Making Choices

Key Stage 4making choices

2016St Ambrose Barlow RC High School & Sixth Form College

A National Teaching SchoolA National School of Creativity

This is your Ambrose...ParentsStudentsEBaccMaking Choices Current Year 11Compulsory Core SubjectsReligious StudiesEnglish LanguageEnglish LiteratureMathematicsCombined Science TrilogyTriple ScienceCore PECareers Education and GuidancePSHEOption SubjectsArt and DesignComputer ScienceDesign, Engineer Construct!DramaFood Preparation and NutritionGeographyHealth and Social CareHistoryiMediaModern Foreign LanguagesMusicPEPhotographyProduct DesignOption Brackets

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THIS ISyour AMBROSE...

crescens DISCIT VIVERE

Dear Parent or Guardian In this booklet you will find information about all the opportunities that there are for learning at Key Stage 4 at St. Ambrose Barlow High School. It is written for pupils, parents and guardians. You will also be able to find out about each of the qualifications and courses we offer in Years 10 and 11. Our curriculum is both challenging and nurturing so that our young people can learn, develop and grow. Before exams and results, our first priority is the wellbeing of each young person in our care. If our students feel safe, supported and listened to, then they can learn and flourish. We offer an environment for learning which is loving, supportive and understanding, recognising the God-given talents of each person. We aspire to the highest standards of learning and teaching and the very best outcomes for each student, fulfilling the potential for all.

In our school all learning takes place in community of faith that places Gospel values at the heart of the school. It is vital that each young person leaves the school with the best set of qualifications they can possibly achieve. It is just as important that they develop the skills, values and character that will allow them to flourish in life, make the most of future opportunities and deal with challenges. It is not enough just to pass exams: attainment the personal achievements and growth of each pupil are of equal value. In addition to the subjects they study, pupils can take advantage of a wide range of opportunities to work as part of the school community and in the local community to develop skills and confidence. Through sports teams, performances, clubs, trips, outdoor learning and other activities pupils take their learning beyond the classroom and develop as well-rounded, confident individuals. Enterprise activities, projects and other experiences develop their creativity, communication, collaboration and enterprise as well as preparing them for independent learning beyond school. Many of these experiences are offered through partnerships that we have developed over time, meaning that students also benefit from working with other adults to develop vital personal and social skills. Employers, colleges and universities all place great emphasis on students being prepared to be independent thinkers and learners with initiative, determination and creativity. Top business people, academics and leaders often refer to the need for young people today to be adaptable and resourceful, ready for the challenges and opportunities of the future. We have a responsibility to offer a curriculum, and an experience of learning, that prepares our students for this world. That is why when we say ‘This is your Ambrose’ we mean it. The choices made for Key Stage 4 must be

Mr Ben DavisHeadteacher

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crescens DISCIT VIVERE

suited to each young person’s abilities and aspirations and they should consider these choices very carefully. To help them do this parents and guardians can arrange a meeting with school staff to explore the options in more detail. As adults we can now look back on the choices we made at school with a more critical eye. We know where they led us. We need to share this experience (and hopefully the small amount of wisdom it has given us) with our children and students to help them carve out the best path for themselves. I hope you find this booklet informative and look forward to meeting you and discussing your son’s or daughter’s choices in more detail.

Dear Student, Do you ever think about why you are at school? Do you think about your future? Do you reflect on your achievements and skills? Have you ever thought about where your time in school could lead? These are some big questions and ideas to get to grips with at this point in your schooling. Year 9 is a time when you can do this and start to think more about what you want out of your secondary education at St. Ambrose Barlow. It would be easy to limit your thinking and consider only the subjects in which you would like to specialize or the exams that are now just over two years away. I encourage you not to do that. Think instead about the person you are and the person you would like to become.

The next two years will give you an excellent opportunity for personal growth and achievement as well as for developing skills and knowledge. You will always be more than a set of exam results or, later in life, more than the job you do or the occupation you pursue. Try to see the bigger picture in the choices you are making now. Picture the day you will leave this school. By then, if all has gone well (and you will make mistakes along the way, you might experience failure, but we all do) you will be well-educated and ready for the next stage of your life. Much more than that you will be creative, adaptable, able to lead, able to learn and cope with change, independent, determined and looking forward to building secure, ling-lasting, loving relationships. In other words you will be ready to live a rich, fulfilling and enjoyable life. The choices you make now can help you on your way so choose carefully and seek advice.

What is the most important subject you have to learn in life? To learn how to love. And this is the challenge that life offers you.

