Year 9 Options Booklet 2015-2017

Specialist Business and Enterprise School

West Hatch High School

Year 9 Options 2015 - 2017

GCSEs

Future

Routes

BTECs

Choices

Advice

My Decision

What is in this booklet?

Art

Business Studies

Catering

Child Development & Care

Computer Science

Drama

English Language

English Literature

Economics

French

Geography

History

ICT

BTEC ICT

Italian

Maths

Media Studies

Music

BTEC Music Technology

Performing Arts

Physical Education

BTEC PE: Dance

BTEC PE Sport

Religion, Philosophy and Ethics

Resistant Materials

Spanish

Science (Core & Additional)

Science (Triple)

Textiles

BTEC Travel and Tourism

Subjects

Page 1: Message from Mr Leonard

: Timeline of Options

Page 3: Making Your Choices

Page 4: Post-16 Options

Page 5: Post-16 Options Explained

Page 6: Things to Consider

Page 7: Work Experience

Page 8: Picking your options

Message from Mr Leonard Dear Year 9,

Welcome to your Year 9 Options

This booklet outlines all the information, advice and guidance that will help you to make the best

decisions about which subjects to study over the next two years.

Why is it important?

The choices and decisions you make now will have a significant impact on your future. These

decisions should not be made lightly, so we will offer you as much support as we can, to ensure you

follow the right path.

What can I choose?

Not all pupils will be able to choose all subjects. Every one of you will receive a personalised letter

which explains your specific option choices. These are based on your progress since joining the

school and your teacher’s knowledge of you.

What is the EBacc?

The ‘EBacc’ or English Baccalaureate is not a qualification in itself, but it was introduced by the

Government to recognise where pupils have secured a C grade or better across a core of academic

subjects: English, mathematics, the sciences, history or geography and a language. Although we do

not force pupils to take an EBacc route, we do recommend that where pupils are able to study these

subjects, they do so as they may give pupils more choice in the future.

This is particularly the case if pupils are considering university as some courses expect pupils to

have studied these facilitating subjects in the Sixth Form as well.

Who can help?

It is important that you have as much information and advice as possible. There are a number of

people you can speak to from myself to your Form Tutors, others in your Form and your Head of

House. You can also speak to Mr Windsor who leads on Options in the school and Mr Towsey, our

Careers Co-ordinator. He is based in the Careers Centre (next to S19) and you can visit him at any

point. If you have any questions do not hesitate to ask!

What next?

On the next page is a timeline for the process of making your GCSE choices. We will try to give you

as much information and support as possible before you choose your options so that you make the

best choices for you and your future.

Yours sincerely,

Mr D Leonard

Associate Headteacher

Options Timeline

Options Assembly

9th February

Options Booklets

Handed Out

Week Beginning

2nd March

Parents Evening

26th February

Options Evening

(from 6pm)

12th March

Transition Day

20th March ?

Mr Leonard will explain how the

options process works and how

everything links up.

An opportunity to discuss your

academic progress and possible

subject choices with your teachers.

This will be done during Form

Time, so you can read it and discus

it with your Form Tutor.

The Head and senior staff will

outline the options process to

parents/carers. There will then be

an opportunity to speak to subject

staff about courses and possible

options.

This is when you submit your

Option Choice Forms. There is also

the opportunity to take part in

activities about future careers.

Picking your options is a big step, but (as you can see) there is lots of support and

opportunities to talk about the process and help for you making your decisions.

You can also speak to Mr Towsey, our Careers Co-Ordinator, at any point about

possible options and choices. He is based in the Careers Centre, next to S19.

Making Your Choices Picking your GCSE options is entirely your choice. You will be the one who makes the

final decision, but we can offer you some advice about choosing your options.

Over the next couple of weeks you will have a number of workshops and sessions,

which will give you the opportunity to ask about your choices. You can speak to

Mr Towsey, our Careers Co-Ordinator, at any point (the Careers Centre is next to S19).

There is not necessarily a specific way to choose your options and there are lots of

things to consider when making your choices, but here are just a few things you might

want to think about:

Options Mythbusters!

CHOOSING A SUBJECT

BECAUSE OF A TEACHER

Please speak to your teachers

about your GCSE choices, but

remember that even though

they might teach you now, they

will not necessarily teach you in

Years 10 or 11.

CHOOSING THE SAME

SUBJECT AS YOUR FRIENDS

Do not pick a subject just because

your friends did.

1) It should be your choice

2) You might not be in the same

class as them anyway!

KNOW THE COURSE,

NOT JUST THE TITLE

You should not judge a book by its

cover, so do not judge a course by

its title. Make sure you know what

the course will involve. Find out

what topics you will cover and how

you will be marked.

Do your research.

CHOOSING A SUBJECT

YOU LOVE

Make sure that your optional

choices are subjects which

interest you and you would like

to study. The choice is yours

and you will be studying them

for two years, so do not make

the choice without thinking

about it and speaking to staff,

friends and family.

You do not need to decide on a career, to be able to decide on your GCSEs

Thinking about possible careers could help you decide which subjects to take, but

remember that you might change your mind. Choosing a range of subjects, you would like

to study, will give you the greatest options after Year 11. If you are thinking about a

particular career, you could speak to Mr Towsey and discuss what choices would be best.

Options Post-Year 11 (and why you should start

thinking about it now!) With the Raising of the Participation Age, you are now expected to stay in

education or training until your 18th Birthday.

This does not necessarily mean that you will have to stay in school, but you

will have a choice of three main options:

Full-time study in a school, college or with a training provider.

Work based learning (e.g. an Apprenticeship)

Full-time work or volunteering combined with part-time training.

Sixth Form, School

or College

Work or volunteering

(with training) Work Based Training

(e.g. Apprenticeship)

Year 11

The different routes might appeal to different people, but over the next two

years we will provide you with as much information as possible about all

the options. However, we would encourage you to start thinking about them

now. If you have any questions about options after Year 11 or careers you

can always contact Mr Towsey.

Work Experience

When? Last two weeks of July,

during Year 10

What? This will enable pupils to experience

first-hand the demands and expectations of

an employer. They also discover what it is

like to put in a full working day, and how to

make their own way to work.

