Year 8Curriculum Choices 2019

Choosing your courses The English BaccalaureateThe curriculum has been designed to enable all students to achieve the English Baccalaureate. This was introduced by the government in 2010 and is designed to ensure that students demonstrate achievement across a range of academic subjects. The subjects include: English, Mathematics, Modern Foreign Language, Science and Geography OR History.

Therefore, students will study the following subjects:

GCSE English Language

These 7/8 GCSEs make up the English Baccalaureate

GCSE English Literature

GCSE Mathematics

GCSE Science - Trilogy OR Separate

GCSE Geography OR History

GCSE MFL - French, German or Spanish

Ethical Studies - Core These subjects do not lead to GCSEqualifications but form part of the

core curriculumPE - Core

PSHE - Core

Students will need to make a choice about which Science course to study and this will determine which route they follow.

English Baccalaureate Route 1 (with science trilogy)

English Baccalaureate Route 2 (with separate sciences)

GCSE English Language GCSE English Language

GCSE English Literature GCSE English Literature

GCSE Mathematics GCSE Mathematics

GCSE Science Trilogy GCSE Separate Sciences

GCSE Geography OR History GCSE Geography OR History

GCSE MFL - French, German or Spanish GCSE MFL - French, German or Spanish

Ethical Studies - Core Ethical Studies - Core

PE - Core PE - Core

PSHE - Core PSHE - Core

GCSE Option A GCSE Option A

GCSE Option B GCSE Option B

GCSE Option C An alternative pathway of a reduced number of GCSE’S will be offered to a small group of selected students based on individual need.

Choosing your courses Options

Students need to select five choices from the options listed below (three of these will be studied by students selecting Route 1 and two of these subjects will be studied by students selecting Route 2):

GCSE Art and Design GCSE Media Studies

GCSE Business GCSE MFL - Second Foreign Language Option

Child Development (Cambridge National) GCSE Music

GCSE Computer Science GCSE Photography

GCSE Design and Technology GCSE Physical Education

GCSE Drama GCSE Psychology

GCSE Food Preparation and Nutrition GCSE Religious Education

GCSE Geography GCSE Science – Trilogy or Separate

GCSE History GCSE Sociology

ICT (OCR Creative iMedia)

Curriculum Choices Timeline Please find below a timeline of events that have been put in place to support you and your child in the curriculum choices decision making process. Further support is available through your child’s tutor.

Date Process

Aut 2 2018 & Spring 1 2019 Guidance in PSHE lessons on GCSE decisions and careers. All students given log in for Unifrog website for careers guidance.

14th Jan – 12th Feb 2019 GCSE taster session(s) to run in Year 8 timetabled lessons. Tuesday 15th January 2019 Year 8 Assembly, introducing options process. Thursday 31st January 2019 8T Subject/Parents meeting. Friday 1st February 2019 Individual Guidance Meetings. Tuesday 5th February 2019 8G Subject/Parents meeting. Tuesday 5th February 2019 GCSE Options Convention. Tuesday 12th February 2019 Curriculum Choices Evening. Thursday 14th February 2019 “Aspire to Be” Event. Friday 15th February 2019 Deadline for curriculum choices options to be made online.

The individual guidance meetings will be with a senior member of staff and are an opportunity for your child to ask specific questions about any of the option subjects or future career pathways.

During the Aspire to Be Event your child will have a one-to-one meeting with a sixth form student to discuss their hopes, fears and dreams for the future, as well as their upcoming options choices.

During the Options Convention, your child will have the opportunity to speak to current KS4 students from all option subjects.

GCSE Art and Design offers an exciting opportunity to explore a wide range of skills and techniques. You will work with a variety of materials and media including drawing, painting, textiles, ceramics, sculpture and photography throughout the course.

The course encourages you to push the boundaries of your own abilities, taking risks, learning through experimentation and adapting your work to create excellent outcomes. As part of the course you will study the work of other artists who may influence and inform your own work, analysing what they do and howit has informed your own ideas and development. Students have previously benefited from a range of educational experiences, for example working with visiting artists and designers. Students have also had the opportunity to visit galleries, public works of art and exhibitions in Birmingham, Liverpool and London, as well as exciting residential trips to Paris and Ingestre Hall.

Art and Design can be a powerful subject, with many career links and opportunities. It would benefit students who are interested in careers in; architecture, the film industry, theatre design, fashion, interior design, art therapy, graphic design, printmaking and illustration, to name a few.

How will I be assessed?

Component 1: Portfolio of work - 60%This is made up from a selection of thematic projects and workshops the students complete over the duration of the course. This usually consists of a minimum of two sketchbooks and final pieces that accompany the work. Component 2: Externally set assignment - 40%.This is set in Year 11 by the exam board. Students will choose one starting point out of the seven they are provided with. They will then have a preparatory period where they will cover all four of the assessment objectives, which is usually completed in a sketchbook. They will then conclude this component with a 10 hour practical examination, during which they complete their final piece. 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.

Each Assessment objective is given a mark out of 24.

GCSE Art and Design

For further information please see Mrs G Smith

In GCSE Business you will look at many different businesses ranging from small enterprises to large multinationals throughout the course and develop many transferable skills. You will start by looking at what a business is, the reasons why people choose to start their own business and the skills needed to do so. You will also investigate how a business is run, covering the main areas of finance, human resources, marketing and operations.

