HHS Year 9 Options Booklet 2012

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Contents Page

Introduction 1-2 Important Notice 3 Art & Design 4 Business Studies 5 Dance 6 DT - Electronic Products 7 DT - Graphic Products DT - Product Design

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DT - Resistant Materials 10 DT - Textiles 11 Drama 12 English Language & Literature 13 Foreign Languages Study 14-15 Geography 16 Geology 17 Hairdressing/Beauty 18 Applied Learning Course in Hair and Beauty Studies 19 Health & Social Care 20 History 21 Home Economics - Child Development 22 Home Economics - Food & Nutrition 23 ICT - OCR 24-25 Leisure and Tourism 26 Mathematics 27-28 Media Studies 29 Music 30-31 PE 32 RS 33 Sociology 34 Science 35-39 Vocational Studies 40 Expression of Interest Form Year 9 Options - The Compulsory Component Year 9 Options - Selection sheet

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Introduction As a school we have to meet the challenge of preparing students for jobs that may not yet exist, using technologies that may not have been invented yet, solving problems that we do not even know are problems yet! We need to give our students the right education to meet that challenge. Year 9 students are about to enter a very important phase in their education. The time is fast approaching when options have to be made which will determine the programmes of study that they will follow in Years 10 and 11. Since the introduction of the National Curriculum, the emphasis has been to ensure that all pupils follow a broad and balanced curriculum, and our Key Stage 4 curriculum structure has been devised in order to facilitate this. All pupils must follow a GCSE course in English, Maths and Science and an examination course in ICT. Traditional non-GCSE courses in PSHCE and Physical Education are compulsory for all pupils. The Government have introduced the English Baccalaureate. They are keen for schools to encourage pupils to study some of the more academic GCSE subjects and to attain the Baccalaureate they would have to achieve A*-C grades in English, Maths, Science, a Modern Foreign Language and either History or Geography. We have not made Languages, History and/or Geography compulsory, but it may be important for children in the mid and above ability range to strongly consider this combination as the Baccalaureate may well become an important factor in College and University admission requirements. Even before the introduction of the Baccalaureate, we were recommending pupils to give serious consideration to a study of a Modern Foreign Language as qualifications obtained in these subjects can be regarded as high tariff qualifications which support strong applications for top college and university applications. There remains within the programme though, some opportunity for choices to be made which might reflect the interests and aspirations of the individual pupil. These choices are made clear on the pages that follow and there will also be opportunity for pupils to find out more through a series of presentations and talks that will take place in the assembly hall and through careers sessions. For parents there will be a Parents’ Evening on Thursday 15 March at which parents can receive feedback from subject teachers on the progress of their child. This will assist parents in helping their son/daughter make informed choices regarding their options. As part of the wide choice we offer, we are keen to support those children who wish to complement their core and academic programme with a vocational choice. Both in the learning styles and course design, and in the subject matter, these courses provide opportunities which are suitable and worthwhile for many pupils. Some of these courses are delivered at our school whilst others are delivered through our partnership with Kirklees College, or through the Kirklees Collegiate – a group of schools which together offer subjects which might not be possible for any one school to provide. Vocational courses might be chosen by those who have already decided upon a particular vocational interest for a future career, by those who want to sample a different style of learning, or by those who intend to follow an academic route, but who want some variety in their chosen programme of study. This year we will again be offering some alternative courses which will be designed for pupils who might find a full programme of GCSEs too much. An alternative curriculum has been established for such pupils and this will involve some core subjects, a smaller number of GCSE qualifications, but also vocational courses at Kirklees College, a series of short, accredited courses in school around work-related and life-skills, and 1:1 tuition in English and Maths. Such a programme would be individually tailored to the needs of the child and, where we feel such an individual programme would be helpful, we will liaise directly with the family over the possibilities.

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Sometimes young people would have preferred to study a different combination or extra subjects. If this applies, please let us know. We cannot promise to do anything but we will try, and it may be possible to make special arrangements, such as running additional classes after school. At the very least your comments will help inform our curriculum offer for future years. As pupils begin their Key Stage 4 courses, they will notice a considerable change in the pace and nature of their work. The demands of courses will become evident from early days in Year 10 and it is important for pupils to adopt good practices whereby they organise themselves and their work from the beginning of the September term. Fairly early in the September term there will be another opportunity for parents to find out more about the demands of work in Key Stage Four and approaches which parents might encourage their youngsters to adopt. For the moment though it is important that we try to ensure that all of our pupils are guided and supported well through the option programme and we, therefore, trust that you will find the information on the following pages helpful.

A WILLIAMS G HOWE Executive Headteacher Acting Headteacher Important: Completed loose Option Form to be with Mr Barson by Tuesday 20 March (Don’t forget to complete the one in the booklet for yourselves)

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Important Notice In recent years, many GCSE courses involved coursework, controlled assessments and modular exams as well as the end of course examination. Recently the government have made it clear that they favour a return to end of course examinations as the only means of assessment. It is expected that this change, if introduced will impact upon the GCSE courses which begin in September 2012 and, therefore, affect current Year 9. Schools though do not as yet have definitive news on this and, therefore, we have omitted information on assessment methodology from some of the following pages. We are not however, expecting huge changes in the content of GCSE courses. As soon as schools receive clarity on these issues we will let you know, but in the meantime we feel it important to suggest to you that we feel end of Year 11 exams will figure largely in all GCSE courses from this year.

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Art & Design

Level GCSE Board AQA ‘Art is the most intense mode of individualism that the world has known’ Oscar Wilde If you are creative, imaginative, hardworking, like a challenge and want to develop your Art and Design skills at Key Stage 4 and beyond, you should consider Art GCSE. The structure of the course involves the development of a portfolio of work - Unit 1. This entails the production of 2 or more extended collections of work (projects) to demonstrate skills using a variety of subject matter, materials, approaches, processes and techniques. This may include work from the following areas:

� Drawing and Painting � Mixed Media � Sculpture � Land Art � Printmaking � Installation � Lens-based Media

The work must show research of Art, Craft and Design and a range of artists and artistic styles. Students are expected to demonstrate the connections they have made in their own work. Sketchbooks are an important and integral part of the planning and preparation to show the ‘journey’ of the artistic process. The portfolio counts for 60% of the final grade. The Examination - Unit 2 - consists of 6 weeks planning and preparation prior to the 10 hour final controlled examination. This counts for 40% of the final grade.

Contact Name Mrs S Hall

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Business Studies Level GCSE Full Course Board Edexcel

Brief Summary of Course Content What do I need to know, or be able to do, before taking this course?

Do you have an interest in business? Have you ever thought about starting your own business one day. You may be interested in learning about the world around you, how businesses are set up, and what it is that makes some people very successful in business and why others fail. If you want to find out more about the skills you might learn or should develop when studying this course, watch BBC programmes like The Apprentice, Dragons’ Den and Working Lunch. You could also look at the following websites to discover the types of things you might learn: www.bbc.co.uk/schools/gcsebitesize/business. www.bized.co.uk/ www.businessstudiesonline.co.uk Is this the right subject for me? This course is both active and enjoyable. You need to be good at communicating, explaining your ideas and not afraid of learning new things and working with numbers to solve business problems. You will learn how to be a creative thinker and how to make decisions. What’s more, you will also learn about the world of business through research, investigation and practical tasks.

