GCSE CURRICULUM KS4 PATHWAYS

GCSE CURRICULUM KS4 PATHWAYS 2015 - 2016 We are inspired by our Patron, Bishop Richard Challoner, and his call for us to “do ordinary things extraordi...
0 downloads 0 Views 1MB Size
GCSE CURRICULUM KS4 PATHWAYS 2015 - 2016 We are inspired by our Patron, Bishop Richard Challoner, and his call for us to “do ordinary things extraordinarily well”

TABLE OF CONTENTS

Headteacher’s Foreward and Address .................................................................. 3 Choosing a KS4 Curriculum Pathway .................................................................... 4 Final Pathway Form .............................................................................................. 5 SECTION 1: Core Subjects ................................................................................6 Religious Studies ................................................................................................... 7 English ............................................................................................................. 8-11 Mathematics.................................................................................................. 12-13 Science........................................................................................................... 14-15 Information & Communication Technology (Functional Skills) ........................... 16 Modern Languages (French & Spanish GCSE) ................................................ 17-18 Geography .......................................................................................................... 19 History ................................................................................................................ 20 Core PE (Physical Education in Key Stage 4) .................................................. 21-22 Careers & Enterprise Education .......................................................................... 23 Personal, Social & Health Education and Citizenship .......................................... 24 COPE ................................................................................................................... 25 Learning Support ................................................................................................ 26 Able, Gifted & Talented ...................................................................................... 27 SECTION 2: Non-Core Subjects ....................................................................... 28 Art ....................................................................................................................... 29 Catering (Single Award) ...................................................................................... 30 Drama ................................................................................................................. 31 Information & Communication Technology........................................................ 32 Information & Communication Technology (Computing) ................................... 33 Music .................................................................................................................. 34 Physical Education .............................................................................................. 35 Design & Technology (Resistant Materials) ................................................... 36-37 National Vocational Qualifications ................................................................ 38-39 Final Pathway Form ............................................................................................ 40 Deputy Head’s Address ....................................................................................... 41 2

Dear Parent/Carer The Key Stage Four Curriculum Book describes the courses available to pupils for Years 10 and 11. All students follow a compulsory common curriculum in a range of examination and non-examination subjects. All students will also follow Religious Education, English, Maths, Science, ICT (Functional Skills), French or Spanish and Geography or History. They will also have the opportunity to choose 1 additional subject to supplement their core curriculum. This approach ensures that all students follow as broad and balanced a curriculum as possible. We will try to meet students’ choices but the final decision will be with me regarding the appropriateness of student choices and the viability of groups. In addition to courses taught at Bishop Challoner Catholic Secondary School there are some courses available at BCOT. You will be advised by us if we consider this to be an appropriate course of study for your child. The Key Stage Four curriculum is the first time your child has been able to choose aspects of the curriculum. It is very important that the decision is reached after a great deal of consideration. A number of factors should be taken into account: future plans for A Levels or other post-16 courses and which subjects your child finds interesting and feels able to achieve good results in, and, to a lesser extent, possible career choice. It is particularly important that students choose subjects which enable them to have the broadest possible study and career options in the future. You will be aware of current developments such as the introduction of the English Baccalaureate, a new national benchmark that requires students to follow GCSEs including English, Maths, Science, a Humanities and MFL subject. The vast majority of our students will follow pathways which meet this new requirement. I believe that students who do not have this opportunity will be potentially disadvantaged when applying for college and university in the future. This may be inappropriate for a small number of students and we will advise students where we believe this to be the case and personalise the curriculum for them. We shall also be running the Certificate of Personal Effectiveness, a suite of modules which leads to a GCSE equivalent qualification accredited by ASDAN. Please note that this pathway will be by invitation only. More information can be located in the booklet and from Mrs Cottam. Please read the booklet with your child as the final decision should be made jointly. You should discourage decisions based on choices made by friends. Hopefully you have been able to attend the Year 9 Subject Consultation Evenings and have had the opportunity to consult subject teachers and ask any questions before completing the pathways preferences form. The form must be returned no later than Friday 6th February 2015 to your child’s form tutor. In September 2015, we will be organising a curriculum information evening when details of controlled assessments and study and examination techniques, amongst other things, will be discussed. Your child has a very exciting future ahead. We look forward to working with you to ensure their potential is fulfilled. If there are any queries, please direct these to the staff indicated in this booklet. My good wishes to you all. Yours sincerely