As you go through the course you will start to look at specific influences on a business and the issues around running one, as well as developing your business etiquette and presentation skills. You will find out how to manage large numbers of workers, how production lines work and how to promote your business to potential customers.

No matter what job you go into after school or university it is useful to have some business knowledge and an understanding of how businesses are run. It is also useful to be able to read and understand business accounts, understand the different pay options open to you and how the law protects you when you are at work. These are life skills that you will learn as part of the course.

Business Studies is very skills based and you will learn how to analyse by looking at business decisions from lots of different viewpoints and considering the impact on different groups. You will also work on justifying your opinion, identifying what action you think is best for the business and being able to explain why.

You will also further develop your maths skills by analysing accounts and using financial ratios to help you make decisions on the best way forward for a business.

How will I be assessed?

There is no coursework. This qualification consists of two examinations:

Paper 1 - Influences of Operations and HRM on Business Activity Written examination - 1 hour 45 minutes - 50% of the GCSE.

Paper 2 - Influences of Marketing and Finance on Business Activity Written examination - 1 hour 45 minutes - 50% of the GCSE.

GCSE Business

For further information please see Mr Fryer

For further information please see Mr Jennings

Child Development (Cambridge National)This qualification is for students who wish to develop knowledge and practical skills in Child Development. It is designed with both practical and theory elements, which will prepare students for further qualifications in Child Care, Health and Social Care, Psychology, Sociology and Biology.

In Years 9 and 10 the theory part of the course will cover the following topics: Understanding reproduction and the roles and responsibilities of parenthood. Understanding antenatal care and preparation for birth. Understanding postnatal checks, postnatal provision and conditions for development. Understanding how to recognise, manage and prevent childhood illnesses. Child safety.

In Year 11 students will complete two pieces of coursework to demonstrate their knowledge and understanding of the above topics. The first piece will need to show an understanding of the equipment and nutritional needs of children from birth to five years. The second piece will need to show an understanding of the development of a child from birth to five years.

How will I be assessed?Unit 1 (R018): Health and Well-Being for Child Development Written examination: 1 hour 15 minutes - 50% of the qualification (80 marks).This examination will cover the five areas delivered in Years 9 and 10; understanding reproduction and the roles and responsibilities of parenthood, understanding antenatal care and preparation for birth, understanding postnatal checks, postnatal provision and conditions for development, understanding how to recognise, manage and prevent childhood illnesses and know about child safety.

Unit 2 (R019): Understanding the Equipment and Nutritional Needs of Children from Birth to Five Years Non-examination assessment which will be internally assessed and externally moderated - 25% of the qualification. This should be completed in 10 hours (60 marks).The students will be expected to investigate the different equipment and nutritional requirements of children from birth to five years. On completion of this unit, students will be able to apply their knowledge and understanding, through a practical activity, to show how the needs are met to promote the well-being and development of the child.

They will cover the following areas:LO1: Understand the key factors when choosing equipment for babies from birth to 12 months.LO2: Understand the key factors when choosing equipment for children from one to five years.LO3: Know the nutritional guidelines and requirements for children from birth to five years.LO4: Be able to investigate and develop feeding solutions for children from birth to five years.

Unit 3 (R020): Understanding the Development of a Child from Birth to Five Years Non-examination assessment which will be internally assessed and externally moderated – 25% of the qualification. This should be completed in 10 hours (60 marks).Students will be expected to investigate the developmental norms of children from birth to five years. Students will develop an understanding of the impact of play on the developmental norms. On completion of this unit, students will be able to apply their knowledge and understanding, through practical activities, to show how play affects the development of individual children. They will cover the following areas:

LO1: Understand the physical, intellectual and social developmental norms from birth to five years.LO2: Understand the benefits of learning through play.LO3: Be able to plan different play activities for a chosen developmental area with a child from birth to five years.LO4: Be able to carry out and evaluate different play activities for a chosen developmental area with a child from birth to five years.

The Computer Science GCSE is a cutting edge qualification designed to meet the demands of a modern and evolving computer science industry and educational sphere. Computer Science is a practical subject where students can apply the knowledge and skills learned in the classroom to real-world problems. It is an intensely creative and inventive subject. This qualification places real emphasis on computational thinking, helping students to develop the skills to solve problems and design systems that do so. These skills will be the best preparation for students who want to go on to study Computer Science at A Level and beyond. The qualification will also provide a good grounding for other subject areas that require computational thinking and analytical skills. This course is more suited to students with a high mathematical ability.

ContentThe course is comprised of 3 components:

Component 1 – Computer SystemsThe first component is focused on computer systems covering the physical elements of computer science and the associated theory; Systems architecture • Memory • Storage • Wired and wireless networks • Network topologies, protocols and layers • Network security • System software • Moral, social, legal, cultural and environmental concerns.

Component 2 – Computational Thinking, Algorithms and ProgrammingThis component is focused on the core theory of computer science and the application of computer science principles; Translators and facilities of languages • Algorithms • High and low-level programming • Computational logic • Data representation.

Component 3 – Programming Project*This component is the practical planning element where students will be challenged by a range of exciting and engaging tasks in order to apply the knowledge and skills they have learned; Programming techniques • Design • Development • Effectiveness and efficiency • Technical understanding • Testing, evaluation and conclusions.

*Please note: This component does not directly form part of the assessment for this qualification. However, the work involved helps to prepare students for the component 02 examination, and students are required to spend a minimum of 20 classroom hours on the project.