What will I learn? While studying the first two units of this course you are likely to learn a lot of new things. You will be introduced to the world of small businesses and will look at what makes someone a successful business person. You will find out how to develop an idea and spot an opportunity, and turn that into a successful business. You will understand how to make a business effective, and manage money well. You will also see how the world around us affects small businesses and all the people involved. In Unit 3 you will learn more about how small businesses are developed and discover how businesses promote themselves and keep their customers happy. You will learn how businesses manage both their finances and the people who work for them. How will I be assessed? During the course you will take two written examinations and carry out a controlled assessment task. For Unit 1, you will take a written examination paper with multiple-choice and objective test questions based on the unit. This is worth 25% of your final mark. In Unit 2, you will be given a list of controlled assessment tasks from which to choose. The tasks will be based on what you have studied in Unit 1. This is also worth 25% and is completed under exam conditions following 6 hours of independent research. Unit 3 is a written examination. It is a mixture of multiple-choice, data response, short answer, extended-writing and scenario-based questions. For example, you might be given details of a business and asked questions based on that business. This is worth 50% of your final mark. What can I do after I’ve completed the course? GCSE Business Studies can help you prepare for further and higher education. It will prepare you for AS/A2 Levels in both Business Studies and Economics. It is also possible to move on to study BTEC and NVQ courses in many different subjects. You will become skilled in making decisions, being creative, solving problems, understanding finance, dealing with data, communicating and working as part of a team. Even if you do not want to go on to study business further you will have benefited from studying a GCSE Business course because many jobs you do will involve working for a business. However, a GCSE Business course could lead to work in a business-related profession such as accountancy, law, marketing or the leisure and tourism industry. Who knows, it could even lead to you setting up your own business!

Contact Name Ms M Mcloughlin

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Dance

Level GCSE Board AQA Why choose GCSE Dance? In addition to helping students acquire subject knowledge, this specification

• Promotes fitness, a healthy lifestyle, team working and creativity

• Actively engages students in the process of dance in order to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds.

• Develops students’ skills, knowledge and understanding of a range of dance styles through the interrelated processes of performing, creating and appreciating dances.

• Develops physical, technical and expressive skills through which students are able to communicate choreographic intention and develop their individual qualities as performers.

• Develops students’ skills, knowledge and understanding of choreography through which they are able to communicate ideas, thoughts and meaning drawn from a range of dance styles.

• Develops a critical appreciation of dance in its physical, artistic and cultural contexts

• Provides progression from Key Stage 3 and a solid foundation for further studies in dance or performing arts, including A-level Dance and the Creative and Media Diploma, and/or a career in performing arts.

Specification Unit 1: Critical Appreciation of Dance Written paper: 1 hour - 50 marks = 20% PLUS Unit 2: Set Dance Practical Examination: Solo Performance: 1 - 1½ minutes - 30 marks = 20% PLUS Unit 3: Performance in a duo/group dance Controlled Assessment: 3 - 3½ minutes, 30 marks = 20% PLUS Unit 4: Choreography Task 1: Solo Composition: 1 - 1½ minutes - 20 marks = 15% Task 2: Choreography: solo/duo/group - 2½ minutes - 40 marks = 25% Unit total: 60 marks = 40% NB: If there are insufficient students who opt for this course during lesson time, Dance will be offered as a ‘twilight session’. Please indicate on the Options Form if you would be interested.

Contact Name Miss Z Ward

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Design Technology - Electronic Products

Level GCSE Board AQA

Brief Summary of Course Content The work undertaken in Year 10 will be split between theory and practical. Pupils will study the principles of Electronics, focusing on the function of various components, understanding the difference between Astable, Monostable and Programmable circuits and methods of working out formulas and equations. They will complete three ‘mini’ projects throughout the year and pupils will be taught alternative methods of packaging those circuits.

In Year 11 Electronic Products students will compile a major project before taking an end of course examination. The major project will have to be selected from a list of assignments set by the exam board. These will be updated every two years. The end of year examination is a single tier paper that all pupils will sit. Circuit Wizard is a computer software programme that pupils will study for their major project. Circuit Wizard allows pupils to construct and ‘model’ potential circuits on screen, test and programme those circuits and simulate their design into ‘real world’ digital circuits. This allows pupils to test, modify and refine circuits and programming before practical work commences. The amount of time available to make the final product will be monitored very closely due to controlled assessment. The whole project should only take 45 hours and must be undertaken in school.

Assessment Methods The major project is worth 60% of the GCSE. This is split between the folder and the making of the final product. The other 40% of the total is gained in the exam.

Controlled Assessment Deadline March 2013

Other Information Electronic Products is a contemporary course. Holmfirth is committed to providing this opportunity to its pupils. It is recommended that pupils considering opting for Electronic Products have a target grade of ‘A’ or ‘B’ in both Science and Maths. It is regarded as a demanding GCSE.

Contact Name Miss K Greaves

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Design Technology - Graphic Products


Brief Summary of Course Content Graphic Design plays a huge part in the everyday choices that we make. It is a visual language that almost everyone understands and when it is done well it has the power to change human behaviour. The type of products and areas we will explore include:- promotional posters, album artwork, company logos and corporate identity, game design, greetings cards, pop up books, posters, packaging, printing techniques, digital design and advertising. During year 10 pupils will be taught a variety of graphic techniques. Based in one, of two well appointed graphics rooms, we will look at different communication methods, from traditional marker pen rendering through to digital design and manufacture. We also endeavour to give pupils the chance to experience working on a real client brief, working in partnership with local design agencies. Recent projects have included Hallmark Cards, The Fairtrade Organisation and the Six Dales Trail. Year 11 is devoted to a Major Project Assignment which will include the research, design, development and manufacture of a range of graphic products. The theme for this will be set by the exam board.

Assessment Methods The major project is worth 60% of the GCSE. This is split between the folder 40% and the making 60% of the final product. The other 40% of the total is gained in the end of course examination, for which there will only be one tier of entry.

Controlled Assessment Deadline March 2013

Other Information Pupils would be expected to have a genuine interest in design and a certain level of creative ability. The GCSE is awarded to those pupils who are able to demonstrate their understanding via a Major Project Portfolio that will be produced over a period of 45 hours. It is imperative that pupils are able to work on their own initiative with this course, as it requires a great deal of self motivation to attain a good GCSE grade.

Contact Name Ms H Stothard/Miss K Greaves

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Design Technology - Product Design Level GCSE

Board OCR Brief Summary of Course Content Fundamental to the product designer is the desire to design things that people will want to enjoy, and most important, that will improve people’s lives. We come into contact with thousands of products every day. Very often, we take design so much for granted that we don’t even notice it. It is only when things don’t work or are uncomfortable that we begin to notice them. In fact, things that don’t work properly are often the stimulus for good product design. - OCR The course is split into four units, each is assessed separately: Developing and Applying Design Skills; Innovation Challenge; Testing and Marketing; Designing Influences. An innovative part of this course is that students do not have to make what they design. Both making and designing exist in the course but they can (if wished) be separated so that the item designed does not have to be made and vice versa. It is planned that this will allow candidates to demonstrate their making skills in a more effective manner.

Assessment Methods Two of the units (one and three) are in the form of controlled assessment over 20 hours. The other two are externally assessed and last for differing periods of time. The units may be taught in any order. There is only one tier of examination paper.

Other Information Pupils would be expected to have a genuine interest in design and a certain level of creative ability. The GCSE is awarded to those pupils who are able to demonstrate their understanding via a Major Project Portfolio that will be produced over a period of 45 hours. It is imperative that pupils are able to work on their own initiative with this course, as it requires a great deal of self-motivation to attain a good GCSE grade. The course has no material bias - pupils are welcome to work in any of the current D & T material areas to complete the practical aspects to this course.

Contact Names Ms H Stothard

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Design Technology - Resistant Materials


Brief Summary of Course Content Resistant Materials has been one of the most improved GCSEs at Holmfirth High in the past five years. The investment in state of the art CAD/CAM facilities have been partly responsible for this. Additionally good teaching and smaller group sizes than at Key Stage 3 have meant that pupils are able to make artefacts that have gained high grades. Over the course of 2 years pupils will be taught about the properties of resistant materials, - wood metal and plastic - the machinery used in manufacture and the techniques used to join and finish successful products. 60% of the course is made up of a controlled assessment. Pupils will produce a folder and a practical piece of work, with a lot of emphasis on the modelling and development stage. The pupils have to select from a wide range of tasks set by the exam board.