A J Corish Headteacher

3

Choosing a KS4 Curriculum Pathway The curriculum in the upper school differs in several ways from the curriculum in the first three years. In years ten and eleven, some subjects remain in the compulsory core which means all pupils study them, other subjects are offered for you to choose which ones you would prefer to study.

Core Subjects Everyone follows these subjects which lead to a GCSE qualification. 1. 2. 3. 4. 5. 6. 7.

Religious Studies English Language and English Literature Mathematics Core Science and Additional Science or Biology, Chemistry and Physics ICT Functional Skills French or Spanish History or Geography

The following courses are part of the compulsory core but do not lead to an examination: 8. Personal and Social Education, including Careers, Health Education and Citizenship 9. Core Physical Education

KS4 Pathways Once you have completed and handed in the form no later than Friday 6th February 2015 your choices may be discussed with you to ensure that you have chosen the right pathway for you. If there is a problem with your preferences you will be contacted and alternatives discussed with you. Please be aware that the Head teacher will make any final decisions if subjects are oversubscribed or undersubscribed. A copy of the form is available for your planning on the next page. Do not make up your mind too quickly. Seek advice to choose a broad, balanced curriculum. Your decisions should reflect your strengths and be appropriate for the next steps in your development e.g. an appropriate range of subjects for entry to post 16 education and/or employment. It is worth looking beyond GCSE at this time and speaking with your teachers and Year 11 subject leaders who will be able to tell you more about the content of the courses and how studying in years 10 and 11 is different. If in doubt, and when you have asked at home, seek out the views of one or more of the following: your tutor, your Year Heads, Careers Advisor or a senior member of staff. Someone will be able to help you with your query but only if you let them know you need help. We wish you every success for your future and ask that you give of your best at all times as hard work and consistent application and dedication will bring its rewards.

Mr A Bazen Deputy Head

Mr J Wright Assistant Head

4

Final Pathway Form Your name: _________________________________________________________________ Your Form and Form Tutor: ___________________________________________________ Please complete and return to your tutor no later than 6th February 2015

Part 1: Modern Languages Tick one subject below: Either French or Spanish. French

Spanish

Part 2: Humanities Tick one subject below: Either History or Geography History

Geography

Part 3: Pathway Preferences Now write either 1 or 2 next to your preferences. You will follow only 1 of these choices Pathway Preference Art ICT Computing Music Drama PE Catering Resistant Materials Certificate of Personal Effectiveness

1 = 1st Preference 2 = 2nd Preference

Your teacher will advise you if this appropriate for you

Signature of parent/carer………………………………………………………………….

Date……………………………………………………………………………………………. 5

Section 1 Core Subjects

The following pages contain details of the core subjects. All students follow RE, Maths, English, Science and ICT (Functional Skills) and either French or Spanish and either History or Geography. All students will follow a core PE programme and a PSHE programme, incorporating careers, citizenship and health education. Details of our provision for students with specific learning needs are also to be found here under the sections ‘Learning Support’ and ‘Able, Gifted and Talented’

6

RELIGIOUS STUDIES Mrs T Cripps

Exam Board: EdExcel Specification Number: 2RS01 Module C (Unit 9)

Christianity Summer Term of Year 9 & Year 10

(Unit 2)

Religion & Life based on a study of Christianity Year 11

Students take examinations in both units at the end of year 11. Each paper is worth 50% of the final GCSE. Each paper is 90 minutes long and consists of four structured essay questions.