How will I be assessed?

Component 01 - Computer Systems Written examination – 1 hour 20 minutes – 80 marks = 50% of the total GCSE.

Component 02 - Computational Thinking, Algorithms and Programming Written examination - 1 hour 30 minutes - 80 marks = 50% of the total GCSE.

GCSE Computer Science

For further information please see Mr Brown

GCSE Design and TechnologyThe study of Design and Technology seeks to prepare students to participate confidently and successfully in an increasingly technological world; and be aware of, and learn from, wider influences on design and technology, including historical, social, cultural, environmental and economic factors. GCSE Design and Technology enables students to work creatively and apply technical and practical expertise, in order to:

Use imagination, experimentation and combine ideas when designing to develop realistic design proposals for products to solve problems in everyday life.

Develop the skills to critique and refine their own ideas whilst designing and making. Communicate their design ideas and decisions using different media and techniques such as sketching,

2D and 3D design software. Develop decision making skills, including the planning and organisation of time and resources when

managing their own project work. Develop a broad knowledge of a wide range of materials, components and technologies and practical

skills to develop high quality, imaginative and functional prototypes. Be ambitious and open to explore and take design risks. Consider the costs, commercial viability and marketing of products.

The Design and Technology GCSE has no restrictions on material type and students are encouraged to explore a variety of materials from textiles to card. There are strong links to other GCSEs including Maths, Art, Business and Science.

How will I be assessed?

Non examined Assessment - 50%

The project is based on 30 hours work in normal lesson time plus homework tasks and is worth 50% of your final grade. You are required to complete a design folder and sketchbook, as well as produce a quality manufactured product that solves a problem or enhances living. There are a range of contexts to choose from, and you will be given guidance by your teacher to help choose a suitable topic. Context examples include:

Responding to the unexpected. Improving living and working spaces (environments and objects). Securing a sustainable future. Promoting health and wellbeing. Developing and communicating personal, social, and corporate identity.

Examination - 50%

There is one final examination that is designed to test your understanding of the subject through questions based around designing and manufacturing.

For further information please see Mr Evans

GCSE Drama

For further information please see Miss Cottom

If you choose to study Drama at GCSE you will have the opportunity to develop your confidence, communication skills and performance abilities. Choosing Drama will see you exploring a variety of areas from mask work, to script work and even stage combat and physical theatre.

Year 9 You will focus on skill development and areas of study include:

Devising; creating your own original theatre. Script work; performing published plays and writing your own performances. Physical Theatre; using movement to communicate meaning.

Alongside this you will also develop an understanding of the wider world, using Drama, as we explore, debate and discuss what it is that makes us human. Within this topic you will learn the characteristics of performance texts (such as Blood Brothers), the roles and responsibilities of theatre makers (such as stage managers and directors) and you will practically explore staging, lighting, costume, props, interpretation and performance conventions.

Year 10 You will continue to develop wider skills such as working within and leading a team, public speaking, debate and communication. In the first term the focus is on:

Component One: Understanding Drama At the end of Year 10 you will see and review a live theatre production.

Component Two: Devising Drama This will enable you to create new and original performances through workshops and rehearsals. You will need to be able to develop ideas, collaborate with others and analyse and evaluate the process of creating devised drama. You will then complete a final performance and support this with a written devising log that documents the devising and rehearsal process.

Year 11You will explore:

Component Three: Texts in Practice You will explore, rehearse and perform two extracts from a published play. You will need to be able to interpret texts, create and communicate meaning and realise artistic intention in text-based drama.Year 11 ends with a final, written examination that tests your knowledge of theatre, texts and plays and live theatre productions.

How will I be assessed?

Overall the course is 70% written work and 30% practical work.

Taking Drama at GCSE will provide you with opportunities to go on trips to the theatre to see live theatre productions as well as developing your confidence, public speaking, performance and social skills.

GCSE Food Preparation and NutritionThe Food Preparation and Nutrition course equips students with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages students to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life.

The theory side of the course will cover a range of topics, for example:

Cooking and food preparation Food commodities The science of food Diet and good health Principles of nutrition Where food comes from.

These topics will be covered in Years 9 and 10. Students will cook at least one dish per week and these dishes will usually link to their theory lessons to consolidate their learning of a topic or skill.

In Year 11 students will complete 2 pieces of coursework. The first piece will be to investigate the working characteristics and the functional and chemical properties of different ingredients. An example could be the different ingredients needed to achieve a perfect shortcrust pastry. The second will be to plan, prepare, cook and present a selection of dishes, to meet particular requirements such as a dietary need, lifestyle choice or specific context.

How will I be assessed?Component 1: Principles of Food Preparation and Nutrition

Written examination: 1 hour 45 minutes - 50% of the qualification.

This component will consist of two sections both containing compulsory questions and will assess the six areas of content as listed in the specified GCSE content:

Section A: Questions based on stimulus material. Section B: Structured, short and extended response questions to assess content related to food preparation

and nutrition.

Component 2: Food Preparation and Nutrition in Action

Non-examination assessment which will be internally assessed and externally moderated - 50% of the qualification.Assessment 1: 8 hours Assessment 2: 12 hours

Assessment 1: The Food Investigation Assessment

A scientific food investigation which will assess the student’s knowledge, skills and understanding in relation to scientific principles underlying the preparation and cooking of food.