Assessment Methods Controlled Assessment is worth 60% of the GCSE. This is split between the folder 40% and the making 60% of the final product. The other 40% of the total is gained in the end of course examination, for which there will only be one tier of entry.

Controlled Assessment Deadline March 2013.

Other Information Resistant Materials is predominantly a practical subject. As already stated, the results over the past five years have been very good, with pupils regularly exceeding their target grades. Most importantly the pupils have enjoyed making the products and often report that the learning experience has been broad, stimulating, and very relevant to life.

Contact Name Mr G Woolfe

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Design Technology - Textiles Technology


Brief Summary of Course Content This GCSE course has been developed to enable students to demonstrate their creativity and imagination. Making textile products is a vital feature of the course, together with designing and embellishing fabrics. The areas of study include - designing product making, design and market influence, product analysis, social, moral and environmental issues associated with textiles, fibres, fabrics, their construction and properties; finishing techniques e.g., colouring, dyeing and printing, fabric decoration, ICT and the use of CAD/CAM, industrial production procedures, health and safety.

Assessment Methods During Year 10, there will be ongoing assessment of class work and homework through design and make activities. The Controlled Assessment Task is the focus during Year 11.

Structure of the Examination There is one tier of assessment covering grades A* - G Unit 1 Written paper 2 hours - 40% of the total examination mark. Candidates answer all questions in two sections. Section A The design section based on context supplied before the exam - approximately 30 marks. Section B Covers all aspects of the course - approximately 90 marks. All questions are compulsory. Unit 2 Controlled Assessment Approximately 45 hours - 90 marks - 60% of the total mark This consists of a single design and make activity selected from a range supplied by the examination board. These tasks are reviewed every two years by AQA. Students are required to produce a concise design folder of approximately 20 pages or the ICT equivalent. Candidates should include photographs and ICT evidence of the making process. Candidates will also submit a 3-dimensional completed outcome, e.g., fashion garment or soft furnishing product.

Other Information The GCSE is ideally suited to students who have an interest in fashion or interior design as well as those who enjoy product making.

Contact Name Miss C Darch

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Drama

Level GCSE (No Tiers) Board AQA

Brief Summary of Course Content The AQA GCSE in Drama is a general qualification in Drama as a single arts discipline subject. It is a natural progression from the Drama studied within Key Stage 3 and builds on knowledge, understanding and skills previously acquired. To have a Drama qualification shows an ability to communicate with others and practically present work to a high standard. Drama is not just acting, it is confidence building through the development of communication skills. The skills acquired in this course are not just GCSE specific but life skills that will benefit students in any future line of work. The GCSE Drama course is designed for anyone with a keen interest in the theatre. Many aspects of the theatre are explored and you will have the opportunity to work on a variety of different dramatic styles and topics. As the course progresses you will have the opportunity to work on improvisations and scripted work in a variety of different forms. The course is highly demanding and it is expected that you are able to rehearse for practical module assessments after school.

Assessment Methods Written Paper 40% of the total marks (marked out of 80) 1 hour 30 min - June examination The written paper comprises three sections: A - Practical work completed during the course B - Study and performance of a scripted play C - Study of a live theatre production seen Students must answer Question 1 from Section A and choose one further question from either Section B or Section C.

The written paper assesses Assessment Objectives 1 and 3 focusing on directing skill, evaluation and the study of a set text with relative weightings of 20% and 20% respectively. Externally set and marked.

Controlled Assessment 60% of the total marks (marked out of 120) Students are required to present practical work for two controlled assessment options each with a weighting of 30% (60 marks each). Throughout the 2 years, students will practically work on 4 modules with the 2 best performance marks for improvisation and scripted work going forward. Each controlled assessment option assesses Assessment Objectives 1 and 2 with the following weighting:

• Process and understanding of skills development - 7.5%

• Final presentation: either performance or demonstration/artefacts) - 22.5%

Internally assessed and externally moderated.

Contact Name Mrs V Gunning/Mrs J Brear

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English Language and English Literature


Brief Summary of Course Content One of the core subjects, a grade ‘C’ or above in English is increasingly a minimum requirement for post-16 routes. Members of the English Department dedicate themselves to ensuring each student works toward achieving their potential. Always mindful of the demands and constraints of exam courses, we aim to make the work we do enjoyable, interesting and stimulating. Testimony to the success of this aim is the number of our students who go on to successfully pursue the subject at ‘A Level’. Although definitive details of GCSE courses have not yet been released, the three main areas of assessment will probably remain unchanged. This means that students will continue to be encouraged to improve their skills in speaking and listening, in situations which allow them to respond appropriately to others by expressing themselves clearly. Emphasis is also placed on improving students’ ability to construct and convey meaning in standard written English. Activities are designed to encourage the development of a wide vocabulary and an effective written style across a range of different writing activities. The links between English Language GCSE and English Literature provide students with opportunities to explore their reading interests and to respond to a wide range of texts with increasing fluency and accuracy. It is a policy of the school that all students are also entered for GCSE English Literature. As well as adding interest, this “additional” GCSE can make a valuable contribution towards a student’s 5+ ‘A - C’ grades. One of the Government’s proposals, in addition to making all GCSEs subject to terminal assessment, is to increase the emphasis on marks for spelling, punctuation and grammar in most subjects. The improvement of these skills is seen as an essential part of our work. Current indications are that an element of controlled assessment in English will remain.

Contact Name Mr T. Stringer

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Foreign Languages Study at KS4 “Languages are one of the skills sets nowadays that every student or young adult that goes out to face the working world should have” - Paul Duffen, Chairman, Hull City Football Club.

� Are you a keen sportsman or woman?

� Do you see yourself working for the police, fire or ambulance service?

� Do you want a career in business?

� Are you a budding engineer or do you want to work in the hotel or tourism industry? Don’t just associate languages with teaching or translation careers. Learning a language can give you the opportunity for so much more. Please read on. Holmfirth High School believes that the majority of KS4 students benefit from the continued study of a foreign language. Over most recent years 70% of Year 11 students have achieved an A* - C grade. Through the study of a foreign language students develop linguistic skills and increase their international awareness. This year we are offering GCSE in French, German and Spanish. Some facts to consider:

• Everything is done on an international scale these days – it’s called the Global Economy and it touches all our lives.

• People can have a better chance of earning a living through learning languages even at just a basic level.

• Over 74% of employers are dissatisfied with school-leavers’ language skills (CBI)

• A good GCSE grade in a language subject is seen by Sixth Form Colleges as a high tariff achievement and an indication of potential

• It is not just high fliers in international business who need language skills

• Universities prefer entrants to have a foreign language qualification and many top universities are insisting on an A* - C grade pass in a foreign language before offering a place

• There is increasing demand for language skills in jobs involving all kinds of customer service - health, hospitality, ICT, engineering and construction, creative and media industries, police, banking and finance

• The UK has a shortage of people who can combine language skills with their chosen career

• The UK is over-reliant, compared to the rest of the world, on business with countries which speak the same language

We live in a multilingual, multicultural world. Employers value language skills. Languages bring business success. Language skills are needed at all levels. English is not enough. For more careers advice go to: www.languageswork.org GCSE FRENCH, GCSE GERMAN, GCSE SPANISH (Exam Board AQA) The topics covered are designed to be interesting and valuable for students when they leave school as they aim to develop language skills in broadly social contexts covering the areas of personal experience, travel and tourism and the workplace. Work covered in Years 7 to 9 is revised and extended.