Pope Francis 6

In order to obtain the EBacc your child must gain a ‘good pass’ in the

following GCSE subjects:

English Language

Mathematics

Two Sciences (Inc. Computer Science)

A Language (French, German or Spanish)

A Humanity (Geography or History)

Which subjects they are good at.

MAKING CHOICES

Which subjects will be required by colleges and employers in

the future.

What are the special skills and aptitudes they possess.

A*

Avoid choosing a subject because their friends have

chosen it.

Any choice they make is personal to them so consider their own

needs above all.

Your child needs to speak to their teachers to ask advice about their suitability to their chosen subjects. This will ensure they will opt for the

best possible combination of subjects to maximize their potential.

ebacc

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I chose History because I prefer learning about the past as it can teach us what not to do in the future.

I chose French because I understand it more than other languages and it can help in the future.

Computer Science was my other choice. I like the logic behind Computer Science and Coding itself is a type of language. Computer Science could shape the future and I want to be part of that future.

Andrew Benny

I have chosen Geography because it teaches you about the wider world and it comes in useful with what I would like to do for a career, because it includes travelling.

I also chose French, because it is a key asset to be able to understand/speak another language whilst travelling.

Finally, I chose DEC because I enjoyed the lessons, they’re unlike any other and the prospects of the course are exceptional and it showed me another career path, which I would like to do.

Lauren Cunningham

I chose History because it’s fascinating! You get to learn about the past and about time periods such as World War 2, there is so much you can learn and you’re always interested in what happens.

In addition, I chose Spanish as I wanted to learn a new language and so that I am able to speak it in countries such as Spain. There are also many jobs linked with being able to speak more than one language so it’s a great benefit.

Finally, I chose iMedia because of how much fun it is. You get to work with software such as Photoshop; Adobe Fireworks and Flashplayer. Doing iMedia also lets you get used to the media world so this is perfect if you are looking for job such as game designer, television producer and graphics designer.

Patryk Siwik

I chose History because I like learning about the past and I love writing a lot so this skill helps me a lot in History.

I also chose French because I have been learning French since Year 7 so I understand the language and found that it was the easiest to carry on learning instead of learning a whole entire new language.

Lastly, I chose Computer Science because it seemed like a subject which would make you think, It is similar to Maths as you have to be logical and find the best way around a problem e.g. when you have to code something.

Selina Diep

current year 11 making choices

Compulsory core subjectsOPTION THREE

OPTION TWO

OPTION ONEKey Stage 4Compulsory core subjects2016

GCSE Religious Studies Edexcel Specification A

Graded 9-1

Compulsory course for all students at St Ambrose Barlow RC High School.

Four lessons per week

A GCSE in Religious Studies can be useful in many ways.

• Whether you go on to study at university or college, or out into the world of work, you will meet people from all walks of life with different religious and moral opinions. GCSE RS will help you to understand and appreciate them.

• Employers may feel that RS shows you have sensitivity in dealing with personnel.

• Being able to evaluate differing opinions will help you to develop similar skills in your other subjects.

• Studying the ultimate questions of life may give you a good foundation for dealing with religious and moral issues when you become an adult.

Faith and Practice in the 21st Century

Allows students to develop an in-depth understanding of the beliefs, teachings and practices of Christianity and Judaism:

RElIGIOuS STuDIES

Find out more at www.stambrosebarlowswinton.org

• 75% Christianity, focusing primarily on Roman Catholicism

• 25% Judaism

For further information: www.qualifications.pearson.com/content/dam/pdf/GCSE/Religious%20Studies/2016/teaching-and-learning/U894_web_Edexcel_GCSE_Religious_Studies_guide_PRF7.pdf

Paper 1: Study of Religion

Catholic Christianity

Content - Beliefs and teachings, Practices, Sources of Wisdom & Authority, and Forms of Expression and Ways of Life

Assessment 1 hour 45 mins 50%

Paper 2: Study of Second Religion

Judaism

Content - Beliefs and teachings, Practices

Assessment 50 mins 25%

Paper 3: Philosophy and Ethics

Catholic Christianity

Content - Existence of God, Marriage and the family

Assessment 50 mins 25%

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http://qualifications.pearson.com/content/dam/pdf/GCSE/Religious Studies/2016/teaching-and-learning/U894_web_Edexcel_GCSE_Religious_Studies_guide_PRF7.pdf



AQA ENGLISH LANGUAGE (8700)AQA ENGLISH LITERATURE (8702)

All students will study both English Language and English Literature.