Assessment 2: The Food Preparation Assessment

Prepare, cook and present a menu which assesses the student’s knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food.

For further information please see Mrs Tattersall

GCSE Geography

For further information please see Ms T Smith

The Geography course will follow the new AQA GCSE specification and will provide you with the opportunity to understand more about the world, the challenges it faces and your place within it. The course will deepen your understanding of geographical processes, highlight the impact of change and the interactions between people and the environment. Geography is a dynamic subject and always changing so the course will also help you to understand topical issues in the news and the world around you. You will be taught a wide variety of different topics and skills. These include:

Geographical Skills and FieldworkUsing a range of maps, atlases, satellite images and other digital material, including the use of Geographical Information Systems (GIS). You will undertake fieldwork in two different environments (one on location e.g. in a city and one in a physical location e.g. in a river).

Human Geography Urban city environments, global economic development issues and resource management (with a focus on water).

Physical GeographyHazards (including earthquakes and volcanoes, climate change, extreme weather conditions and natural weather hazards), rivers, coasts and ecosystems (rain forests and deserts).

The GCSE is a natural progression from Key Stage 3 Geography and also provides ideal preparation for A Level studies. GCSE Geography is a very versatile subject because it bridges the gap between science and the arts. Geography helps you to develop a range of skills including communication, problem solving, analytical, organisational and IT skills. You will be handling data, writing reports and justifying decisions you make. These are all important transferable skills and this is why employers rate a GCSE in Geography highly.

How will I be assessed?

You will be assessed through three written examinations at the end of the course:

Paper 1 – Physical Geography examination (35% of the GCSE).

Paper 2 – Human Geography examination (35% of the GCSE).

Paper 3 – Fieldwork and Geographical Skills examination (30% of the GCSE).

GCSE HistoryThe GCSE course aims to provide students with a broad knowledge of History. Students will cover medieval to modern history and consider countries such as America, Britain, Germany and the USSR.

It is important to remember that History is not just about facts and dates. It is a subject for anyone who wants to understandwhy humans have behaved the way they have in the past. This is also a subject for anyone interested in the events that have shaped the world we live in today and for anyone interested in solving puzzles, developing arguments and taking part in debates. Studying History will develop your ability to think clearly and logically as well as research, analyse, hypothesize, argue and criticise. History is a subject which allows you to develop your writing skills, which will complement many other subjects in the curriculum, and the GCSE course is ideal preparation if you are considering choosing History at A Level.

History is a facilitating subject, and all the skills mentioned above are vitally important in all professions. This is why employers rate a GCSE in History highly. As well as the more obvious professions such as law, museum work, teaching and archaeology, many other employers in journalism, the civil service, finance, management and public relations actively look for people with History qualifications.

How will I be assessed?The GCSE is assessed by three examination papers, taken at the end of Year 11. Two of these (paper 1 and 3) are worth 30% of the GCSE and the other paper (Paper 2) is worth 40%. Paper 1 lasts 1 hour 15 minutes, Paper 2 lasts 1 hour 45 minutes and Paper 3 lasts 1 hour 20 minutes.

Paper 1

Medicine in Britain c1250 - present and The British Sector of the Western Front 1914 - 1918 Medicine in medieval England, including ideas about the causes of disease, approaches to prevention and treatment with a case study of the Black Death. The Medical Renaissance in England, including change and continuity in the ideas about the causes of disease, approaches to prevention

and reatment with case studies of William Harvey and the Great Plague. Medicine in Britain in the 18th and 19th centuries, including change and continuity in the ideas about the causes of disease, approaches

to prevention and treatment with case studies of Jenner and the fight against cholera. Medicine in modern Britain, including change and continuity in the ideas about the causes of disease, approaches to prevention

and treatment with a case studies of Penicillin and the fight against lung cancer. A historical enquiry into conditions in the British sector of the Western Front. Students will use a selection of sources to develop an enquiry about injuries,

treatments and conditions in the trenches during this time period.

Paper 2 Anglo Saxon and Norman England and Super Power Relations and the Cold War 1941 - 1991

Anglo-Saxon England and the Norman Conquest, including an analysis of Anglo-Saxon Society, the succession crisis after the death of Edward the Confessor and the subsequent Norman Invasion.

William I in power, observing how he established control and dealt firstly with the Anglo-Saxon resistance of 1068-71 and the subsequent Revolt of the Earls 1075.

Life in Norman England from 1066-88, looking at the establishment of the feudal system, the Norman government and aristocracy, and the role of William I and his sons.

The origins of the Cold War 1941-58, observing the development of tension through events such as the Yalta and Potsdam, the formation of NATO and the beginning of the arms race.

The crises of the Cold War 1958-70, including the Prague Spring, the Berlin Wall and the Cuban Missile Crisis. An analysis of the causes and consequences of these events.

The end of the Cold War 1970-91, with an examination of the work of various world leaders to reduce tension through the SALT treaties, Strategic Defence Initiative and Gorbachev’s policies.

Paper 3 Weimar and Nazi Germany 1918 - 1939

The Weimar Republic, detailing the origins of the republic after the abdication of the Kaiser, the challenges it faced and its recovery after 1924 under Stresemann.

An investigation into Hitler’s rise to power, observing the early development of the Nazi Party, its failed attempt to take power in Munich, and its subsequent growth in support, before Hitler became Chancellor.