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Assessment is across the four skills of Speaking, Writing, Listening and Reading. QUALIFICATION

AQA GCSE

French German Spanish

Skills: This course of study Speaking, Writing, listening and Reading Speaking Assessment Speaking

2 tasks of 4-6 minutes each weighted 30% and moderated in school

Writing Assessment Writing 2 pieces of written coursework weighted 30% and externally marked

Listening Assessment Listening Unseen examination weighted 20%

Reading Assessment Reading Unseen examination weighted 20%

Topics Covered Personal Experiences in individual & Social Contexts. Travel & Tourism. Education & Work.

Students can be entered at either Foundation or Higher Level for each examination giving them the opportunity to mix levels of examination entry according to their strengths. By mixing levels of examination students increase the opportunity to achieve a C or higher grade. In Year 11 the class teacher will advise students carefully on the best mix for each individual student. There will usually be two homeworks per week. One is likely to be learning and it is essential that this is done thoroughly as dictionaries are only allowed in certain examinations. The other will be reading, writing or speaking.

Students will need the use of a bilingual dictionary at home and the purchase of a number of supplementary resources such as Grammar and Revision guides will also be recommended.

FAQs • Is it possible to study 2 foreign language GCSEs?

Yes, please discuss with Mrs Lees.

• What if I want to take my second foreign language instead of my first? You will need to get the advice of your teachers for both languages. In the main we would prefer you to continue studying your first language.

• What if I do not want to study a language at all? You should think very seriously about the longer term future in terms of your ability to communicate in more than just English, your intercultural awareness and your future employability.

Remember “ if you have studied a language it at least means that you have some experience of international communication and as most businesses are international nowadays it is a very crucial aspect to progress one’s career and to differentiate yourself from other students” - Jim Hart, Business Language Champion, Managing Director, The European Marketing Agency, Saltaire.

Contacts: Mrs C Lees - Head of Department Mrs H Ingham - Head of German Ms E Rawlinson - Head of Spanish

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Geography

Level GCSE Board AQA Specification A “Everything has to do with Geography.” When you have a working knowledge of Geography, there is much more you can do than simply being able to look at a map and identify places by their proper names. Geography can be the launch pad to learning about many different aspects of living and opens the door to many future careers.

Brief Summary of Course Content Unit 1: Physical Geography

Section A

• The Restless Earth - earthquakes and volcanoes

• Rocks, Resources and Scenery - types and uses of rocks

• Challenge of Weather and Climate - types of weather and global warming

• Living World - forests and deserts and their conservation Section B

• Water on Land - rivers and flooding

• Ice on Land - landscapes shaped by ice and transforming local areas

• Coastal Zone - land forms made by the sea

Unit 2: Human Geography Section A

• Population Change - population growth and movements – problems and solutions

• Changing Urban Environments - towns and cities

• Changing Rural Environments - living in the countryside Section B

• The Development Gap - why are some countries rich and others poor

• Globalisation - countries working together

• Tourism - holidays around the world – from the Lake District to Antarctica Unit 3: Local Fieldwork Investigation Based on a topic covered in the first two units - involving fieldwork based on one of the above topics. Current field trip involves looking at features of glaciation and tourism in the Lake District.

Assessment Methods There will be terminal exams at the end of Year 11. Choose one question from Section A, one from Section B and one other in each Unit. Unit 1: Physical Geography - written paper - 1 hour 30 minutes - 75 marks (37.5%) Unit 2: Human Geography - written paper - 1 hour 30 minutes - 75 marks (37.5%) Unit 3: Local fieldwork investigation - controlled assessment - 60 marks (25%), 2000 words - 20 hours teaching time, additional fieldwork time. Maximum of 6 hours write up under direct supervision.

Contact Name Mrs J Thomas

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Geology

Level GCSE Board WJEC

Brief Summary of Course Content

Key Ideas: Key Idea 1: Rock exposures contain evidence of how the rocks were formed and subsequently deformed This key idea enables candidates to analyse and interpret a rock exposure from primary and secondary evidence. The idea includes the traditional ‘rocks, minerals and fossils’ of older specifications with an emphasis on their interpretation in rock exposures rather than pure description. The amount of pure identification has been reduced. The deformation and relative dating of rocks in exposures is also included in this Key Idea.

Key idea 2: The character of the landscape contains evidence of the relationship between past and present processes and the underlying geology This Key Idea enables candidates to ‘read’ the landscape for evidence of landscape-formation processes. This Key Idea includes the weathering and erosion processes and landforms which reflect the underlying geology and geological processes. The effect of human activity on the landscape is included and conservation of important geological sites.

Key idea 3: Some major concepts underpin our current understanding of the Earth This Key Idea enables candidates to demonstrate an understanding of some of the ;big ideas’ of geology such as the rock cycle, principle of uniformitarianism, plate tectonics, global warning and seal level change.

Key Idea 4: Major geological events fit into a timeline, beginning with the formation of the Earth This Key Idea enables candidates to fit the major geological events that have affected the Earth and the UK into a timeline. This includes the major steps in the evolution and extinction of life on Earth and the evidence for the drift of Britain northward through time by looking at snapshots between the Lower Paelaezoic and the Cenozoic.

Key Idea 5: Earth events occur frequently and are commonly reported in the media This Key Idea enables candidates to appreciate the importance of current geological events. Geological events can be hazardous and are commonly reported in the media. The human impact on climate change, the reporting of major fossil finds both past and present and local planning issues are commonly reported in the national and local media.

Key idea 6: Professional geoscientists use a variety of investigational skills in their work This Key Idea aims to enable candidates to describe the present day roles of key professional geoscientists. This includes their role in the extraction industries but also their role in hydrology, environmental assessment, major civil engineering projects and research.

Assessment Methods Theory Paper - external assessment 75%, 1½ hours, 100 marks. An on-screen non-tiered written paper consisting of compulsory structural data and stimulus response questions, marked by WJEC

Controlled Internal Assessment 25%, 50 marks. Directed investigation of an actual location presented as field notes and a written report. Marked by centre. Fieldwork takes place between June of Year 10 and April of Year 11.


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Hairdressing/Beauty (Section B on Form) Level NVQ Level 1 Certificate in Hairdressing & Barbering NVQ Level 2 Certificate in Make-up and Manicure Board VTCT

These courses are for all students interested in all aspects of hairdressing and beauty. They are very practical-based courses and will be taught in a realistic salon working environment (school salon is NRG). Assessments will take place after each unit of study on clients attending the salon on a booking basis. Further assessment is through a portfolio of evidence which the student will collect throughout the course. The qualifications are awarded when the student is fully competent with the associated units.

Year 10 students will undertake: NVQ Level 1 Certificate in hairdressing and barbering includes:

• Customer Care - Reception Duties

• Health & Safety

• Shampooing and Treatments

• Blow-drying Techniques

• Plaiting and Twisting Some students may have the time and ability to undertake additional enrichments in:

• Basic Cutting

• Introduction to Colour Removal

In Year 11 students will undertake: NVQ Level 2 Certificate in make-up and manicure which includes:

• Client Care and Communication in Beauty Related Industries

• Health and Safety

• Instruction on Make-up Application

• Apply Make-up

• Provide Manicure Treatments Students will be expected to wear a salon uniform which can be purchased through school.

Progression routes for both subjects exist in the form of further studies at Level 2 and then Level 3.

Contact Name(s) Mrs W Burrell Mrs C Futcher

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Applied Learning Course in Hair and Beauty Studies (Section A on Form)

This new qualification allows students to specialise in the Hair and Beauty Industry during Key Stage 4. This is a two year course delivered one day a week. By selecting this option, a student commits themselves to 5 lessons per week. Hair at Holmfirth High School (am) Beauty at Kirklees College (pm) It is a partnership designed to ensure students access excellent facilities and expertise in the areas. Why would you choose this? The Diploma is different to how and what students are used to studying in school. It gives you the opportunity to learn in an exciting, creative and enjoyable way combining classwork with hands-on experience. Studying this does not mean students have to opt for a career in this sector – it is designed to give skills relevant to the workplace and for further study. Students will study how hair and beauty played its part in ancient cultures and explore what has influenced hair and beauty in society today. How Science and Technology is used in product design, research and development. Studies will focus on three main areas:

• Employability: the global environment in which hair and beauty businesses operate, plus personal presentation, hygiene and well-being. The principles of basic hair and beauty and nail treatment and routines, along with historic and cultural differences.