GCSE English Language encourages students to be inspired, moved and changed by following a broad, coherent and worthwhile course of study. It is a qualification which proves that you have a lively and enquiring mind and that you communicate effectively.

GCSE Literature encourages students to extend their interest in and enthusiasm for literature, as they develop an understanding of the ways in which literature is rich and influential.

Why English?

The skills of reading, writing, speaking and listening are of vital importance. Not only are they essential in many careers, they also underpin successful study at all levels in all subjects. This course is designed to aid and assess such development.

Brief outline:

English Language consists of 2 exams:1 hour 45 minutes each

Paper One: reading literature fiction text (25%) and descriptive or narrative writing (25%)

Paper Two: reading non-fiction texts (25%) and

ENGlISH lANGuAGEENGlISH lITERATuRE


writing to present a viewpoint (25%)

English Literature consists of 2 exams

Paper One: Shakespeare and the 19th Century Novel (40%): 1 hour 45 minutes

Paper Two: Modern texts and Poetry (60%):2 hours 15 minutes

What could I do next with English Language and English Literature?

Many post 16 courses require an English qualification for entry, as do many employers. The skills you develop will help you in all areas of life, both in employment and in social situations.

English is your “passport” to learning and you will need it for everything you do.

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Mathematics

Most current syllabus information of courses offered:

At St Ambrose Barlow, we enter our students for a GCSE (9-1) in Mathematics (1MA1) with the Edexcel examination board. We have a two-year scheme of work which enables students to:

• develop fluent knowledge, skills and understanding of mathematical methods and concepts.

• acquire, select and apply mathematical techniques to solve problems.

• reason mathematically, make deductions and inferences, and draw conclusions.

• comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

Details of how the course is assessed:

The Maths GCSE is assessed by three, equally weighted, written exam papers at the end of year 11. One of these papers is a non-calculator paper and two are calculator papers.

Each exam last 90 minutes.

Brief outline of what success in the course could lead to:

Mathematics is a core subject that all students must sit. Success in Mathematics is very desirable by employers and is vital for careers several

MATHEMATICS


fields, including Engineering, Physics, Electronics, Architecture, Computing, Medicine, Optometry, Accounting, Actuarial Science, Business, Economics, Social Sciences and Law.

For further information: www.qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html

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GCSE Combined Science Trilogy

Exam board: AQA

Course Details: This course is the equivalent of two GCSEs. Students study a number of topics from Biology, Chemistry and Physics including cells, atoms and electricity. Practical skills play a key part in their learning.

Assessment: This qualification is linear. Linear means that students will sit all their exams at the end of the course in Year 11. There are six papers: two biology, two chemistry and two physics. Each of the papers will assess knowledge and understanding from distinct topic areas. Students will also be assessed on 16 key practicals throughout the two year course.

Future plans: GCSE Combined Science includes key skills which would benefit a wide range of professions. The qualification allows access to Science A-levels. The majority of students nationally will study GCSE Combined Science.

URL: http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464

GCSE Triple Science

Exam board: AQA

Course Details: Students who are selected for this course will be awarded 3 separate GCSEs in Biology, Chemistry and Physics. The Science covered includes all content from the combined Science course with additional Triple Science content that stretches and challenges students. Students will be selected based on their ability, attitude to work and enthusiasm for Science.

COMBINED SCIENCE TRIlOGy

TRIPlE SCIENCE


Assessment: This qualification is linear. Linear means that students will sit all their exams at the end of the course in Year 11. There are six papers: two biology, two chemistry and two physics. Each of the papers will assess knowledge and understanding from distinct topic areas. Students will also be assessed on 8 key practicals in Biology, Chemistry and Physics. This will take place over the two year course.

Future plans: Triple Science is suitable for students who want to go on to study Science A-levels and beyond. It is particularly important for students who want go into a competitive Science career pathway such as Medicine or Veterinary Science.

URL: Biology: http://www.aqa.org.uk/subjects/science/gcse/biology-8461Chemistry: http://www.aqa.org.uk/subjects/science/gcse/chemistry-8462Physics: http://www.aqa.org.uk/subjects/science/gcse/physics-8463

Entry Level Certificates (ELC) in Science

Exam board: AQA

Course Details: Entry Level Certificates are designed for students who find Science difficult and who may not achieve a grade at GCSE. This Level 1 qualification follows much of the content taught in Combined Science GCSE. Elements of Biology, Physics and Chemistry are covered. A small number of students may be selected for this course.

Assessment: This course is assessed by a series of written and practical assignments set by the exam board and the class teacher. These assignments are completed throughout the course. There are no exams at the end of Year 11.