Nazi control and dictatorship, exploring how Hitler dismantled the Weimar democracy to create a dictatorship with a police state which controlled all elements of life, and repressed resistance and opposition.

An exploration of life in Nazi Germany, focusing on their policies towards women, the young and the working class, as well as their persecution of minority groups, including Jews as part of the Holocaust.

For further information please see Mr Peake

iMedia (Cambridge National)

For further information please see Mr Brown

The Cambridge Nationals in Creative iMedia equips students with a range of creative media skills and provides opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. Through the use of these skills, students ultimately create fit-for-purpose creative media products.

The course challenges all learners, by introducing them to demanding material and techniques; encouraging independence and creativity; and providing tasks that engage with the most taxing aspects of the National Curriculum.

Course ContentThe OCR Level 2 Cambridge National Certificate in Creative iMedia consists of two mandatory units, and two other units chosen by the centre.

Unit R081 – Production skills (mandatory) enables students to understand skills used in the creative and digital media sector. It develops their understanding of the client brief, time frames, deadlines and preparation techniques that form part of the planning and creation process. On completion of this unit, students will be able to plan production of a creative digital media product to a client brief, and will understand how to review existing products.

Unit R082 – Creating digital graphics (mandatory) builds on unit R081 and students are able to apply the skills, knowledge and understanding gained in that unit and vice versa. The aim of this unit is for learners to understand the basics of digital graphics editing for the creative and digital media sector. On completion of this unit, students will understand the purpose and properties of digital graphics, and know where and how they are used. They will be able to plan the creation of digital graphics, create new digital graphics using a range of editing techniques and review a completed graphic against a specific brief.

The two optional units are selected from a range of units covering 3D design; website authoring; animation; multimedia; sound and video.

SkillsStudents complete a foundational project in Year 9 which prepares them for the qualification by enabling them to develop their graphic design and multimedia skills using the Adobe Creative Suite. Students will explore different existing products and learn how to use software to design and create effective products for specified purposes and audiences.

How will I be assessed?Each of the four units is worth 25% of the qualification. Unit R081 is assessed externally through a 1 hour 15 minute written examination. All other units are project-based and are assessed internally and moderated externally by the exam board.

GCSE Media StudiesThe media plays a central role in contemporary society and culture. It shapes our perceptions of the world through the representations, viewpoints and messages it offers. The media has real relevance and importance in our lives today, providing us with ways to communicate, with forms of cultural expression and the ability to participate in key aspects of society. The economic importance of the media is also unquestionable. Media industries employ large numbers of people worldwide and operate as commercial industries on a global scale. The global nature of contemporary media, coupled with ongoing technological developments, suggests that its centrality in contemporary life can only increase in the future.

GCSE Media Studies is a subject that offers learners the opportunity to develop knowledge and understanding of these key issues as well as the ability to debate important questions about the media. It introduces students to a theoretical framework for analysing the media and it is this theoretical framework that underpins the entire subject. Although the specification focuses predominantly on the contemporary media, it also enables students to contextualise and enhance their knowledge by exploring significant products from a range of different historical periods.

The specification also recognises the fundamental relationship between theoretical understanding and practical work, providing learners with exciting opportunities to develop media production skills. Learners who choose Media Studies will apply and develop their knowledge and understanding of media language and representation in relation to media forms and products, and in turn will become creators of meaning themselves.

Why choose Media Studies?

Demonstrate skills of enquiry, critical thinking, decision making and analysis. Acquire knowledge and understanding of a range of important media issues. Develop appreciation and critical understanding of the media and their role both historically and currently in society, culture and politics. Understand and apply specialist subject-specific terminology to analyse and compare media products and the contexts in which they are

produced and consumed in order to make informed arguments, reach substantiated judgements and draw conclusions about media issues. Appreciate how theoretical understanding supports practice and practice supports theoretical understanding. Develop practical skills by providing opportunities for creative media production.

How will I be assessed?

The course is split up into three key components:

Component 1: Exploring the Media Written examination: 1 hour 30 minutes - 40% of the qualification.

Section A: Exploring Media Language and RepresentationThis section assesses media language and representation in relation to two of the following print forms: magazines, marketing (including film posters), newspapers, or print advertisements. There are two questions in this section.

Section B: Exploring Media Industries and AudiencesThis section assesses two of the following media forms: Film, newspapers, radio, video games.

Component 2: Understanding Media forms and ProductsWritten examination: 1 hour 30 minutes - 30% of the qualification.This component assesses all areas of the theoretical framework and contexts of the media in relation to television and music:Section A: TelevisionSection B: Music (including music videos and online media)

Component 3: Creating Media ProductsNon-examined assessment (NEA) - 30% of the qualification.This includes an individual media production for an intended audience in response to a choice of briefs set by WJEC; this assesses the students’ ability to apply knowledge and understanding of both media language and representation.

For further information please see Miss Bradwell

For further information please see Mrs Jackson

GCSE MFL (French/German/Spanish as a second foreign language)

Students will continue to study the language they commenced in Year 7 to GCSE level in order to achieve the English Baccalaureate. In addition, the MFL Department are pleased to be able to offer students the option to study a second foreign language. For example, a student who started with French in Year 7 will continue with French to GCSE but may also decide to start Spanish or German from beginners’ level in Year 9 and complete a GCSE in this language in Year 11. As students will be studying the language for 3 (rather than 5) years before taking the GCSE , this option is particularly suitable for able linguists. The course in a second foreign language will provide students with:

An understanding of the language in a variety of contexts. The ability to communicate effectively in the language. A knowledge of important vocabulary and grammatical structures. An insight into the culture of the target language speaking countries.