Who? BEP (Business Education Partnership), an organisation that links schools

and employers, assist with arranging placements. However, we strongly

advise students to obtain a private placement through contacts; relations

etc., as this guarantees them their first choice in and industry or service

that will be more beneficial to them gaining valuable skills. Once a private

placement is secured BEP checks the suitability to ensure students work in

a safe and appropriate environment.

Why? For each pupil this should be a meaningful

experience and may be demanding.

The rewards, however, are significant and

begin to bridge the gap between school and

work as they investigate the different careers

that are available to them.

Work experience makes a vital contribution

to many parts of the curriculum as well as

demonstrating qualities and skills that will be

of benefit to them in the future.

Where? There is a wide variety of different

employers who offer work experience.

If you arrange your own work experience placement, you decide

where you spend the two weeks.

We would encourage you to think about a work experience placement

which could be linked to your possible future career; this could give you an

insight into a specific industry or occupation.

Got a question? If you have any questions about work experience, you can speak to

Mrs Muscatt, in the Main Office, or Mr Towsey, in the Careers Centre.

The

Curriculum

The following pages includes information about how the curriculum is

broken down. It includes information about making your choices and how

many hours a week you will to study each subject.

The Curriculum

These are the subjects that every student will study each week.

All students will then select one of the following preference

subjects, to study for 3 hours per week

English Language (2 hours per week)

English Literature (2 hours per week)

Mathematics (4 hours per week)

Science (6 hours per week)

Most students will study Core in Year 10

and Additional in Year 11

+

BTEC Sport

Physical Education (2 hours per week)

BTEC Dance or

+

+ +

Computer

Science French Geography History or or or

History

The Options

You will then need to select one more preference subject...

Geography Computer

Science French or or or

You will also need to decide:

1) Will you take BTEC Sports or Dance as part of your PE lessons?

2) If you have a Home Language, will you take this as a GCSE?

3) If you are offered Triple Science will you take this, which will

mean you study an extra hour of Science a week?

OR

Alternatively some students will be asked to select a

BTEC subject (but you will be notified by letter)

BTEC

ICT

BTEC

Music

Technology

BTEC

Travel &

Tourism

BTEC

Preforming

Arts (Acting)

or or or

If you wish to study a BTEC course, but have not been told to do so,

please see Mr Windsor to discuss this.

(Please note, if you select one of these BTEC subjects you will not be able to choose the

similar subject for GCSE ie BTEC ICT and GCSE ICT)

The Choices

You can then make two choices from the following subjects:

You may only take certain subjects (i.e. economics) if advised in your personal letter.

Art Business

Studies Catering

Child

Development

and Care

Computer

Science

Drama

(not with Prf. Arts)

Economics

(if advised) French

Geography

(not with T&T)

Italian

(if advised) History

ICT

(not with BTEC ICT)

Media Studies Music

(not with BTEC Music)

Physical

Education

Religion,

Philosophy &

Ethics

Resistant

Materials

Spanish

(if advised)

Textiles

Subjects

The following pages includes information about all the courses which are

offered at West Hatch.

It includes both the core and options choices for each of the pathways.

Art

Overview:?

UNIT 1: Controlled Assessment - maximum of 45 hours

to complete the portfolio. For this unit you will produce

a portfolio of work showing a personal response to a

given starting point. The portfolio will consist of

preparatory studies, development work and a

conclusion.

UNIT 2: 10 hours supervised OCR set task. You will

have a preparatory period to produce preparatory

studies and development work as a personal response

to a given starting point. In the final examination you

will complete your final personal response outcome.

Topics Covered:?

Assessment Method

Unit Weighting

Internal Portfolio 60%

OCR External Task 40%

If you want to develop skills in Art and Design, expand your creativity and imagination, then you will

enjoy Art and Design. You will get involved in and work with a wide range of media applications.

Students will learn how to:

25% AO1 - Develop their ideas through investigations informed by contextual and other sources

demonstrating analytical and cultural understanding

25% AO2 - Refine their ideas through experimenting and selecting appropriate

resources, media materials, techniques and processes

25% AO3 - Record ideas, observations and insights relevant to their intentions in visual and/or

other forms

25% AO4 - Present a personal, informed and meaningful response demonstrating analytical and

critical understanding, realising intentions and, where appropriate, making

connections between visual, written, oral or other elements

Information, Advice or Questions:?

If you would like further information and advice, or you have any questions, please speak to

Mr Hanley

Studying Art at College?...

Possible Careers...

Can be chosen by: All

Level: GCSE Exam Board: OCR

advertising, marketing, design, fashion, architecture, publishing and media.

If pupils are thinking of applying to an art college they will need to take the

responsibility to photocopy their art work before the final coursework

deadline in December.

SYLLABUS CODE: J160

Business Studies

Topics Covered:?

Assessment Method

Unit Weighting

Unit 1 40%

Unit 2 35%

Unit 3: Controlled 25%

UNIT 1: SETTING UP A BUSINESS

This unit is externally assessed through students completing written paper 1.

This section introduces students to the issues involved with starting a business.

UNIT 2: GROWING AS A BUSINESS

This unit is externally assessed through students completing written paper 2. This section builds

upon the work of unit 1, and considers how methods of expansion and objectives of larger

businesses might differ from smaller businesses.

UNIT 3: INVESTIGATING BUSINESSES

This is a controlled assessment unit. The work must be each students own individual response and

must be produced under controlled conditions. All controlled assessment tasks will be set by the

examination board. Students work is assessed internally, and externally moderated.



Mr Cunningham

Possible Careers...


Level: GCSE Exam Board: AQA

There are very few jobs where an

understanding of business would not be

useful. Obviously there are management

roles but have you ever thought about

HR, logistics or buying and

merchandising?

Overview:?

Students will be entered for two, one hour; written

examination papers, and complete a controlled

assessment.

Work will be divided up between taught and practical

lessons in each unit of work. Opportunities exist to

develop a wide range of key skills including ICT,

numeracy and communication skills.

The controlled assessment will involve a wide range of

research to produce a portfolio using ICT and business

skills.

Catering

Overview:?