• Customer interaction: communication skills for interacting with clients and marketing products / basic business systems.

• Creativity and innovation: the importance of innovation in hair and beauty product design. How hair styles, skin-care and make-up techniques reflect culture, gender, fashion and religious influences.

Units Studied

Unit 1: Safe and Healthy Working Practices in Hair and Beauty Unit 2: The World of Hair and Beauty Unit 3: The Science of Hair and Beauty Unit 4: Communication and Client Care within Hair and Beauty Unit 5: History of Hair and Beauty in Society Unit 6: Promoting and Selling Hair and Beauty Products and Services by Professional recommendation Unit 7: Salon Business Systems and Processes within Hair and Beauty Unit 8: Exploring Skin Care and Make-up Unit 9: Exploring Hair Care and Styling Unit 10: Exploring Hand Care and Nail Art Assessment Units will be assessed through a variety of tasks, assignments, multiple choice questions and examinations.

Contact name Mrs W Burrell

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Health and Social Care

Level GCSE (Single Award) Board OCR

Brief Summary of Course Content This course leads to a GCSE in Health and Social Care. Students study two units which provide a broad introduction to a wide range of vocational issues:

1. Health, social care and early years provision. 2. Understanding personal development and relationships.

Assessment Methods The scheme of assessment consists of one tier covering the whole of the ability range. A Controlled Assessment Task and external examination are designed to give credit for what candidates can do well as well as what they know. In the Controlled Assessment Task, they are required to demonstrate their ability to research, gather and collate information, which they then use to present findings and draw conclusions.

Structure of the Examination Unit 2 is externally assessed. The examination comprises structured and open questions and is of 1 hour duration with grades awarded from A* - G. All questions are compulsory.

Controlled Assessment The Controlled Assessment Task involves research time of between 12-18 hours, carried out with teacher guidance, over the course of the unit. Research gathered is then used by the student to complete 5 Tasks over a period of a further 18-26 hours. Students complete these Tasks under close supervision at all times with work retained at the end of each session.

Other Information This subject is ideally suited to students who wish for a greater emphasis on a vocational start to their GCSE studies. In addition, it forms the perfect basis for students who are considering an advanced Level 3 course/s, VCE or NVQs in this subject area. The course emphasises that students should feel able to ‘take charge of their own learning and development’. They should, therefore, be sufficiently self motivated to deal with the more mature learning style of guided, independent study and work. During work experience, they should seek a vocational placement to support this GCSE, as the placement forms the basis of the Controlled Assessment.

Contact Name To be confirmed

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History

Modern World History

Level GCSE Board OCR

Brief Summary of Course Content History matters! This course focuses on the turbulent history of the twentieth century, its key events, people, changes and issues. Students will learn about international relations, global conflict and the political development of key countries, and take a detailed look at changes in British Society. It helps student to understand the present through understanding the past. Our aim is to enable outstanding achievement for everyone through the delivery of outstanding learning by outstanding teachers. Brief Summary of Course Content: 1. International History, 1919 - 39. 2. The USA, 1919 - 41. 3. British History, 1939 - c1975. 4. The Cold War

Assessment Methods Two examination papers worth 75%. A Controlled Assessment worth 25%. There is a single level of entry for all candidates; there are no tiered papers.

Structure of the Examination Paper 1 contributes 45% and is based on points 1 and 2 above. This paper is knowledge based. Paper 2 contributes 30% and is based on point 3 above. This paper is source based. Both examinations will be taken at the end of Year 11. A controlled assessment on point 4 above contributes 25%.

Other Information This information is correct as at December 2011. OCR are developing their GCSE History courses in response to government policies

Contact Name Mr R Samphire

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Home Economics - Child Development


Brief Summary of Course Content This course will provide an understanding of human needs through study of the developing child within the family, community and society. The topics covered include: The Family, Pregnancy, Birth, Care and Development of the Child, Play and toys, Children with a Disability, Child Care Provision and the Role of Health Professionals.

Structure of the Examination Written Paper (Unit 1) 1½ hours 40% of the total marks: 100 marks 6-8 compulsory questions with a combination of short answer, structured and free response questions. Some questions will include stimulus material.

Controlled Assessment Research Task (Unit 2) Controlled Assessment 20% of the total marks: 30 marks The Research Task will be completed under supervision within the classroom and should occupy approximately 7 hours of supervised time. Child Study (Unit 3) 40% of the total marks: 60 marks The Child Study must be completed under supervision within the classroom and should occupy approximately 20 hours of supervised time. Visits to the child being studied will be made outside of the supervised time in order to gather information and observe the child.

Other Information Students following this GCSE course must be aware of the importance of having access to a young child of an appropriate age in order to complete the child study. If this is a concern, please arrange to discuss this before completing the option sheet.

Contact Name To be confirmed

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Home Economics - Food & Nutrition


Brief Summary of Course Content This GCSE course is designed to enable students to investigate the relationship between nutrition, food choices and health. They will consider the nature, function and implication of food processing in the home. The coursework requires them to use their theoretical knowledge and practical skills to solve real life problems. There are four areas of focus:

1. Nutrition and Health 2. Food Choice 3. Food Preparation, Processing and Safety 4. The Role of the Consumer

Assessment Methods During Year 10, assessment of both class and homework is within the framework of extended homework tasks, and will assess students’ practical and theoretical knowledge. The final examination is a combination of a written paper and two coursework tasks.

Structure of the Examination Written Paper (Unit 1) 1½ hours 40% of the total marks: 100 marks 6-8 compulsory questions with a combination of short answer, structured and free response questions. Some questions will include stimulus material.

Food & Nutrition in Practice (Unit 2) Controlled Assessment 60% of the total marks: 45% Individual Investigation; 15% Research Task. 160 marks across the two. tasks. Students must complete an Individual Investigation worth 120 marks and a Research Task worth 40 marks. The controlled assessment tasks must be completed under supervision within the classroom. The Individual Investigation should occupy approximately 18 hours of supervision, and the Research Task approximately 6-8 hours of supervision.

Controlled Assessment Deadlines Interim deadlines and a final deadline will be given to students as they being the Controlled Assessment.

Other Information This GCSE is ideally suited to students who wish to combine the practical skills of food preparation with an understanding of human needs in relation to nutrition. It is home based cooking and not industry based technology. They will consider social, cultural and economic factors, as well as looking at scientific aspects of the structure and preparation of ingredients. Developing time management and organisational skills along with the ability to investigate and solve problems are an integral part of the course. It would be a suitable pathway for student wishing to follow an advanced course in Home Economics, Hospitality or Catering. There will be a need for students to provide ingredients on a regular basis in order to complete the practical element of this GCSE.

Contact Name Miss L Geisel

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Information Communication Technology (Section C on Form)

There are three courses on offer within the Key Stage 4 ICT curriculum. ALL pupils must continue to study ICT as part of the core curriculum.

