a variety of roles
� Identify ways to develop and maintain a healthy and active lifestyle through participation in physical activity
� Study sports psychology and the strategies that impact sporting performance.
How will students be assessed? � The GCSE course is assessed over two units.
Unit 1 – 60% � Externally assessed through two written exam papers, both of which are 1 hour long. Paper
1 is anatomy and physiology, paper 2 is sport psychology, there will be an overlap of knowledge on extended questions (5+ marks).
Unit 2 – 40% � Assessed in two sections
� Section 1 - three practical performances in the role of player/performer. Students must show a mix of team and individual sports, and be involved in competitive games (including outside of school), where possible and access offsite facilities. Students must record their experience in a sport log book
� Section 2 - a piece of coursework called Analysing and Evaluation Performance (AEP).
What do students need to know, or be able to do, before taking this course? The course builds on the knowledge, understanding and skills established in Key Stage 3 Physical Education. Students will have had an excellent record of having correct kit throughout Key Stage 3 and excellent attitude towards participation in a variety of indoor and outdoor activities. The GCSE course will give them exciting opportunities to be involved in a number of different physical activities, promoting an active and healthy lifestyle. Students can perform in one or all of the following roles: player/participant, leader or official. They should have an interest in PE and sport, enjoy being active and appreciate the benefits of keeping fit and healthy.
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Leader Students opting for PE will be able to make a valuable contribution to the extra-curricular programme in a number of ways. For example, they could coach/manage junior teams and organise/manage inter-house competitions. Also, all GCSE PE students have an opportunity to gain the Junior Sports Leader Award as well as other national coaching/officiating awards.
What can students do after completing the course?
A GCSE in Physical Education will give students the opportunity to continue their studies at A Level Sport and PE, or to study courses in leisure, tourism, personal training, sports injuries, sports journalism, sports psychology, sports biomechanics etc. They could also choose to go straight into work within the fitness industry or simply use the course to give them fitness skills for the rest of their lives. As well as being the ideal preparation for the A Level Physical Education course, GCSE PE allows for progression to related vocational qualifications, such as BTEC Firsts and Nationals in Sport or Sport and Exercise Sciences. The course develops the transferable skills and key skills that employers are looking for and can lead to a wide variety of employment opportunities. This can include further training in such areas as recreational management, coaching, officiating, the Armed Forces and the Civil Service.
The Physical Education OCR Cambridge Nationals Sport Studies Course Cambridge Nationals are vocationally related qualifications that take an engaging, practical and inspiring approach to learning and assessment.
They are industry relevant, geared to key sector requirements and very popular with schools and colleges because they suit such a broad range of learning styles and abilities.
The course is divided into four sections, three of these sections consist of coursework which is completed in school and this element is worth 75% of the final mark. The final section of the course is an external exam which is worth 25% of the final mark.
The Cambridge Nationals are geared towards students who want to be active. Activities that students will participate in include:
1. Playing sport in games activities and individual sports 2. Officiating/refereeing 3. Improving sporting performance 4. Sports leadership 5. Participating in outdoor and adventurous activities
The theoretical component of the course, which takes place in the classroom, will focus on contemporary issues in sport. Topics that will be covered include:
1. Barriers to participation 2. The role of sport in promoting values 3. Hosting major sporting events 4. The role of national governing bodies
The theory exam can be taken up to three times and the highest mark attained would be used to calculate the final mark.
This course would suit students who are enthusiastic about sport, whose strengths lie within the practical element of Physical Education and their ability to plan and work independently.
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NOTES