This course will allow pupils the chance to develop and

extend their existing knowledge and skills of food, food

handling, cooking, presentation, nutrition and healthy

eating covered in Key Stage 3 whilst covering new areas

of study related to the catering industry.

The course will cover the industry – food and drink, Job

roles, employment opportunities and relevant training,

Health, safety and hygiene, Food preparation and

presentation, Nutrition and menu planning, Costing and

Topics Covered:?

Assessment Method

Unit Weighting

Controlled 60%

Final Exam 40%

Task 1 is worth 20% of the controlled assessment mark and taken in Year 10. Pupils complete a

practical based task, set by the examination board within a time limit of 15 supervised hours.

YEAR 11

Task 2 is worth 40% of the controlled assessment mark and taken in Year 11. Pupils complete a

practical based task, set by the examination board within a time limit of 30 supervised hours.



Mrs Barnard or Mrs Narwal

Possible Careers...


Level: GCSE Exam Board: WJEC

You may be interested in career opportunities in the Hotel and Tourist

Industry or in a wide range of Catering Establishments

SYLLABUS CODE: 4740

TEACHING APPROACHES?

Many different approaches to teaching are used during the course. Tasks are set which encourage

pupils to acquire knowledge and experience through research, investigation, making and

evaluation. Active learning is central to the course. Pupils will be involved in a wide range of prac-

tical tasks, for which ingredients will need to be provided. Pupils will have the opportunity to expe-

rience working in a catering establishment. ICT skills are an integral part of the course. Pupils will

be expected to assess and evaluate their own and the group’s performance to enhance their own

personal progress and improve their learning achievements.

YEAR 10

OTHER INFORMATION?

Each practical based task consists of

research, planning, preparation,

cooking and evaluation. Practical work

plays a major role in the course with

pupils during Year 10 and 11 producing

a wide variety of food products. Current

healthy eating and nutritional guidelines

are constantly referred to.

All pupils will have the opportunity to

take the CIEH Level 2 Award in Food

Safety in Catering as part of their GCSE.

Child Development and Care

Overview:?

This is a new qualification which includes knowledge

and understanding of child development and

well-being necessary when preparing for working

with children in a variety of settings. This is a basic

introduction to childcare and development for children

aged 0-5 years.

Topics Covered:?

Assessment Method

Unit Method

Unit 1 Controlled

Assessment and

class based tasks Unit 2

Unit 3 Multiple Choice

Unit 1

Gives an introduction to the types of settings and provisions for children. You will learn the

professional responsibilities of working with children and how to treat children with fairness and

equality.

Unit 2

You will learn about the Curriculum for young children, areas of development and the importance of

routines. You will learn how to keep children safe and the importance of observations and

assessments.

All units include a range of practical based tasks and learning.



Mrs Sharma

Options after Year 11...


Level: Level 2 CACHE Exam Board: CACHE

This course can be used as progression onto the Level 3 Early Years Educator

Course in Year 12 and 13.

On completion of the Level 3 course, pupils can move into employment, or

onto university.

Teaching Approaches:

Many different approaches to teaching are used during the course. Tasks are set which encourage

pupils to acquire knowledge and experience through research and practical tasks. Pupils will have

opportunities to create resources and present their information in a range of ways. Pupils will take

part in whole and small group activities.

Computer Science

Overview:

This exciting GCSE gives you an excellent opportunity to

investigate how computers work and how they’re used,

and to develop computer programming and

problem-solving skills. You’ll also do some fascinating

in-depth research and practical work. For example, some

of the current investigations look at JavaScript, encryption

and assembly language programming.

This three unit course is designed to give you an in-depth

understanding of how computer technology works and a

look at what goes on ‘behind the scenes’. You don’t need

to have studied this subject before, and assessment is

quite simply

Topics Covered:?

Assessment Method

You will be assessed on a written

exam, a practical investigation and

a programming task.

The course will help you learn about critical thinking, analysis and problem solving. We hope you’ll find it a fun and interesting way to develop these skills, which can also be transferred to other subjects and even applied in day-to-day life. The computer systems and programming unit will teach you the theory about a wide range of issues such as hardware and software, the representation of data in computer systems, databases, computer communications and networking, programming and more. The practical investigation is all about engaging with computing in the real world. You’ll look at a computing topic in more depth and carry out a practical investigation into a computing issue. The programming project will call on you to design, code and test a solution to three tasks using a suitable programming language.



Mrs Trickey

Possible Careers...



Networks Officer, Computer Programmer, Software engineer, financial

and resource management...

Drama

Overview:

You will perform in around five pieces over the two

years. Your two highest marks will be sent to the exam

board at the end of Year 11. You are assessed on your

preparation for a performance as well as the performance

itself.

Topics Covered:?

Assessment Method

Unit Weighting

Controlled 60%

External Exam 40%

YEAR 10

At the start of Year 10 you will learn a range of

drama skills. After that, practical work will be in

the form of themed projects which lead to an

assessed performance.

These can be devised, improvised or scripted

pieces. You will spend the majority of your time

working in groups so co-operation is a vital skill.

These are prepared and rehearsed in lesson time

and marked by your teacher.

The options for practical work are: devised,

improvisation, physical theatre, theatre in

education, acting (from script) as well as the

design options: costume, props, puppets, sound,

make- up, lighting, masks and stage

management.

YEAR 11

The written paper is taken in May of Year 11 so

expect a certain amount of written homework.

When you are working on a practical project you

will have an on-going homework of keeping a

record of your practical work. After seeing live

productions you will need to make notes on the

production to prepare for the exam.

The written exam will have 3 parts:

Section A: Questions regarding your practical

work during the course. (compulsory)

Section B - Questions relating to practical prep-

aration and performance of a scripted play

OR

Section C -Study of a live theatre production,

which you have seen.



Ms Pavelkova or Mr Bell

Possible Careers...

Can be chosen by: All, but not with Prf. Arts


Apart from the most obvious pathway

into acting, drama is critical in building

skills in public speaking, confidence and

self-presentation, analytical skills,

self-discipline and an ability (hopefully)

to handle criticism. You will also be used

to working in a team and have

developed good research skills.

Economics

Overview:? Students will study 3 sections of Unit 11 and

2 sections of Unit 12.