Core ICT Pupils taking core ICT (5 lessons every two weeks) can either choose to study OCR Nationals or GCSE Computing. OCR Nationals is a vocational qualification in ICT. The units studied are ICT and Business, interactive multimedia design and producing graphics for the WWW. These 3 units combine to achieve a qualification equivalent to one GCSE. This qualification has been designed to recognise candidates’ skills, knowledge and understanding of Information Communication Technology functions, environments and operations. It has been designed to accredit candidates’ achievement in a modern and practical way that is relevant to the workplace. Developed in consultation with the ICT business sector and deliverers of ICT programmes, the qualification allows candidates to select from a range of units. Its flexibility also enables candidates to achieve individual units or the full qualification, according to their needs. Candidates who are successful in achieving this qualification would be able to progress to a qualification at level 3. Candidates could also enter the workplace at operative or trainee level and complete an NVQ at a level suitable to their job role. GCSE Computing is a more academic course. It entails a 40% examination on the theory of computers including how the systems work and advantages of computer use, a 30% controlled assessment on aspects of programming and a 30% programming project. It is likely that the programming language studied will be Visual Basic. This option is for pupils who are interested in learning more about programming and the internal logics of a computer. Pupils should talk to their ICT teacher to discuss the option which is best suited to their needs.

Principle Learning in IT This new qualification allows pupils to specialise in ICT during KS4. This leads to a vocational qualification in ICT. A range of units are studied throughout the two years which allow for practical application of the subject to occur.

Contact Name Ms B Gilbert

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Applied Learning in Information Technology (Section A on Form)

This new qualification allows pupils to specialise in Information Technology during Key Stage 4. So if Information Technology is for you, it gives you the opportunity to experience hands on IT as well as the theoretical side of the course.

Places are strictly limited this year. Students must show a clear commitment to studying IT (perhaps wishing to enter the IT industry as a career), have good IT skills and have excellent punctuality and attendance. By selecting this option, a pupil commits themselves to 5 lessons per week.

Why would you choose this The course is different to what you are used to. You get more choice about what you learn and you can keep your options open for the future by exploring subject areas without committing to a career in them.

• You will learn in the classroom and through visits to industry, to see IT at work • You might also spend time at another school or college in your area • You will do practical projects as well as theory based work. • You will learn life skills that are important for work, study and the future that can be used to

tackle real life situations that you would find in the workplace, in study or in research.

Units Studied

• Unit 1: Potential of Technology

• Unit 2: Exploring Organisations

• Unit 3: Effective Communication

• Unit 4: Skills for Innovation

• Unit 5: Technology Systems

• Unit 6: Multimedia

• Unit 7: Managing Projects

Assessment Most elements of the course are coursework based and are designed to develop the skills valued by employers. There are 7 units of work with Unit 1 assessed by examination and the others are coursework based and marked by the teacher.

Planning Ahead At the end, you will have a better idea of what you want to do next. It could be more study at college, a job, university, college or an Apprenticeship. The course has been designed to prepare you for work or further study.

Contact Name Mrs B Gilbert

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Leisure and Tourism


Brief Summary of Course Aims and Content This is a vocational GCSE in Leisure and Tourism. This course will give students an opportunity to gain a sound knowledge and understanding for the leisure and tourism industry. It is a vocational course designed to provide a broad educational basis for further training, or for moving into employment within the leisure and tourism sector. Students will study two units: Unit 1: Understanding Leisure and Tourism destinations

• The range of leisure and tourism destinations in the UK and abroad.

• How people choose which destination to visit.

• Visitor attractions and activities.

• Methods of travel available to leisure and tourism destinations and why people choose them.

• Impact of tourism on communities and the environment. The importance of sustainability in leisure and tourism. Ecotourism.

Unit 2: The Nature of Leisure and Tourism Controlled assessment. A choice of one from a menu of three investigative tasks.

• Why people use leisure and tourism facilities.

• Different types of leisure and tourism organisations and facilities.

• The UK’s rapidly changing leisure and tourism industry.

• Leisure and tourism organisations as businesses.

• The range of employment opportunities in the leisure and tourism industry.

Assessment Methods Two compulsory units: Unit 1: External Assessment - 1 hour written examination (40%) Unit 2: Controlled Assessment (60%)

Other Information This is a vocational course designed to equip candidates with some of the skills they will need in the workplace or in further education or training. Every attempt has been made to concentrate on the practical side of learning about leisure and tourism. Students should be self motivated and feel able to take charge of their own learning and development. This course is open to all range of abilities.


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Mathematics

Level GCSE A*- G Board Edexcel

Brief Summary of Course Content Number, Algebra, Shape, Space and Measures Probability and Statistics Investigational work Mental Arithmetic

Assessment Methods 100% Examination. There are two tiers of entry - Higher (Grades A*- D) and Foundation (Grades C - G)

Structure of the Examination The exam is linear. Exams are in June at the end of Year 11.

Other Information Students will be given the option of studying GCSE Statistics as a twilight course. The top 2 sets of students will also study for an additional maths qualification examined in June of Year 11.

Contact Name Mrs J Adams

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Statistics

Level GCSE A*- G Board AQA

Brief Summary of Course Content Experimental Design and Data Collection. Presentation, processing and interpretation of data. Probability.

Assessment Methods 75% Written examination 25% Controlled assessment + written paper 2 Tiers of entry - Higher Grades A* - D - Foundation Grades C - G

Structure of the Examination 75% Written exam - one 2 hour paper with calculator.

Contact Name Mrs J Adams

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Media Studies


“Why Media Studies?” Today we live in a world saturated by the mass media. If we study the mass media we develop an understanding of the world in which we live. Not convinced?

• The mass media is very powerful.

• Advertisers and politicians use the mass media to influence society. To be media literate is part of being an educated citizen.

• Education has traditionally concentrated upon literacy. Today, the visual image is as important as the printed word. Media Studies students learn to read and construct visual images.

• The ability to design, construct and edit media products are relevant, modern, practical skills. Skilled media studies students are employable.

• The media is an ever expanding industry. GCSE Media Studies can help start students on the road to careers in the media.

• GCSE Media Studies develops group work skills.

• All of us spend a large proportion of our time exposed to the media. GCSE Media Studies helps us to examine the impact the media has on our lives.

Do you need more?

• Because the media studies us!

Assessment Methods 1) Coursework. Three assignments worth 60% of final mark. 2) Controlled Test (1 hour 30 minutes) worth 40% of final mark - Investigating the Media

Structure of the Examination Examination takes the form of a Controlled Test. Preparation material is issued two weeks before the test and pupils are taught the test focus from Christmas onwards. Written paper 1 hour 30 minutes (external assessment).

Controlled Assessment Deadline (including Practical Production) October (Year 11).

Other Information No prior learning or level of attainment is necessary to qualify for this option. Although there is a significant practical element, sustained academic application is required in the form of written assignments. A considerable study of theories and analysis/deconstruction are a part of the course. Practical work is an important element of the course. Pupils are encouraged to use up-to-date ICT programs to produce still images, moving images for film and TV and to experiment with sound for radio or film production. One of the coursework assignments takes the form of a practical production where pupils are required to construct a Media Artefact. Students are encouraged to work independently but all work must be evidenced.

Contact Name Ms R Copsey

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Music Are you serious about your music? Do you sing or play an instrument? Do you enjoy composing music? Do you enjoy listening to music? If you answered yes to these questions then music has the courses for you. Music will enable you to improve your skills and knowledge, leading to a lifelong enjoyment of, and participation in music. You do not need to follow the ‘traditional’ pathway to take music though. We offer you the opportunity to perform, compose or study music of your own choice through a series of personally crafted modules.

� You could form a band, write your own material or do covers and put it all together in lesson time.

� You could ask about DJ skills or being an audio engineer. There is so much to offer the musician at Holmfirth High School.

Music Traditional

Level GCSE Board Edexcel


� Two compositions to be created and realised. � Two pieces to be played or sung on your own instrument, one solo and one in ensemble.

All styles of music will be studied from the Middle Ages through to present day, including lots of weird and wonderful stuff from the 20th century and a number of popular music styles, with a particular emphasis on 12 works.