Future plans: Entry Level Certificates allows students to progress to GCSE level Science at 6th form.

For further information: www.aqa.org.uk/subjects/science/elc/science-5960

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Core PE

Core PE is a compulsory part of the National Curriculum so all pupils will follow the course described below. This course is not examined at GCSE level, however, some aspects of the course will link to the examination course for those pupils opting for GCSE Physical Education. The aim is for all pupils to engage in a variety of physical activities gaining appreciation of sport and physical activity as part of a healthy lifestyle.

Pupils must take part in activities such as:

• Athletics• Badminton• Basketball• Boxing• Cricket• Dance• Football• Health related fitness• Hockey• Netball• Rounders• Rugby League• Softball• Table-Tennis• Trampolining• Volleyball• Zumba

NB: Other activities may be added to the lists if facilities allow their introduction.

CORE PE


PE Kit Requirements

It is compulsory to wear a gum shield for rugby and shin pads for football and hockey

Boys

Indoor

Black and white polo shirt with school badge Black plain shorts

White socks Clean indoor training shoes (with on-marking soles)

Towel

Outdoor

Black rugby shirt with school badgeBlack plain shorts

Black socks Football or Rugby boots

TowelOptional Black Track suit bottoms & black sweatshirt with school badge

Girls

Indoor

White polo shirt with school badge Black plain shorts

White socks Clean indoor training shoes (with on-marking soles)

Towel

Outdoor

White polo shirt with badgeBlack plain shorts

Black sweatshirt with school badgeBlack socks

White/black training shoes or football or hockey bootsTowel

Optional Black track suit bottoms

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Year 10

The taught lessons will be delivered through PSE Superdays and the Year 10 programme will concentrate mainly on developing personal and research skills.

The modules covered will be:• self awareness• finding careers information• routes at 16

In addition to the taught lessons, pupils will also receive• access to information through notice boards,

displays and careers library• the opportunity to take part in awareness

visits organised by the Education Business Partnership and Salford College

• access to the Careers Co-ordinator and Careers Officer throughout the year via ‘drop-in’ sessions on a personal needs basis

• computer aided guidance via KUDOS and KEY CLIPS programs

• regular assembly input on careers matters• access to Connexions PA for help and

information on Parents Evening

Year 11

The taught lessons will be delivered through PSE Superdays and the Year 11 programme will help to prepare pupils for the transition from school to sixth form, further education or employment.

The modules covered will be:• equal opportunities• choices at 16• job seeking and interview skills

CAREERS EDuCATION AND GuIDANCE

PSHE


• making applications• money management and how to write a CV

In addition to the taught lessons pupils will also receive:• visiting speakers from further education colleges and training providers• visits from speakers in specific career areas (subject to demand)• individual interviews with Connexions PA to draw up a career action plan• access to the Careers Co-ordinator and the Connexions PA throughout the

year via ‘drop-in’ sessions on a personal needs basis • access to careers information and job vacancies through displays, notice

boards and careers library• written references as requested• regular assembly input on careers matters• individual interviews/visits to establishments as requested• assistance with employment and college applications• College references

PSHE

Personal, social, health and economic (PSHE) education is a planned, developmental programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives now and in the future.

As part of a whole-school approach, PSHE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

PSHE Superdays also incorporate Citizenship and Careers and in Key Stage 4 the pupils will explore the following issues:

British Values - Crime Anti-Bullying Holocaust

Memorial DayWorld Aids

Day Human Rights

Mental Health Relationship Education Financial Day Stress

ManagementMock

Interviews

Application/interview technique Revision Techniques ROA24


OPTION TWO

OPTION ONEKey Stage 4option subjects2016

In GCSE Art and Design you will work on themed projects. The preparation work for each theme is more important as it carries more marks than the final piece. You will learn and improve your skills in drawing, painting, print-making, graphic design, digital art, digital photography, 3D construction, collage, mosaic and many more. You develop your own ideas and make the decisions about what you would like to make through the preparation stage of each theme. You need to be flexible, committed, determined, creative and imaginative to take this course. A GCSE in Art and Design also helps you develop skills in self-motivation, planning, research, organisation and creativity.

Careers There are many art based careers you can choose from. Art is everywhere, touching everything we do, see and buy. An Art and Design background is essential for careers ranging from: Architecture to Graphic Design, Animation to Comic Artist, Interior Design to Furniture Design, Textile and Fashion Design to TV and Theatre, Video, App and Web Design to name just a few.

Extra Curricular

Visits happen throughout the year to places such as Liverpool, Manchester, London and New York.