Unit 11 will equip candidates with the basic tools to

understand their place in the national and global

economy. They will investigate a range of

contemporary issues and be asked to make reasoned

judgements and informed decisions.

In Unit 12 students will further develop their

understanding of economic concepts and theories

studied in Unit 11. Candidates will apply these to a

range of economic issues locally, nationally and

globally.

Assessment Method

Unit Weighting

11: Personal 50% (70 Marks)

12: Investigating 50% (70 Marks)



Mr Cunningham (Head of Business and Economics)

Possible Careers...

Can be chosen by: Anyone offered the choice.

Jobs with an Economics basis vary however there is an emphasis on

progression into the Finance sector (trading, banking, accountancy, tax

advice, insurance and actuary work). other roles include management,

marketing, IT, education and of course and Economist.


Other Information?

Opportunities exist to develop a wide range of key skills including ICT, numeracy and

communication skills. The course offers a detailed insight into current topics and provides a sound

foundation for further study. It also contributes a great deal to a student's social, ethical and moral

development as well as educating for citizenship.

Teaching Approaches?

The course will be using a variety of approaches including student practical activities, taught units

and research based assignments. Students are expected to be well motivated and able to work

independently as well as taking part in group and whole class discussions. They are expected to

follow news and to develop an interest in business and the economy by research.

SYLLABUS CODE: 4135

French

Overview:

This new syllabus was developed to meet the

needs of the National Curriculum. All pupils will

continue with French and the course is designed

to suit all abilities.

French is an option for students who have studied

the subject in Years 8 & 9

Topics Covered:

Assessment Method

Unit Weighting

Listening 20%

Reading 20%

Speaking 30%

Writing 30%

Listening and Reading

Out and about: Visitor information, weather, local amenities, accommodation, public transport and

directions.

Customer service and transactions: Cafes and restaurants, shops and dealing with problems.

Personal information: General interests, leisure activities, family friends and lifestyle.

Future plans, education and work: Basic language of the internet, simple job advertisements,

simple job applications and CV, school and college information and work and work experiences.

Speaking and Writing

Media and culture, sport and leisure, travel and tourism, business, work and employment.


Lessons will be conducted in the target language and use of English kept to a minimum.

Classwork will emphasise speaking. Students will take part in role play dialogues with the teacher

and with a partner. Students will also give prepared talks on topics being studied.

The languages assistants take part in whole group or small group activities to promote maximum

achievement on the speaking skill.

Homework may take the form of writing or learning tasks. On occasion an extended homework task

is set to provide in-depth practise of a skill or topic. It is essential that homework tasks are

completed in order to achieve the maximum grade.



Miss Green

Good choice if...

Can be chosen by: All.

Level: GCSE Exam Board: Edexcel

You may choose the Foundation or Higher Tier

Learning an additional language can be a great benefit for any career. Equally,

Oxbridge and Russell Group Universities like to see an additional language.

Specific careers could include translator, language teacher, Civil Servant (Foreign

and Commonwealth Office)

Geography

Overview:

The course is based on understanding and interpreting

information rather than learning facts, with the work

done in topic booklets. Fieldwork is essential and

there will be an optional three day trip to Yorkshire.

There is an emphasis on practical work including

web-based research. Student participation is

encouraged through the use of interactive

whiteboards. Geography is an important subject for

any career and links well with the sciences, business

studies, ICT and other Humanities subjects.

Topics Covered:?

Assessment Method

Paper Weighting

1 30%

2 45%

Controlled

Assessment 25%

Theme 1: Challenges of Living in A Built Environment

This looks at quality of life in different developed and developing countries using photos and

research. Patterns of housing in rural and urban areas including fieldwork and census data using the

internet and GIS. Issues with services such as schools, leisure centres, shopping centres with

practical work including questionnaires and research. Areas covered will include the London 2012

site as well as examples of how areas can be sustainable in the future.

Theme 2: People and the Natural World Interactions

A practical understanding of the water cycle will lead to looking at our sources of water supply and

the use of computer simulations to show how areas suffer from drought. Examples of floods will be

researched using newspaper reports and websites to look at the scale of the problem locally and

globally. Coastal and river landforms will also be studied in this way.

The school’s automatic weather station will be used together with satellite images to study

contrasting weather systems. This will involve pupil PowerPoint presentations and computer

research. The issue of global climate change and the effect on ecosystems will also be looked at.

Theme 3: People, Work and Development

Variations in local, national and international employment patterns will be looked at using census

data and other web-based sources. Contrasting examples for both developing and developed

countries will be used to show how dependent we are on others. A study of how new technologies

affect our lives and how fair trade affects people at local levels helps our understanding of complex

world trade.



Miss Lowry and Miss Barrett

Possible Careers...

Can be chosen by: All (not with Travel & Tourism)

urban planner, cartographer, teachers, community development manager, GIS

consultants, climatologist...

Level: GCSE Exam Board: WJEC

You may choose the Foundation or Higher Tier

Paper 1 1 hour - Theme 1 and Theme 2 Paper 2

30 mins Section A - Theme 3

90 mins Section B - Problem Solving

History

Overview:

This GCSE syllabus looks at international events in

Europe and America between the two World Wars. The

core content of the syllabus covers Europe 1919-1945.

Topics Covered:?

Assessment Method

Paper Weighting

1 37.5%

2 37.5%

Controlled 25%

Paper 1 is split into three sections:

Section A and Section B - The Cold War, 1945-1975

Section C (Depth Study) - Germany, 1919-1945

Paper 2 is a source-based paper.

The paper will cover early 20th Century British History. It will investigate how women

got the vote and how the Liberal government coped with World War 1 and the

pressures of social reform.

Controlled Assessment

Candidates will have to submit an essay on the African American Civil Rights

Campaign, 1945-1970. The controlled assessment will be approximately 2000 words.



Ms Sterlini

Good choice if...