Other Information Students should be able to play an instrument (preferably Grade 3+) and enjoy composing music (knowing how to use a computer is an advantage, but not essential). Students are expected to have or continue to have instrumental lessons during the course. Students must be aware of the benefits of extra-curricular work, and as such they will be expected to take part in such activities when and where required. (see next page for Music Technology)

Contact Name

Mr J Morgan

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Music Technology Level BTEC Level 2 Extended Certificate in Music The Edexcel BTEC Level 2 Extended Certificate in Music is a 30-credit and 180 guided-learning-hour (GLH) qualification that consists of two mandatory units plus optional units that provide for a combined total of 30 credits (where at least 16 credits must be at Level 2 or above). 1: Working in the Music Industry 2: Professional Development in the Music Industry Modules from

3: Planning and Creating a Music Product 4: Solo Musical Performance 5: Exploring Musical Composition 6: Working as a Musical Ensemble 7: Exploring Computer Systems used by Musicians 8: DJ Technology and Performance 9: Producing a Musical Recording 10: Developing as a Musical Performer 11: Rehearsal Techniques for Musicians 12: The Development of Music 13: Exploring Musical Improvisation 14: The Musical World 15: Developing Music Theory 16: Investigating an Area of Music

Contact Name Mr M Bentham

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Physical Education

Level GCSE Board Edexcel (London)

Brief Summary of Course Content Is GCSE PE right for me? Do you ……

• Have a keen interest in sport and recreation and always look forward to your PE lessons?

• Take part in sport/recreation outside of class time?

• Want to develop knowledge and understanding through practical involvement?

• Want to know more about the benefits of sport and exercise?

• Want to improve your own performance in a range of sports roles?

• Want to study a course that is active and that you will enjoy?

• Think you might want a sports-related career or an A Level/higher education course in the future?

What will I learn You will:

• Develop knowledge and practical skills in a range of physical activities.

• Examine effects of exercise and how training can improve performance.

• Identify ways to develop and maintain a healthy active lifestyle.

• Appreciate the benefits of promoting ‘sport for all’. How will I be assessed? Course assessed over 2 units: Unit 1: Written examination - 1 hour 30 minutes - 40% towards total mark. Unit 2: Section 1 - Four practical performances either as a player, coach/leader or official - 48% towards total mark. Section 2 - Analysis of performance in one of the chosen activities - 12% towards

total mark - Includes planning, performing and evaluating and Personal Exercise Programme.

Contact name Mr J Battye

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Religious Studies

Level One tier covering grades A* - G Board AQA Religious Studies enables pupils to engage with critical issues in the world today such as war, crime and poverty. It encourages pupils to think for themselves and to evaluate the variety of beliefs and perspectives that people bring to discussions. We plan lessons with a wide range of activities that cater for a variety of learning styles. Active and group learning play an important part, alongside verbal and written tasks.

Brief Summary of Course Content Most Key Stage 4 students complete a Religious Studies Full Course qualification in RPSE core time. In Year 10 they will study the Ethics module covering four out of the following six topics:- 1: Matters of Life (Genetic Engineering and medical ethics) 2: Care of the elderly and death (Euthanasia and Hospices) 3: Drug Abuse 4: Crime and punishment 5: Rich and Poor in British Society 6: World Poverty In Year 11 they will study the Philosophy module covering four out of the following six topics: 1: Does God exist? 2: Revelation 3: The problem of evil and suffering 4: Life after death 5: Miracles 6: Science and Religion

Assessment Methods Students will take two exams in Summer 2014, each lasting 1½ hours.

Some students studying vocational courses will take a Religious Studies Entry Level Certificate due to timetable restrictions.

Contact Name Mrs C Holdsworth

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Sociology Level One tier covering grades A* - G Board AQA Sociology is the study of society. Sociology enables students to think critically about how we affect society and how society affects us. The course will help students to gain a critical understanding of the society in which we live. Sociology is taught using a variety of methods including group work and personal research. Students should be prepared to learn independently at home and in lessons. The type of student who will enjoy Sociology will be someone who appreciates being challenged by new ideas and who likes discussion activities. An awareness of current affairs is helpful in allowing students to link Sociological concepts to the world around them. There is a lot of reading, writing and individual research to do and for anyone who is interested in the world around us, there is much that is exciting to be discovered.

Brief Summary of Course Content Students study 2 units which include the following topics: Unit 1 (Year 10):

• Studying Society - An introduction to the GCSE

• The Family: What is the relationship between families and individuals? How are family structures

changing?

• Education: What is the role of education? Which groups in society achieve best and why?

Unit 2 (Year 11):

• Crime and Deviance: What is Crime? How and why are certain groups labelled as criminals?

• Mass Media - How important is the mass media in society? Is the mass media a source of power?

• The Sociology of Power - What is power? Who has power to make decisions in our society?

• Social Inequality - How is wealth, status and power shared? Does class affect our life chances?

Assessment There is no controlled assessment. The GCSE is awarded on the basis of 2 written examination papers (1 ½ hours each). Both units will be examined in Summer 2014.

Why study Sociology? Opportunities for further study and career pathways The Sociology course is up-to-date and relevant. It offers variety, giving you a good sense of what Sociology is about and providing a sound basis for progression to further study. The qualification will enable you to move on to further study and is particularly useful if you want to carry on studying AS/A Level Sociology and related subjects for example Law, Media Studies, Politics and History. Sociology is a good general subject for students because many professional careers including Medicine, Law, Teaching and Business require students to have some knowledge of Sociology and social theory.

Contact Name Mrs C Holdsworth or Miss J Payne

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Core Science

Level GCSE Board AQA Brief Summary of Course Content

In this course, students study science on a contemporary context, gaining knowledge, skills and understanding of how science works in the world at large and its importance to society. Students study units such as disease, cloning, evolution, the environment, waves and the universe, energy and electricity, metals, oils and many more. Practical work plays part and pupils learn the skills of planning, recording and evaluating experimental data.

Structure of the Examination Since September 2011, exams are all longer answer questions. Students are marked on their quality of written communication as well as their knowledge. Two levels of exam: Foundation level grades C - G Higher level grades A* - D Most students study Core Science over one year in Year 10. Students will sit the Controlled Assessment tasks throughout the course to assess the practical aspects during normal lessons.

Other Information This is a one year course and will be taught entirely in Year 10. Most students will combine this course with Additional Science to gain a double award. Each course will be graded individually.

Contact Name Mrs J Ison

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Additional Science


Brief Summary of Course Content Additional Science has a greater emphasis on explaining, theorising and modelling and students study units in greater depths. How science works skills again underpin the knowledge that students need to know and understand. Topics studied in additional science include cells, genetic variation, structure and bonding, metals, polymers, forces, electricity and nuclear physics. Additional Science is intended for most students.

Structure of the Examination Since September 2011, exams are all longer answer questions. Students are marked on their quality of written communication as well as their knowledge. Two levels of exam: Foundation level grades C - G Higher level grades A* - D

Students will sit controlled assessment tasks throughout the course to assess the practical aspects during normal lessons. Most students study Additional Science in Year 11.

Contact Name Mrs J Ison

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Biology


Brief Summary of Course Content Biology has to be taken alongside Physics and Chemistry if students choose separate science as an option. Biology is invaluable for anyone interested in living things and how they work. This course may help those who are thinking of further study in the field of medicine, health, ecology, animal science, microbiology, biochemistry etc. Revised from September 2011, this course studies the biology of cells, nutrition and respiration. It also includes genetics, evolution, plant and ecology. Factors affecting human health are also studied and other ethical issues. Biology is an essential qualification for many areas concerned with the natural world.

Structure of the Examination Since September 2011, exams are all longer answer questions. Students are marked on their quality of written communication as well as their knowledge. Two levels of exam: Foundation level grades C - G Higher level grades A* - D

Students will sit controlled assessment tasks throughout the course to assess the practical aspects during normal lessons. Biology has to be taken with Physics and Chemistry.