Assessment Details

Towards the end of the course, with the help of your teacher, you will put together a portfolio of your work, selected from everything you have done in GCSE Art and Design. This is worth 60% of your final mark. At the end of the course you will also complete another

ART & DESIGN


unit of work which is set by AQA ‘the externally set task’. You will be given lots of planning time for this and then 10 hours to complete your final piece of work.• This is worth 40% of your final mark.• There is no written examination in this subject.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Art and Design specifications and all exam boards

Assessment objective weightings for GCSE Art & Design

The exams and non-exam assessment will measure how students have achieved the following assessment objectives.

• AO1: Develop ideas through investigations, demonstrating critical understanding of sources.

• AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

• AO3: Record ideas, observations and insights relevant to intentions as work progresses.

• AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

For further information: www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-4200

Assessment Objectives (AOs)

Component Weightings (approx %) Overall weighting (approx %)Component 1 Component 2

AO1 15 10 25

AO2 15 10 25

AO3 15 10 25

AO4 15 10 25Overall weighting of components 60 40 100

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GCSE Computer Science

This is a challenging GCSE designed to teach concepts and develop techniques with students that like to understand the technical side of how computers work and how to create software programs. This course is suitable for students that wish to continue to study Computer Science at A level, University or pursue a career in programming.

• It’s a great way to develop critical thinking, analysis and problem-solving skills, which can be transferred to further learning and to everyday life

• Students who want to go on to higher study and employment in the field of computer science will find it provides a superb stepping stone

• Computer Science is now part of the English Baccalaureate and is included as one of the qualifications that count.

How is the course delivered?

• The course is divided into theory and practical work.

• Much of the first year will be spent learning and practicing programming skills and investigating the inner workings of computers in preparation for the programming project,

• Towards the end of Year 10 you will complete the programming project

• In Year 11, you will continue with programming and you will continue to learn and prepare for the exams in the summer.

COMPuTER SCIENCE


How is the course assessed?

The course is assessed in three parts:

Exam - Computer systems (40%)

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

Exam - Computational Thinking, Algorithms and Programming (40%)

• Algorithms • Programming techniques • Producing robust programs • Computational logic • Translators and facilities of languages • Data representation

Practical assessment - Programming project (20%)

Students create solutions to computing tasks chosen from a set of options supplied by the exam board (controlled assessment).

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DEC

Design Engineer Construct! (DEC!) is an accredited learning programme for secondary-school age students and has been expertly developed to create and inspire the next generation of Built Environment professionals. Through a project-based approach, DEC! applies pure academic subjects to the latest construction industry practices. The result is young people with real-world practical experience and employability skills.

Unit 1: Defining a Sustainable Construction Project – 5 credits (40 GLH) R/505/5443

1. The candidate will understand a client’s needs2. The candidate will be able to formulate project

briefs3. The candidate will understand the constraints

on projects4. The candidate will be able to draft plans

Unit 2: Developing a sustainable construction project – 4 credits (30 GLH) Y/505/5444

1. The candidate will be able to develop feasible proposals from needs analysis

2. The candidate will produce technical support collateral for the project

3. The candidate will support development of a project concept

Unit 3: Delivering a Sustainable Construction Project – 4 credits (30 GLH) D/505/5445

1. The candidate will be able to carry out a project2. The candidate will be able to respond to

technical issues

DESIGN ENGINEER CONSTRuCT!


Unit 4: Evaluating a Sustainable Construction Project – 3 credits (20 GLH) H/505/5446

1. The candidate will be able to compare intentions with outcomes2. The candidate will transfer project evaluation to other contexts

Pupils will sit an exam at the end of the two year course

Pupils work with industry professionals throughout the two year course and will have opportunites of work experience with companies such as Laing O’Rourke, TfGM and Mott-Macdonald. DEC! is also offered at Level 3 or a Digital Engineering Apprenticeship in our Sixth Form. The course prepares pupils for a career in Architecture, Construction and Engineering.

For further information: www.designengineerconstruct.com/what-is-dec/#whatqualifications

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GCSE Drama - New Draft Specification

The course aims to develop students who can;

Create and develop ideas to communicate meaning for theatrical performance - THINK DEEPLY

Apply theatrical skill to realise artistic decisions in performance - THINK CREATIVELY

Demonstrate knowledge and understanding of how drama and theatre is developed and performed - THINK ANALYTICALLY

Analyse their own work and the work of others - THINK REFLECTIVELY

The course is assessed through 3 Components:

Component 1 – MAKING IT YOURSELF - Devising 40% of the qualification

Internally assessed and externally moderated

Content

• create and develop a devised piece from a stimulus (free choice for centre).