Typical employers of history graduates

include banks, television and radio

broadcasters, national and local

government, management consultancies,

law firms, schools, higher education

institutions, retailers…. Level: GCSE Exam Board: OCR

SYLLABUS CODE: J418 History Specification B

ICT

Overview:

The GCSE in ICT enables you to become an independent

and discerning user of ICT, able to make informed

decisions about its use and aware of its implications for

individuals, organisations and society. It will also help

you to acquire and apply creative and technical skills,

knowledge and understanding of ICT in a range of

contexts. You will develop ICT-based solutions to solve

problems and develop your understanding of current and

emerging technologies and their social and commercial

impact. You will also develop your understanding of the

legal, social, economic, ethical and environmental issues

raised by ICT and be able to recognise potential risks

when using ICT, and develop safe, secure and

responsible practice. By completing this GCSE course

you will also develop the skills to work collaboratively

and evaluate ICT-based solutions.

Topics Covered:?

Unit 1: Living in a Digital World

In this unit, you will explore how digital technology impacts on the lives of individuals, organisations

and society. You will learn about current and emerging digital technologies and the issues raised by

their use in a range of contexts (learning and earning, leisure, shopping and money management,

health and wellbeing and on the move). You will also develop an awareness of the risks that are

inherent in using ICT and the features of safe, secure and responsible practice.

Unit 2: Using Digital Tools

This is a practical unit where you will broaden and enhance your ICT skills and capability. You will

work with a range of digital tools and techniques to produce effective ICT solutions in a range of

contexts. You will also learn to reflect critically on your own and others’ use of ICT and to adopt safe,

secure and responsible practice. This unit is assessed through a Controlled Assessment Brief (CAB)

provided by Edexcel.



Mrs Trickey

Can be chosen by: All, but not with BTEC ICT


Assessment Method

This course is make up of two units.

One is externally examined and

the other is a controlled

assessment.

Possible Careers...

Networks Officer, Computer Programmer, Software engineer, financial

and resource management...

Assessment Method

Unit Weighting

1 40%

2 60%

BTEC ICT

Overview:

This course will inspire and enthuse you to become

technology savvy – producers of technology products

and systems, rather than just consumers of them. It gives

you the opportunity to gain a broad understanding and

knowledge of, and skills in, the Information Technology

sector and some aspects of the creative industries, e.g.

computer games development.

Topics Covered:?

Unit 1: The Online World - Exam

Unit 2: Technology Systems - Exam

Unit 3: A Digital Portfolio

Unit 4: Creating Digital Animation

Unit 6: Creating Digital Graphics

Unit 7: Creating Digital Video

Unit 10: Database Development

Unit 14: Installing and Maintaining Computer Hardware

Unit 17: Multimedia Products Development



Mrs Trickey

Can be chosen by: Anyone advised,

Level: Level 2 BTEC Exam Board: Edexcel Assessment Method

This course is made up of nine units, two

externally examined and seven which

are assessed through controlled

coursework assignments.

Possible Careers...

Software Engineer, Website Content Manager, Computer Animator, Help Desk Support and Graphic Designer

but not with GCSE ICT

Italian



Assessment Method

Unit Weighting

Listening 20%

Reading 20%

Speaking 30%

Writing 30%

Good choice if... Learning an additional language can be a great benefit for any career. Equally,




Overview:


needs of the National Curriculum. The course is

designed to suit students who have demonstrated

high ability in French in Year 9.

Topics Covered:



directions.











Miss Green

You may choose the Foundation or Higher Tier in Listening and Reading

Media Studies

Overview:? If you love films, television, newspapers and radio, and want to learn more about how to discuss

them and how to make them yourself, then this is the course for you.

Topics Covered:? GCSE Media Studies you will be given the opportunity to engage in creative and imaginative

expression through the construction of your own media texts. You will also study textual analysis

techniques through a study of Action/Adventure Films and learn how to deconstruct meaning within

them. Finally you will look at a cross-Media topic and study the production practices, how audiences

are targeted, how people, products and places are represented and the cultural messages

conveyed by those representations.

A Media Studies student should be:

Committed and not afraid of hard work

Have an open mind and enjoy discussion

Be self-motivated and organised

Be responsible when using expensive equipment

Have an interest in the use of technology



Miss Georgiou

Possible Careers...



radio, print, TV, journalism, film, games, creative and digital media. Employers

vary from companies that are both agency and client based.

Assessment Method B321: Individual Media Portfolio

You will produce an individual portfolio containing an assignment and production exercise based

on at least two media texts from either popular music, celebrity, soap opera or video games.

B322: Textual Analysis and Media Topic (Moving Image):

This is a written exam in two sections:

1. Analysing a clip from and Action/Adventure film

2. Looking at audiences and institutions in TV comedy

B324: Production Portfolio in Media

Working as an individual or as part of a group you will produce a major practical piece choosing

one of the briefs set by the exam board and your teacher.

SYLLABUS CODE: J526

Music

Overview:? This course is designed to allow candidates to study

music through the combination of performing,

composing, listening and appraising with opportunities

for students to use both conventional instruments and

music technology. The Areas of Study cover a wide

range of music including classical, world and popular

music. All students are required to attend at least

one ensemble outside of lessons.

Topics Covered:?

Assessment Method

Unit Weighting

Composition 30%

Performance 30%

Listening 40%

Composition (2 coursework pieces)

You will complete two compositions in different styles. Both pieces are composed according to a

brief and will be recorded. These recordings will be internally assessed before being submitted to

the exam board for moderation. Students need to have a basic knowledge of music theory and may

use real instruments and / or music technology to compose.

Performance (a solo and ensemble performance)

You will play or sing one solo piece and one ensemble piece on any instrument or voice.

Performances will be recorded and marked by the teacher examiner and moderated by the exam

board. The standard of performance for GCSE is Grade 3 and all students are expected to be at least

Grade 3 by the end of the course. All students are required to have regular tuition on an

instrument outside of lessons.

Listening (written exam)

You will sit an exam lasting 1 hour 30 minutes, and respond to questions played from a CD. The

questions are based on set works studied during the course in a variety of styles and traditions across

several Areas of Study. These include a) Structure in Western Classical Music (1600-1899) b)

Changing directions in Western Classical Music from 1900. c) Popular music and d) World Music.

The paper will be marked by Edexcel’s examiners.



Mr Fourie (Head of Music)

Shopping List...

Possible Careers...