Contact Name Mrs J Turner

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Chemistry


Brief Summary of Course Content Chemistry has to be taken alongside Biology and Physics if students choose separate science as an option. The Chemistry course covers extraction of materials from the earth and their uses, atomic structure, reaction rates and energy. In addition it also includes the development of the periodic table, acids and alkalis and the identification of substances. This course will suit anyone interested in the environment, material science and earth resources. Possible future career paths with chemistry include the pharmaceutical industry, metallurgy, nanotechnology and forensic science. Chemistry qualifications are highly valued by employers and institutions of higher education.

Structure of the Examination Since September 2011, exams are all longer answer questions. Students are marked on their quality of written communication we well as their knowledge. Two levels of exam: Foundation level grades C - G Higher level grades A* - D

Students will sit controlled assessment tasks throughout the course to assess the practical aspects during normal lessons. Chemistry has to be taken with Physics and Biology.

Contact Name Mr A Adams

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Physics



Physics has to be taken alongside Biology and Chemistry if students choose separate science as an option. Physics is a fascinating insight into how the world works. Units studied include start and the universe, medical physics, electricity, magnetism and forces. Physics provides an essential basis for many branches of engineering, technology, computing and space research for example. The questioning, thinking and problem solving nature of this science is highly valued by employers and institutions of higher education.

Structure of the Examination Since September 2011, exams are all longer answer questions. Students are marked on their quality of written communication as well as their knowledge. Two levels of exam. Foundation level grades C - G Higher level grades A* - D

Students will sit controlled assessment tasks throughout the course to assess the practical aspects during normal lessons. Physics has to be taken with Chemistry and Biology

Contact Name Mr P Warbuton

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Vocational Studies Level 1 Certificate in Motor Vehicle Studies (2 year course) Board ABC (Awarding Body Consortium) Level Level 1 Certificate in Creative Craft, Cookery or Patisserie (1 year course) Board NCFE BTEC Level 2 award in Home Cooking Skills

Brief Summary of Aims The courses are suitable for students who have an interest in the vocational areas available and are of particular value to those who perform better in practical based courses. It gives students the opportunity to sample a vocational area enabling them to make effective and informed transitions to work or further education, helping them with career choices. They are not just for students who want to progress within this trade but do give a good introduction to the related work sector. The course will occupy the curriculum time of one subject area and this will be organised to allow students following the course to attend Kirklees College on one afternoon per week. Assessments are mostly practical based, but there is a written element and workbooks to be completed. Students will have to travel to the designated college site and will mix with students from other High Schools who are part of the consortium. All students interested will be interviewed to determine their suitability. They may also have to undertake a short aptitude test set by Kirklees College to ensure capability. Students are expected to follow a two year programme. A teacher from Holmfirth High School accompanies students, but the courses are led by specialist tutors from the college, using their facilities.

Vocational areas At the time of going to press with the options booklet, the courses expected to be on offer are as follows:- Year 1 (Year 10) Year 2 (Year 11) Craft Catering Home Cooking Skills Motor Vehicle Motor Vehicle Students will work towards a recognised vocational qualification for the sector they have chosen. Attendance every week is vital as school does not have the facilities for any “catch-up”. Attainment is high and pupils gain in self confidence and maturity from the experience. The course represents an excellent opportunity, as a chance to gain these qualifications at Key Stage 4 is rare. Students interested in finding out more about the courses on offer should contact Mrs Futcher in Z5 or Mrs Howe.

Contact Name Mrs C Futcher

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This shows the range of provision available. Interested students will have completed an application form prior to half-term.

YEAR 9 OPTIONS - SEPTEMBER 2012 Expression of Interest Form Name: ………………………………………………………………… Form: …………………… Listed below are courses which you may want to consider for part of your timetable in years 10 and 11. Please tick those you would like more information on. ONE DAY COURSES – this will be taken as 2 of your option choices (1 day per week) � Construction � Hair & Beauty (in school) � IT (in school) � Early years COLLEGIATE COURSES - this will be taken as 1 of your option choices (a half day per week). � Animal Care (BTEC 1st) � Fabrication & Manufacturing (Level 1) � Photography – Lens and Light based media (GCSE) � Young Firefighters

CONSORTIUM COURSES - this will be taken as 1 of your option choices (a half day per week). � Catering � Motor Vehicle � Public Services

NVQs IN SCHOOL - � Hairdressing / Make-up & Manicure Please return to your Form Tutor by Monday 9 January 2012 You will then be contacted by Mrs Futcher (Z5)

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YEAR 9 OPTIONS 2012

THE COMPULSORY COMPONENT English Language & Literature This leads, for most students, to 2 GCSE entries.

Maths (possibly with statistics) This can lead to 2 GCSE entries for some students.

Science All students enter for the core GCSE award and most will

take either Additional Science or Additional Applied Science to give them the Dual Award at GCSE. Students with a clear commitment and wish to study further science may use an option to do so, and enter for the 3 separate GCSE subjects, Biology, Chemistry and Physics.

ICT All students will follow a core ICT course.

PE RPSCHE

Some students enter for a half GCSE in PE in Year 11. Most students will undertake a full GCSE within these lessons in Year 11.

THE OPTIONAL COMPONENT The optional component can contain up to 4 subject choices. For students who wish to embark on courses of further or higher education, especially where no certain career decisions have been made, it is advisable for these choices to be as broad as possible and ideally include a Modern Foreign Language and a humanity such as History or Geography. This would entitle the student to a certificate known as the English Baccalaureate. Although there is on-going debate at government level about this, it may be something colleges, universities and employers may look at favourably in the future. Students and their families will be invited to discuss their option choices with staff. When all student choices have been submitted, the timetable blocks are created in an attempt to ensure that the largest number of possible option combinations can be honoured. Timetable restraints and non-viable course numbers mean certain combinations may not be successful. Students are asked to mark with an R, a reserve subject choice, which could then be considered should this situation arise.

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YEAR 9 OPTIONS 2012 Please complete Section A if you intend to apply for an alternative option but still complete Sections B and C in case you are not accepted. All students will choose 4 subjects and a reserve from Section B. Please mark them in priority order 1, 2, 3, 4 and R. All students to choose 1 Option in Section C

Section A Tick Applied Learning in Hair and Beauty Applied Learning in IT Work-based learning (Construction/Early Years) Collegiate Courses Consortium Courses (Catering/Motor Vehicle) Alternative Curriculum Section B - Single Award Options Art & Design Business Studies Dance Drama French Geography Geology German Hairdressing/Beauty Health & Social Care History Home Economics: Child Development Home Economics: Food & Nutrition Leisure & Tourism Media Studies Music - Traditional Course GCSE Music - Technology BTEC Physical Education Sociology Separate Sciences Spanish Technology - Electronic Products Technology - Graphic Products Technology - Product Design Technology - Resistant Materials Technology - Textiles Section C - ICT ICT - OCR Nationals ICT - Computer Studies

Name ……………………………………….. Reg Group ………………………………… ……………………………………………….. Parental Signature

……………………………………………. Student Signature

THE DEADLINE FOR HANDING IN THIS FORM IS TUESDAY 20 MARCH 2012. PLEASE TRY TO GIVE IT IN TO YOUR FORM TUTOR BEFORE THIS DATE. Please note: This is parent/student copy.

Sometimes pupils would have liked to do a different or extra subject to those offered. If this applies to you, please use the space below to explain what you would have liked to do or to add any additional comment. ………………………………… ………………………………… ………………………………… ………………………………… ………………………………… ………………………………… ………………………………… ………………………………… ………………………………… ………………………………….

HHS Year 9 Options Booklet 2012

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Transcript of HHS Year 9 Options Booklet 2012