Why study another language?75% of the world’s population do not speak English and over 60% of British trade is with non-English speaking countries.

Why French?French is an official language of many of the world’s organisations such as the United Nations, NATO, UNESCO, the International Red Cross Association and numerous other international committees. Apart from English, French is the only language spoken on five continents.

Why German?200 million people speak German world-wide and it is the most widely spoken language in Europe. Germany is an important trading partner due to its position as the world’s second-largest exporter.

Why Spanish?Spanish is a global language spoken by at least 350 million people around the world. Spanish culture has made major contributions in the arts, architecture and literature.

How will I be assessed? There will be terminal examinations in all four skills at the end of Year 11: Listening, Reading, Speaking and Writing.

Each of these examinations will have a 25% weighting.

There will be an emphasis on grammatical knowledge, creativity and the student’s ability to manipulate the language accurately and spontaneously.

GCSE Music

For further information please see Mr Dunne

Is GCSE Music for me?

If you enjoy playing an instrument or singing and are in a position to reach a standard equivalent to Grade 4 by Year 11.

If you are willing to take lessons on your instrument/voice and to practise regularly. If you are happy to perform in front of others. If you enjoy exploring a wide range of new styles of music. If you enjoy working both individually and in groups to create your own music. If you are able to read some musical notation. If you meet the above criteria then GCSE Music would be an excellent choice! If you opt for GCSE Music, you will develop your knowledge, understanding and skills in appraising,

composing and performing through completing the following three units:

How will I be assessed?

1. Performing (non-examined assessment - worth 30%)

You will need to perform as a soloist and as a member of an ensemble, for a combined duration of at least 4 minutes.

Your performances will be recorded in Year 11 and need to be of a standard equivalent to at leastGrade 4 if you are to achieve a strong mark.

2. Composing (non-examined assessment - worth 30%)

You will compose two pieces of at least 3 minutes combined duration.

One composition will be a free composition and the other will be in response to a choice of briefs setby the Exam Board.

3. Appraising (assessed in a listening exam - worth 40%)

The 1 hour 15 minute examination will take place in the summer term of Year 11 and consists of 8 questions based upon music from the four areas of study: AOS1 Musical Forms and Devices; AOS2 Ensembles; AOS3 Film Music; AOS4 Popular Music. You will also study two set works in detail: Mozart’s ‘Minuet and Trio’ from Eine Kleine Nachtmusik, and ‘Since You’ve Been Gone’ by Rainbow. The exam is a mix of short answer analytical questions, a longer essay style question and some music theory style dictation questions.

GCSE Photography

For further information please see Mr Reeves

GCSE Photography offers a unique opportunity to explore a wide range of skills and techniques, using a range of photography methods and creative techniques. This will include; digital and hand manipulation methods, drawing and experimental processes when developing and producing work.

The course encourages you to push the boundaries of your own abilities, taking risks, learning through experimentation and adapting your work to create excellent outcomes. As part of the course you will study the work of other photographers who may influence and inform your own work, analysing what they do and how it has informed your own ideas and development.

Students have previously benefited from a range of educational experiences, for example working with visiting artists and designers. Students have also had the opportunity to visit galleries, public works of art and exhibitions in Birmingham, Liverpool and London, as well as exciting residential trips to Paris and Ingestre Hall.

Photography is a strong subject, with many career links and opportunities in today’s ever changing society. The course would benefit students who are interested in a career in; media, the film industry, journalism, sports photography, medical photography, theatre design, fashion and interior design, to name a few.

How will I be assessed?

Component 1: Portfolio of work - 60%.

This is made up from a selection of thematic projects and workshops the students complete over the course. This usually consists of a minimum of two sketchbooks (digital or practical) and final pieces that accompany the work. Component 2: Externally set assignment - 40%.

This is set in Year 11 by the Exam Board. Students will choose one starting point out of the seven they are provided with. They will then have a preparatory period where they will cover all four of the assessment objectives, which is usually completed in a sketchbook. They will then conclude this component with a 10 hour practical examination, during which they complete their final piece.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.

Each assessment objective is given a mark out of 24.

GCSE Physical Education

For further information please see Mrs Maisey

Is GCSE PE for me? Yes…

If you enjoy playing sport and regularly participate in sport inside and/or outside of the Academy. If you have three strong sports and are participating in at least one of them outside of the Academy to a good level. If you enjoy learning about the mind and how it can affect your performance. If you are happy to perform in front of others. If you are willing to practise your sport by regularly attending wider-curricular activities. If you enjoy biology and learning about the body and what happens when you exercise. If you enjoy learning about the media and its influence on your perception of sport. If you enjoy learning about the controversial issues surrounding performance enhancing drugs and how to optimise performance.

If you meet the above criteria then GCSE PE would be an excellent choice for you!

What will I cover in GCSE PE?

If you opt for GCSE PE, you will develop your knowledge, understanding and skills in five key topics which are:

Applied anatomy and physiology - this is to do with the body and how it moves during exercise. Physical training - this is to do with the requirements on your body when you train. Socio-cultural influences - this is to do with factors that may impact why you participate in sport. Sports psychology - this is to do with our mind and how it can impact our performance. Health, fitness and well-being - this is to do with how our lifestyle choices can impact performance.