Can be chosen by: All, but not with BTEC Music


Musician, Promoter, Producer, Songwriter

Headphones, USB memory stick, folder with dividers, GCSE anthology & paper

SYLLABUS CODE: 1426

http://www.creative-choices.co.uk/industry-insight/inside/music


Music Technology

Overview: This vocational course is for students interested in

working in the music industry, specifically within

recording studios and production houses. The course

allows the study of music through a technology-based

route.

As the majority of the course is coursework-based we

require students to spend at least two hours per week

outside of class time completing work within the music

block. This will be by arrangement with the music staff.

Topics Covered:?

Assessment Method

Unit Weighting

Coursework 75%

Exam 25%



Mr Fourie

Good choice if...

but not with GCSE Music Can be chosen by: Those offered the choice,

Level: Level 2 BTEC Exam Board: Edexcel

Headphones, USB memory stick, folder with dividers. An iPad or iPhone with GarageBand is highly recommended.

Unit 6: Introducing Music Recording

(coursework, studio-based) Unit 7: Introducing Music Sequencing

(coursework, computer-based)

Unit 8: Music & Production Analysis (exam) Unit 14: Producing a Music Recording

(coursework, studio-based) Unit 16: Music Showcase (coursework portfolio)

Unit 17: Researching a Music Topic

(coursework, research) Unit 18: Developing Modern Music Production

Skills (coursework, studio-based)

Unit 1: The Music Industry (exam)

In this unit you will gain an understanding of the scope of the music industry. You will discover

many different music-related jobs and will come to see how these different vocations interlink.

Unit 2: Managing A Music Product (coursework)

You will learn to plan, deliver and promote a live concert, CD, or other music product. The success

of your music product will rely heavily on the planning and development process. You will

research and implement different advertising strategies and review their effectiveness in

promoting your own product.

Core Units

Supplementary Units

Possible Careers...

Musician, Promoter, Producer, Songwriter



BTEC

Performing Arts (Acting)

Overview:

This is a highly practical course, in which you provide ev-

idence for your work in a variety of ways. During the

course you will be involved in a range of activities includ-

ing

Exploring acting skills

Taking part in performances

Developing performance skills

Working in the Performing Arts

Your evidence for all types of assessment might be; a

performance, a video diary, a log book, a power point

presentation, a lecture demo or any combination from

this list.

The course aims to provide a broad, balanced introduc-

tion to performing arts and keeps all possible progres-

sion pathways open.

Topics Covered:?

Assessment Method

Unit Weighting

Individual Showcase 25%

There are three units to complete, each exploring a different element of drama.

Individual Showcase - In this unit you will prepare, perform and record an audition piece and write

a letter of application for a role specified by the exam board

Preparation, Performance and Production – In this unit you will learn how to work as a member of

a theatre company. As well as performing and will prepare for, and produce the performance by

carrying out tasks that are appropriate to your role. You will have to perform to an external target

audience.

Acting Skills - This is the backbone of the course. You will develop your vocal range and physical

expression through practical workshops and performance pieces. You will also explore a range of

techniques physical theatre, script work, devising theatre and learn about key practitioners and

their performance styles.



Ms Pavelkova

Did you know...

Pathway: All (not with Drama or Dance)

Level: Level 2 BTEC

BTEC Performing Arts is equivalent to one GCSE A*-C.

Distinction is equivalent to an A grade

Merit is equivalent to a B grade

Pass is equivalent to a C grade

Possible Careers...

The Edexcel BTEC level 2 First Award in Performing Arts provides a good foundation for learners in post-16

education. It provides suitable foundation for further study within the

sector through progression to qualifications such as the Edexcel BTEC

Level 3 Nationals in Performing Arts. Successful learners at level 2 may also

consider general qualifications at level 3, such as AS or A levels in Drama and

Theatre Studies and Performing Arts. The qualification does reflect the needs of

employers and further and higher education institutions.

Physical Education

Topics Covered:

Assessment Method

Unit Weighting

1 40%

2 60%

Unit 1: The Theory of Physical Education

Section 1.1: Healthy, active lifestyles - To include: healthy lifestyles, influences on participating in activity, health and skill related exercise, training systems, importance of diet

Section 1.2: Your healthy active body -: effect of exercise on body systems, drugs in sport

Assessed via 1hr 30min written exam

Unit 2: Performance in Physical Education

Section A: Practical Performance

Section B: Analysis of Performance

Pupils are internally assessed and externally moderated in 4 sports and analysis of performance. Sports must be from at least 2 different activity areas. Pupils may be assessed in the role of player/participant, official or leader.



Mrs Reid and Mr Flowers

Possible Careers...


Level: GCSE

sports coaches, sports instructors or physical education teachers.

The aim of P.E. is to equip pupils with an active interest in sport which they can utilize and develop

in their adult lives.

We will offer pupils a diverse programme to allow them to find their own particular interests and

strengths. To do this, all pupils will follow a programme which will include team games, racquet

sports, individual activities, fitness and swimming.

All pupils will have two lessons of GCSE P.E. a week. One of these will be a practical lesson and one

will be a theory lesson. In addition, students will still have core PE that will be practically based

twice a week. However, these can sometimes be utilised for extra GCSE revision and GCSE PE

coursework time, so may be theory based.

Students will automatically be entered for Btec Sport unless they elect to take Btec Dance

(this box must be identified with a tick on the options sheet)

GCSE PE lessons ?

Core PE

Overview: The course builds on the knowledge, understanding and

skills established in Key Stage 3 Physical Education. It

will give you exciting opportunities to be involved in a

number of different physical activities, promoting an

active and healthy lifestyle. You should have an interest

in PE and sport, enjoy being active and appreciate the

benefits of keeping fit and healthy.

(not with Preforming Arts)

PE: Dance

Overview:

The BTEC Level 2 First Award in Performing Arts Dance

consists of two Mandatory units plus one optional

specialist unit that will be selected by the abilities and

experiences of the group.

Topics Covered:?

Assessment Method

Unit Weighting

Solo Dance 25%

Unit 1: Individual Showcase

This unit covers what to include in a letter of application and how to prepare audition pieces or

presentations that demonstrate your relevant skills and knowledge. They have to perform at least

one Solo Dance.