• performance of this devised piece or design realisation for this performance.

• analyse and evaluate the devising process and performance

• performer or designer routes available

Component 2 – PERFORMING IT YOURSELF - Performance from a Text 20%of the qualification

DRAMA


Externally assessed by visiting examiner

Content

• perform or design for 2 key extracts from a performance text• centre choice of performance text(s)• performer or designer routes available

Component 3 – ANALYSE IT YOURSELF (what you have done and what you have seen) - Theatre Makers in Practice 40% of the qualification

Written examination 1hr 30mins Externally assessed by marker

Content

• practical exploration and study of one complete performance text• choice of eight performance texts• live theatre evaluation – free choice of production

2 parts for AssessmentSection A: Bringing Texts to Life• one question broken into six parts (short and extended responses) based

on one extract from the chosen performance text.• performance texts are not allowed in the examination - extracts will be

provided

Section B: Live Theatre Evaluation• two questions requiring students to analyse and evaluate a live theatre

performance they have seen.• students are allowed to bring in theatre notes of up to a max of 500 words

For further information: www.qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2016.html

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http://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2016.html

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2016.html

FOOD PREPARATION AND NuTRITION


GCSE: Food Preparation and Nutrition

A new exciting GCSE Food Preparation and Nutrition equips students with an array of culinary techniques, as well as knowledge of nutrition, food traditions and kitchen safety.

The course is assessed by two pieces of controlled assessment and one examination.

How it’s assessed

Written exam: 1 hour 45 minutes100 marks50% of GCSE

50% Controlled assessment.

Task 1: Food investigation (20%)

Task 2: Food preparation assessment. (30%)

Career paths

Chef, Food Scientist, Dietician, Food Chemist ,Nurse, Public Health Worker, Food product developer, Restaurant Manager, Food photographer.

For further information: www.aqa.org.uk/subjects/food-preparation-and-nutrition/gcse/food-preparation-and-nutrition-8585

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The syllabus we will be following will be;Syllabus: AQA A GCSE GeographySubject content and assessment

Paper 1: Living with the physical environment• The challenge of natural hazards, • Physical landscapes in the UK, • The living world, • Geographical skills

How it’s assessed

• Written exam: 1 hour 30 minutes• 88 marks (including 3 marks for spelling,

punctuation, grammar and specialist terminology (SPGST))

• 35% of GCSE

Paper 2 - Challenges in the human environment

• Urban issues and challenges, • The changing economic world, • The challenge of resource management, • Geographical skills

How it’s assessed

• Written exam: 1 hour 30 minutes• 88 marks (including 3 marks for SPGST)• 35% of GCSE

Paper 3 - Geographical Applications

• Fieldwork• Geographical skills• Evaluation

GEOGRAPHy


How it’s assessed

• Written exam: 1 hour• 76 marks (including 6 marks for SPGST)• 30% of GCSE• Pre-release resources made available from 15 March in the year of the

exam

Brief outline of what success in the course could lead to:

Studying geography in this balanced framework of physical and human themes and the links between them will give pupils a very valuable global awareness that is extremely useful in preparing for life in the contemporary world we live in. Students will travel the world from the classroom, exploring case studies in the United Kingdom (UK), newly emerging economies (NEEs) and lower income countries (LICs). Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes. This subject incorporates many skills such as literacy, numeracy, computer science, art and design, design engineer and construct and citizenship. Students will also take part in out of class learning with a residential fieldtrip to the Yorkshire dales.

For further information: aqa.org.uk/8035

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GCSE Health and Social Care

The course actively engages students in the processes of Health and Social Care to help them develop as effective and independent learners. It encourages students to understand aspects of personal development and the health, social care and early-years sectors through investigation and evaluation of a range of services and organizations.

How is it assessed? Health and Social Care (Double Award) 4824

Unit 1: Understanding Personal Development and Relationships (48201)

• Written Paper - 1 hour 15 mins - 70 marks - 20%

Unit 2: Health, Social Care and Early Years Provision (48202)

• Controlled internal assessment - 20 hours - 80 marks - 30%

• Needs of client groups, access and barriers to provision, work roles

Unit 3: The Nature of Health and Well-Being (48203)

• Written Paper - 1 hour 15 mins - 70 marks - 20%

Unit 4: Promoting Health and Well-Being (48204)

• Controlled internal assessment - 20 hours - 80 marks - 30%

HEAlTH AND SOCIAl CARE


Career Paths:

Nursing, Midwifery, Nursery Nurse, Social Work, Medicine, Paramedic, Health support worker, Occupational therapist,

For further information: www.aqa.org.uk/subjects/health-and-social-care/gcse/health-and-social-care-4820

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http://www.aqa.org.uk/subjects/health-and-social-care/gcse/health-and-social-care-4820

http://www.aqa.org.uk/subjects/health-and-social-care/gcse/health-and-social-care-4820

HISTORy


The GCSE History content comprises of the following elements:

• One period study – America, 1920-1973: Opportunity and inequality• One thematic study – Britain: Power and the people: c1170 to the present

day• One wider world depth study – Conflict and tension, 1918-1939• One British depth study – Norman England, c1066-c1100

Students will sit two exams at the end of the course:

Paper 1: Understanding the modern worldPaper 2: Shaping the nation

Learning from the past can benefit your future. Studying GCSE History can lead to a whole host of exciting career options, including:

• Journalism• Law• Business• Politics• Archaeology • Marketing • Teaching

Don’t just learn history, learn from history.

For further information: www.aqa.org.uk/subjects/history/gcse/history-8145/specification-at-a-glance

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Creative iMedia (OCR Cambridge National Level 2)

Is Creative iMedia for you?

• Good for students who want a ‘create challenge’ and have an interest in a creative subject

• Good for pupils who enjoy making creative products using new technology

• Good for students who have an interest in the Creative Media sector

• Good for students who would like to take Creative Media Production in Sixth Form.

Software used on the Creative iMedia course

Any of these depending on which units you choose: • Adobe CS4/5 Creative suite – Photoshop

(Graphics and Photography), Illustrator (Character creation), Dream Weaver (Web design), Fireworks (Graphics), Flash(Animation)

• IcanAnimate (Stop Animation), Comic life (Creating a comic strip)

• Audacity, Garage band, imovie, Movie Maker (Film and Sound)Gamesmaker (Games Design)

Creative iMedia Units

• Creating a Digital Graphic and Pre-production skills are compulsory units and give a grounding in creating digital products such as videos, sound, digital images etc.

• A mix of other units make up the GCSE. Choices include: Creating a Video, Creating a sound sequence, Creating an animation, Designing and testing computer games, Digital Photography, Storytelling using a comic strip, Creating a cartoon character.

IMEDIA


How is it assessed?

• Three coursework units and one exam• 75% coursework assessed, 25% external exam assessed

Creative Careers: • Graphic artist• Photographer• Film director• Animator• Film Editor• Games creator• Web designer• Web developer• Radio Show host• Sound editor• Camera person• Comic book illustrator

Year 10 Year 11 (Choice of two of the units from the examples below)

Unit RO81 – Pre-production (Exam)

Unit RO84 – Storytelling using a comic strip (Coursework)

Unit RO82 – Creating digital graphics (Coursework)

Unit R086 – Creating a digital animation (Coursework)

Unit RO89 – Creating a digital video sequence (Coursework)

Unit RO90 – Digital Photography(Coursework)

Unit RO92 – Developing a digital game concept (Coursework)

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GCSE French, German, Spanish

Topics and themes:

• Self, family and friends• Free time and leisure• Where I live• School and education• Careers • Tourism and holidays• Healthy lifestyles• The environment

Skills:

You will be regularly assessed in 4 skill areas: listening, reading, writing and speaking. You will be able to:

• write short essays on a variety of topics, • hold conversations in your chosen foreign

language, • read and understand longer sequences of

authentic text, answer detailed questions and translate, and

• listen to and understand fluently spoken French, German or Spanish and be able to answer detailed questions and summarise what you have heard.

Exams:

You will be tested on all four skills in final exams at the end of Year 11. Students are entered either for a higher or a foundation paper.

MODERN FOREIGN lANGuAGES


1. Listening 25% - Final exam2. Reading 25% - Final exam3. Speaking 25% - Final exam: 1 role play, 1 picture question, 1 conversation.

Each task last approximately 9-12 minutes.4. Writing 25% - Final exam

What you could do with your new foreign language:

• Customer Service• Credit Control for an International Firm• International sales• International Lawyers• ICT with German or Dutch• Airlines• Fashion• Automotive industry• Travel and tourism• Journalism

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MuSIC


Students may decide to choose a GCSE course or a Vocational Course

GCSE Music 2016

Students will study the OCR GCSE Music Course.

There are three areas Performance, Composition and Listening.