How will I be assessed?Controlled Assessment - 40%This will include an internal assessment and external moderation of practical ability in three different sports, together with an evaluating and analysing performance task in a sport of your choice. In this section of the course you will either need to select two individual sports and one team sport or vice-versa from the list provided by OCR.

Theoretical Assessment - 60%This will involve two written examinations covering the topics mentioned above. These examinations will be taken at the end of Year 11 and will both last for 1 hour each.

Where can GCSE PE take me? It leads directly to A Level PE. Sports Therapy. Sport Psychology. Sports Nutritionist. Physiotherapy. Coaching and officiating. Sports Journalism. Sports Marketing and Media. Teaching.

GCSE Psychology

For further information please see Mr Balloo

Psychology is an exciting subject which covers content that is relevant to everyday life. GCSE Psychology is the scientific study of the mind and behaviour and this course will give you a sound understanding of topics in psychology at an introductory level.The topics you will study include:

Development Early brain development in the womb focusing on high level scientific neural structures in the womb. Looking at the reasons behind the development of children. Develop your own learning style by studying Psychologists who are revolutionising teaching; Carol Dweck and the growth mindset.

Memory This includes theories of how our memory works and the differences between short and long term memory. Memory gives you new and innovative revision strategies to bolster your exam practice for GCSE’s. We also study eye witness testimony and how people can be given false memories in unforgiving circumstances.

Brain and Neuropsychology Delve into the complexities of the human brain, not just its functions and brain scanning, but what can go wrong when neurological damage is sustained, ranging from stroke to concussion from sport.

Perception From sensory deprivation torture studies, to optical illusions. Perception is how you experience the world and we will be looking at how you can manipulate the viewpoint of others.

Psychological ProblemsFrom the coldest isolation of depression to the hot flashes of bipolar, all the way to the gutter of addiction, covering explanations and the therapies used to treat them. As well as wider issues surrounding stigmatisation and the challenges that people face suffering from mental illnesses.

Social Influence This topic includes areas of study such as conformity, the factors that turn everyday people into people who have committed the most villainous crimes. Mob behaviours and why we riot. Obedience to the law and people in powerful positions, but also how situations can lead to good outcomes in Pro-social Psychology.

Language, Thought and Communication Ever wonder why you talk the way you do? Are you interested in the way animals communicate (from dolphins to bees)? This topic takes you through a wide range of communication styles from evolution to emoticons (emojis).

Research Methods Understanding how psychologists conduct scientific investigations.

As the topics above suggest, psychology is a subject for anyone who is interested in people and their behaviour. Psychology is a blend of scientific practice, social science and human intuition, along with mathematical content. In psychology you will learn about relevant research and theories and you will develop your ability to analyse, evaluate, think critically, conduct investigations and write reports. The GCSE is also seen as a strong basis for progression to A Level.

The skills mentioned above are transferable and relevant to any career or further study. Psychology is both relevant and useful for any career that involves other people. This would include a psychologist (clinical or educational), the education sector, business, research, sport, health and social care, public services, marketing, public relations, management and human resources.

How will I be assessed?

There is no coursework in the GCSE Psychology course, there will be two examinations, 1 hour 30 minutes each, both taken at the end of Year 11

GCSE Religious Education

For further information please see Mrs Lowe or Miss Mortimer

Religious Education is a varied and exciting subject which examines key ethical issues that affect many people in the world today.

The topics you will study include:

Crime and PunishmentExamine the causes and consequences of acts of crime from ethical, religious, non-religious and humanist perspectives. Delve into issues surrounding the death penalty, corporal punishment and if we should even punish criminals.

Marriage and the familyThis includes debate and analysis of key issues surrounding the family and society, including reasons for the rising trends in divorce and changing attitudes towards alternative family types. Questions such as, “Do we have gender equality in the UK today?”, “Should all people be given the right to adopt?” and“Should civil marriage ceremonies be accepted by religious believers” will be dissected.

Peace and conflictFrom the causes of terrorism and radicalisation, to the impact of modern conflicts on societies and causes of war, this topic enables lots of topical application to current issues in the world. Diverse figures will be discussed from conscientious objectors such as Muhammed Ali to world leaders and their impact on peace and conflict, such as Donald Trump.

Matters of life and deathThis will study all stages of life from the very beginnings of life at conception to the end of life through analysing questions such as “Is abortion acceptable?”, “Should assisted euthanasia be legalised? “ and “At what point does a life begin and end?”

Beliefs and practices through Islam and ChristianityThis will focus on topics such as the Sunni and Shia split in Islam, the Protestant and Catholic split in Christianity, the problem of evil and suffering, scientific vs religious accounts of the beginning of the world, was Jesus a rebel and fundamentalism. Important historical figures will be studied such as Martin Luther King and Prophet Muhammed. These will be studied through debating issues such as free will and ethical theories.

As the topics above suggest Religious Education is a subject for anyone who is interested in people and their behaviour and moral dilemmas or issue. Indeed Philosophy (which is part of the RE course), Politics and Economics degrees are held by many of the countries key decision makers.

Religious Education will develop your ability to analyse, evaluate, and think critically. The GCSE is also seen as a strong basis for progression to A level Philosophy which is highly regarded A level by many universities.