Unit 2: Preparation, Performance and Production

In this unit you will learn how to develop a performance piece as a member of a fictional

performance company. You will take on a specific performing or production role and will prepare

for, and produce, a performance by carrying out tasks that are appropriate to your role. They will

have to perform to an external audience.

Unit 4: Dance Skills

This unit is all about developing your versatility as a dancer. As part of this development you will be

encouraged to develop your physical skills to help you become a stronger and more flexible danc-

er. You will explore and develop your dance skills in workshops and/or lessons where you will per-

form exercises and short sequences, before building up to a longer dance sequence. The unit will

then end in a final SOLO performance where you will showcase your newly acquired skills. You will

be assessed on your ability to master new skills and how you apply them in the final

performance.



Mrs Minister

Did you know...

Will be studied by: Anyone choosing Dance

Level: Level 2 BTEC

Dance is part of the ‘Performing Arts’ course, but it can also be chosen instead

of BTEC Sport within your core PE lessons. Therefore it doesn't take away

one of your options.

There is no written examinations at the end of the course, but you will be ex-pected to produce essays and written

work throughout the course.

Three units will be covered and you will be individually graded as pass, merit,

distinction or distinction *

BTEC Sports

Overview:

This course is taught within the Key Stage 4 CORE PE

Programme. It covers 4 different units and is designed to

extend your knowledge of the practical sports and the

theoretical basis behind physical activity.

Topics Covered:?

Assessment Method

Unit Weighting

External Mark 25%

Unit 1: Practical Sport

This unit is mainly practical. Yu will have to complete a unit in both a team sport (netball, football)

and an individual sport (table tennis). You will have to demonstrate knowledge of the rules and reg-

ulations of the sport as well as taking on a coaching role and offering feedback to other players on

how to improve.

Unit 2: Fitness Testing

During this unit you will understand the different components of fitness and how they relate to a

sport. You will also have to complete a number of fitness tests including the sit up test, bleep test and

flexibility test.

Unit 4: Anatomy and Physiology

Explores the skeleton and muscles and how the body works.



Mr D’Silva or Miss Hiscott

Did you know...

Will be studied by: Anyone not choosing Dance

Level: Level 2 BTEC

There is no written examinations at the end of the course, but you will be

expected to produce essays and written work throughout the course.

Three units will be covered and you will be individually graded as pass, merit,

distinction or distinction *

Possible Careers...

sports coaches, sports instructors or physical education teachers.

Overview? The emphasis of this new GCSE is on Philosophy and

applied Ethics. Pupils will be discussing the ‘big’

philosophical questions ….does God exist? Is there life

after death? Is abortion right? Is capital punishment

ever justified? Can war ever be justified? Pupils must

be able to construct a coherent argument that attempts

to answer these important questions. The syllabus

focuses on what Christianity says about these questions

and issues, alongside secular views and the pupils own

views and beliefs.

Topics Covered:?

Assessment Method

There are four exams lasting an hour

each. There will be an exam on each

topic area. Students will be asked

questions on two of the three topics in

the exam. The questions are split into

five parts.

There is no coursework for this GCSE.

There are 2 philosophy units of work and two ethics. The topics covered in the exam

are: Topic 1 God’s nature, death and the afterlife. Topic 2 looks at the problem of evil &

the goodness of God, and whether religion can co-exist with scientific theories or the

Big Bang & Evolution. The third topic is Ethics based and covers issues such as:

religion and human relationships, medical ethics –abortion, euthanasia, IVF, genetics

the sanctity of life and animal experimentation. The last unit of work investigates

religion, peace and justice, equality and how religion is portrayed in the media.

Students will get to reflect on their own beliefs and experiences of these topics. There

will be plenty of discussion, debate and group work. Students will be expected to take

notes and write discursive answers and essays. Pupils will be using ICT to present

work, so access to a home computer may be needed at some points throughout the

year. Several sources of information are used to deliver this course, so pupils will be

using ICT, hand-outs, information sheets, video clips and textbooks in lessons.



Ms Barrett

Possible Careers...



Religious studies will be of benefit in careers like advice work, housing officers, journalism, librarian, counsellors, social workers, youth and community workers as well as teaching.

Religion, Philosophy and Ethics

Resistant Materials

Overview? This course has been designed to encourage

candidates to be able to design and make products

with creativity and originality, using a range of

materials and techniques. Candidates will be enthused

and challenged by the range of practical activities

Topics Covered:?

Assessment Method

Unit Weighting

1: Controlled 60%

2: Final Exam 40%

Building on Resistant Materials at key stage 3 a working knowledge of woods, metals, plastics and

composite materials will be investigated, but other materials will be used in addition.

Also the course is designed to foster awareness amongst candidates, of the need to consider sus-

tainability and environmental impact of their designing and making as well as ‘smart’ materials and

embrace new technologies developing the use of Computer Aided Design and Computer Aided

Manufacture.

Students will be required to demonstrate application and understanding of:

materials and components

industrial and commercial processes

analysing products

designing products

technology

sustainability

ethical design and manufacture

design creatively & innovatively

make products

apply systems and control



Mr Limon or Mr Taylor

Possible Careers...



Product designer, architect, interior de-signer , car mechanic, engineering air-

craft and shipping, car designer, plumber, electrician, construction work-er, site officer, engineering maintenance

technician, heating engineer, communications engineer , surveyor, hydraulics engineer, science based

technician, the Armed Forces, Fire and Rescue to name but a few.

Unit 1 – Design and Making Practice. This is a controlled assessment and is worth 60 % of GCSE.

Unit 2 – Written Paper. This is a 1 hour 30 minute examination and is worth 40 % of GCSE, it is a

single tiered exam so all pupils can achieve grades A* - G.

Science (Core & Additional)



Mr Hikel, Mrs Martin-Burns or Miss Horrigan


Overview:

Core & Additional Science combines Biology, Chemistry and Physics.

It applies science in an everyday context, for example linking chemistry with sports fabrics, and

physics with the future of cars.

Other Information?

In core and additional science students are taught in

mixed ability groups, with the aim of all pupils

sitting a higher paper. This is reviewed following the

January mock exams in year 10. Following this,

decisions are made about each students’ level of

entry at GCSE. Choices are made on the basis of

analysis of data from mock exams and internal

assessments. Our aim is to enter all students for an

appropriate exam so that they have an opportunity

to gain the best possible GCSE grade.