• Performance on chosen instrument & Composition decided by the student – 30%

• Ensemble performance & composition to an OCR brief – 30%• Listening Paper – knowing the main features from classical, world, modern

and DJ-ing music - 40%

For further information go to ocr.org.uk/gcsemusic

Rock School Music Practitioner Vocational Qualification

Level 1

Students could achieve Level 1 in Performance,Technology or Composition.

Students must achieve 20 credits

• Core (compulsory)unit – 8 credits and externally assessed.• Optional units can be added to the core unit to make up the 20 credits.

For further information go to www.rockschool.co.uk

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http://www.rockschool.co.uk

GCSE PE 2016COURSE BREAKDOWN

40% PRACTICAL(Assessed in 3 Activities for 30%)

Skills during individual and team activitiesGeneral performance skills

The assessment consists of students completing three physical activities from a set list.

• One must be a team activity.• One must be an individual activity.• The final activity can be a free choice.

10% of this is a Personal exercise programme completed in year 10.

Aim and planning analysis.Carrying out and monitoring the PEP.Evaluation of the PEP

60% 2 THEORY EXAMINATIONS(At the end of Year 11)

Component 1 – Fitness and Body Systems:• Topic 1: Applied anatomy and physiology• Topic 2: Movement analysis• Topic 3: Physical training• Topic 4: Use of data

Component 2 Health & Performance:• Topic 1: Health, fitness and well-being• Topic 2: Sport psychology• Topic 3: Socio-cultural

PE


Career paths: 6th form entry to study A-Level PE , BTEC Level 3 in Sport and onto Higher Education /university BSC Sports Science / BA Sports Studies degree

Employment in the sports industries :Sports development, Sports coaching, PE teaching, Physiotherapy

For further information: www.qualifications.pearson.com/content/dam/pdf/GCSE/Physical%20Education/2016/Specification%20and%20sample%20assessments/gcse-pe-spec-accredited.pdf

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http://qualifications.pearson.com/content/dam/pdf/GCSE/Physical Education/2016/Specification and sample assessments/gcse-pe-spec-accredited.pdf



In GCSE Photography you will work on themed projects using DSLR cameras to explore areas of lens-based and light-based media. You will learn how to use a range of photographic styles, including portraiture, still life and documentary, as well as learning to manipulate and edit images using Photoshop. The course involves trips to galleries and exhibitions as well as the opportunity to take part in workshops and on location with professional photographers.

To be successful on this course you need to be flexible, committed, determined, creative and imaginative.

A GCSE in Photography can be used as a basis for further study at A level.

It also helps you to develop skills in self-motivation, planning, research, organisation and creativity.

Assessment Details

Towards the end of the course, with the help of your teacher, you will put together a portfolio of your work, selected from everything you have done in GCSE Photography.

This is worth 60% of your final mark.

At the end of the course you will also complete another unit of work which is set by AQA ‘the externally set task’. You will be given lots of planning time for this and then 10 hours to complete your final piece of work.

PHOTOGRAPHy


This is worth 40% of your final mark.

There is no written examination in this subject.

Future Pathways/Careers:

There are many Photography related careers including advertising, fashion, journalism, graphic design, film, video and freelance work

For further information: www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/subject-content/photography

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PRODuCT DESIGN


GCSE Product Design

Product Designers work in a wide range of materials and improve peoples’ lives!

Pupils will explore iconic designers and inspirational products. Creativity is encouraged and developed throughout the GCSE, ensuring imagination; innovation and flair are all rewarded. A thorough understanding of the design process will be developed through both the design & develop project and the make, test and marketing project.

How it is assessed

Controlled assessment 60%

A551 – Developing and Applying Designing Skills (30%)Internally assessed and externally moderated 20 hours – 90 marks.

A553 – Making, Testing and Marketing Products (30%)Internally assessed and externally moderated 20 hours – 90 marks.

Examination 40%

A552 – Innovation Challenge (20%)Innovation Challenge within examination conditions, 6 hours (2x 3 hours) in the workshop, plus 30 minutes reflection time – 60 marks.

A554 – Design Influences (20%)Written Paper on a specific designer and product, which is studied throughout year 11. 1 hour 30 minutes – 60 marks.

For further information: www.ocr.org.uk/qualifications/gcse-design-and-technology-product-design-j305-from-2012/

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http://www.ocr.org.uk/qualifications/gcse-design-and-technology-product-design-j305-from-2012/

http://www.ocr.org.uk/qualifications/gcse-design-and-technology-product-design-j305-from-2012/


OPTION TWO

OPTION ONEKey Stage 4option brackets2016

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Making Choices

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Transcript of Making Choices