The skills mentioned above are transferable and relevant to any career or further study. Religious Education is both relevant and useful for any career that involves other people. This would include public services, the education sector, management and human resources, medicine (due to the ethical components in medicine course), journalism, politics, research and health and social care, amongst many others.

How will I be assessed?There is no coursework in the GCSE Religious Education course, there will be two examinations of 1 hour 45 minutes each, both taken at the end of year 11.

GCSE Science Trilogy or GCSE Separate SciencesStudents have the choice of taking the Science Trilogy pathway or the Separate Sciences pathway. The Science Trilogy pathway is worth 2 GCSEs and students can choose a further 3 options from this booklet whereas the Separate Sciences pathway is worth the 3 GCSEs and therefore students can choose a further 2 options from this booklet. Both pathways involve the study of Biology, Chemistry and Physics and both pathways enable students to proceed to the study of Science at A level. Students decide which pathway to follow during this options process and students will NOT be able to change pathways during years 9-11.

GCSE Science Trilogy

This course covers all the essential knowledge students need to understand the world around them. Topics include; chemical reactions, electricity in the home, radioactivity, the Earth’s atmosphere, preventing and treating disease and many more. In total, this route includes 16 required practicals which students have to complete over the three years which will be part of the final examinations. Additional practical work will also be completed to enhance students’ learning in the classroom. This pathway will not only allow students to develop a range of transferable skills, but it will also adequately prepare them for further study at A Level.

How will I be assessed?

Each Science has two 1 hour 15 minute papers – 15% of questions on each paper are directly related to required practicals. In total students will sit six 1 hour 15 minute papers. On the higher tier papers - 10% of Biology questions, 20% of Chemistry and 30% of Physics questions require higher tier GCSE mathematics skills. Students will be awarded a paired GCSE grade for Science Trilogy (e.g. 9-9, 6-5) which is based on their overall score in all of their examinations.

GCSE Separate Sciences

This route is for students who are incredibly passionate about Science. Students will explore all of the same content that the Science Trilogy route offers but with additional topics such as nanotechnology, space and genetics. This Separate Science route will build on the scientific techniques learnt at Key Stage 3 to develop students who are able to complete practical work to a high standardindependently. Each GCSE contains eight required practicals which will be examined as part of the final examinations – but practical work is a prominent feature of all lessons.

By following this pathway, students will be continually challenged to tackle difficult scientific concepts and develop problem solving skills. Students will need to unpick different applications of concepts and create their own models for understanding. This course would benefit students who are considering careers in scientific fields; engineering, architecture, medicine, dentistry, veterinary science, pharmacy and many others.

How will I be assessed?

Each GCSE is two 1 hour 45 minute papers – 15% of questions on each paper are directly related to required practicals. In total students will sit six 1 hour 45 minute papers.

On the higher tier papers – 10% of biology questions, 20% of chemistry and 30% of physics questions require higher tier GCSE mathematics skills. Students following the Separate Sciences pathway will receive a separate GCSE grade for Biology, Chemistry and Physics.

For further information please see Mrs Love

GCSE Sociology

For further information please see Miss Mortimer

GCSE Sociology is an increasingly popular subject which offers students an opportunity to develop a theoretical understanding on many topic issues in Society, including the balance of power between men and women, the impact that the media has on our lives and explanations of criminal and deviant behaviours.

The topics you will study include:

Sociological approachesThis will look at different approaches to viewing society, from the ideas of Karl Marx to feminists. It will analyse the impact that class, gender, culture, ethnicity and other factors such as the media have on individuals and society.

Crime and DevianceDelve into the causes of criminal behaviours. This topic will consider the explanations for criminal acts and analyse topical issues such as how should criminals be punished, institutional racism, how the media portrays different types of crimes , for example crimes committed by the working class and middle classes.

EducationExplore differing views on the role of education from Feminist views which suggest education reinforces gender inequalities to Functionalist views which sees education as a key agent of socialisation. This topic will enable students to debate questions such as, “Why are girls outperforming boys at GCSE?”, “Can money buy a better education?” and “Why do people fail or succeed in Education?”.

Social StratificationThis topic will look at how class, ethnicity, age and gender affect people’s life chances. This topic will examine questions such as “What is poverty?”, “Does social class still matter?”, “Why is there a gender pay gap?”, “Why are people in the UK using foodbanks?” and “Is there an underclass who cause their own inequality?”. These will be examined through looking at official statistics and explanations such as feminism, New Right and the government.

Families and householdsThis includes debate and analysis of key issues of the family and society, including reasons for the changing attitudes towards alternative family types, how families differ in other countries, rising trends in divorce rates and different sociological views of the society.

Research methodsThis will enable students to see how sociologists conduct research, through analysing different methods such as the use of official statistics to study crime rate or the use of undercover observations to investigate anti-school subcultures in Education.

During the course students will gain a wider understanding of the world around them including contemporary social and political debates. It will also develop many transferable skills such as the ability to think critically, to evaluate and apply knowledge as well as to write persuasively.

Sociology is an interesting and exciting subject which provides a well-respected GCSE for people who want to pursue work in law, politics, public relations, teaching, business, human resources and management, public services and many other careers.

How will I be assessed?

There is no coursework in the GCSE Sociology course. Students will follow the AQA specification and take two examinations each equally weighted and lasting 1 hour 45 minutes at the end of Year 11.

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