We expect all students to possess a scientific

calculator for their GCSE course in addition to

standard school equipment.

Year 10 Core Science

Year 11 Additional Science

Assessment Method

Unit Weighting

1 35%

2 40%

Controlled Assessment 25%

Both Unit 1 and Unit 2 will be taken in the

summer of year 10. Controlled assessment will

be completed throughout the year.

Assessment Method

Unit Weighting

1 35%

2 40%

Controlled Assessment 25%

Both Unit 1 and Unit 2 exams are taken in the

summer of year 11. Controlled assessment will

be completed at the end of year 10.

Foundation Tier

Grades G — C

Higher Tier

Grades D — A*

Teaching Approaches As far as possible students are taught

by subject specialists for the

biology, chemistry and physics units.

Lessons include a range of activities

such as investigation,

experimentation, data analysis and

the opportunity to consider the wider

impact of science on our world.

Homework will be set on a weekly

basis by each teacher.

Triple Science



Mr Hikel, Mrs Martin-Burns or Mrs Tester


Overview:

Pupils study separate Biology, Chemistry and Physics GCSE courses, which build on and extend the

content of core and additional science whilst continuing to link ideas to real world applications.

Good choice if... You enjoy science. You intend to take

science A-levels, or a science related

degree at university. You are

interested in applying to Russell

Group Universities or Oxbridge.

Teaching Approaches Pupils are taught by an experienced

subject specialist. Lessons include a range

of activities such as investigation,

experimentation, data analysis and the

opportunity to consider the wider impact of

science on our world. Homework is set on

a weekly basis for each subject.

Possible Progression: ? This course is excellent preparation for pupils intending to take science A-levels and study science

related subjects at university. However triple science GCSE is desirable for many areas outside of

science and may be of benefit for those intending to apply to Russell Group universities or Oxbridge.

Assessment Method

Paper Weighting

1 35%

2 40%

Controlled

Assessment 25%

Single Sciences

You will study Biology, Chemistry and Physics.

There will be two examinations for each subject,

normally taken at Higher level.

The exams will be taken at in June of Year 11.

Other Information?

Students will be selected for this pathway,

on the basis of attainment at KS3 and

teacher recommendation. We expect to

enter all pupils for the higher paper and

for them to achieve a minimum of a B

grade in each science.

Spanish



Assessment Method

Unit Weighting

Listening 20%

Reading 20%

Speaking 30%

Writing 30%

Good choice if... Learning an additional language can be a great benefit for any career. Equally,




Overview:


needs of the National Curriculum. The course is

designed to suit students who have demonstrated

high ability in French in Year 9.

Topics Covered:



directions.











Miss Green

You may choose the Foundation or Higher Tier in Listening and Reading

SYLLABUS CODE: 2TT01

Textiles

Overview:

Projects completed during the course including;

designing and making a costume for the theatre and

making a skirt based on their individual choice of fashion

designers. GCSE Textiles Technology is suitable for

Topics Covered:

Assessment Method

Unit Weighting

Controlled 60%

Exam 40%

This course will build upon the pupil's knowledge and skills acquired from studying

Textiles during the lower school. Pupils will develop a knowledge and understanding

of a wide range of materials and processes used in Textiles Technology. They will learn

about the industrial and commercial practices, and the importance of quality checks

and health and safety issues; that have to be considered at all times. Pupils will also

develop an understanding of current trends whilst designing for a particular customer.

The areas of study are:

1. Materials and Components

2. Industrial and Commercial Processes

3. Analysing Products

4. Designing Products

5. Technology

6. Sustainability



Miss Hussain or Miss Barrett

Possible Careers...


There's an amazing range of career

options in the Fashion and Textiles

sector; from costume design and

advertising to retail purchasing and


SYLLABUS CODE: 2TT01

Travel and Tourism

Overview:

This course is vocational and is designed to prepare

students for work in the Travel and Tourism Industry

while providing pupils with a broad introduction to the

Travel and Tourism Sector.

The course allows pupils to enhance key skills such as

presenting, communication, group work, independent

research and various elements of ICT which are

essential for any future career.

Topics Covered:?

Assessment Method

Unit Weighting

Coursework 75%

Exam 25%

Core? Mandatory Units Unit 1: The UK Travel and Tourism Sector (Externally Assessed).

Unit 2: UK Travel and Tourism Destinations.

This provides an insight into the range of destinations in the UK to suit different customer types and

their needs.

Unit 4: International Travel and Tourism Destinations.

Pupils will look at the different holiday destinations around the world for different customer types

and their needs.

Unit 7: Travel and Tourism Business Environments (Externally Assessed).

Pupils will

investigate the business side to Travel and Tourism using a variety of organisations as examples.

Optional Development of Travel and Tourism in the UK: Pupils will learn how the travel and tourism sector

has developed, looking at new technologies that have helped the sector to evolve.

Factors Affecting Worldwide Travel and Tourism: Pupils explore the impact of world travel on

people (e.g. jet lag), as well as climate and how that effects travel both positively and negatively.

The Travel and Tourism Customer Experience: Why Customer service is so important to Travel

and Tourism organisations.

Promotion and Sales in Travel and Tourism: Pupils will learn both the theory and the importance

of marketing in Travel and Tourism and design their own promotional material.

Travel and Tourism Employment Opportunities: Pupils learn invaluable skills on how to write a

CV, personal statement and carry out interview role play activities to prepare them for the working

world.

Organising a Travel and Tourism Study Visit: Pupils learn how to complete their own travel

itinerary and budget for various holidays.



Miss Lowry

Trips and Visits...

Possible Careers...

Can be chosen by: All (not with Geography).

Travel Agent, Tour Operator,

Reservations Consultant, Hotel Staff…

Visits to enhance learning will be required

and therefore a voluntary donation towards

this will be needed. (Previous visits have

included Thorpe Park, Cadbury World,

British Airways, London Eye and London

Dungeon & Colchester Zoo) Level: Level 2 BTEC Exam Board: Edexcel

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Year 9 Options Booklet 2015-2017

Documents

Transcript of Year 9 Options Booklet 2015-2017