Content CHRISTIANITY Beliefs & Values Community & Tradition Worship & Celebration Living the Christian Life

RELIGION & LIFE Believing in God Matters of Life & Death Marriage & the Family Religion and community cohesion

Why Religious Studies? By studying the subject you learn about the spiritual aspect to all life and may learn to experience this aspect in your own life. Through your study you learn and gain understanding about relationships with other people. You may become more appreciative of others and be able to understand another person's motives, ideas and beliefs. By taking part in the course you learn, understand and appreciate the important issues that affect people throughout the world and will affect you in your adult life. The course challenges you to think about the fundamental questions in life. Why are we here? What is the meaning of life? And many more. Religious Studies has many transferable skills which can be used in other areas of your study and in a wide variety of career opportunities. All Colleges and many employers see these skills as being very important. For more information speak to your RE teacher, or visit www.edexcel.com

7

ENGLISH Miss S Partington Exam Board: AQA Specification Number: English in Years 10 and 11 aims to enable students to use a wide variety of written and spoken language confidently and appropriately, and to read English Literature with enjoyment and appreciation. Students will be involved in an integrated programme combining reading, writing, talking and listening. Students will draw upon a range of texts as reading stimulus and engage with creative as well as real and relevant contexts. Students will have opportunities to develop higher-order reading and critical thinking skills that encourage genuine enquiry into different topics and themes. This specification will ensure that students can read fluently and write effectively. Students will be able to demonstrate a confident control of Standard English and write grammatically correct sentences, deploying figurative language and analysing texts.

For GCSE English Language students should: • read fluently, and with good understanding, a wide range of texts from the 19th, 20th and 21st centuries, including literature and literary non-fiction as well as other writing such as reviews and journalism • read and evaluate texts critically and make comparisons between texts • summarise and synthesise information or ideas from texts • use knowledge gained from wide reading to inform and improve their own writing • write effectively and coherently using Standard English appropriately • use grammar correctly and punctuate and spell accurately • acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language • listen to and understand spoken language and use spoken Standard English effectively. GCSE English Language is designed on the basis that students should read and be assessed on high quality, challenging texts from the 19th, 20th and 21st centuries. Each text studied must represent a substantial piece of writing, making significant demands on students in terms of content, structure and the quality of language. The texts, across a range of genres and types, should support students in developing their own writing by providing effective models. The texts must include literature and extended literary non-fiction, and other writing such as essays, reviews and journalism (both printed and online).

8

For the GCSE English Language Examination All texts in the examination will be unseen. Paper 1: Explorations in Creative Reading and Writing

Paper 2: Writers' Viewpoints and Perspectives

Non-examination Assessment: Spoken Language

What's assessed

What’s assessed

What's assessed

Section A: Reading

Section A: Reading

• one literature fiction text

• one non-fiction text and one literary non-fiction text

(AO7–AO9)

Section B: Writing

+

• descriptive or narrative writing

Section B: Writing

Assessed

Assessed

• written exam: 1 hour 45 minutes

• written exam: 1 hour 45 minutes

• 80 marks

• 80 marks

• 50% of GCSE

• 50% of GCSE

Questions

Questions

Reading (40 marks) (25%) – one single text

Reading (40 marks) (25%) – two linked texts

• 1 short form question (1 x 4 marks) • 2 longer form questions (2 x 8 marks) • 1 extended question (1 x 20 marks)

• 1 short form question (1 x 4 marks) • 2 longer form questions (1 x 8, 1 x 12 marks) • 1 extended question (1 x 16 marks)

Writing (40 marks) (25%)

Writing (40 marks) (25%)

• 1 extended writing question (24 marks for content, 16 marks for technical accuracy)

• 1 extended writing question (24 marks for content, 16 marks for technical accuracy)

• writing to present a viewpoint

• presenting • responding to questions and feedback • use of Standard English Assessed • teacher set throughout course • marked by teacher • separate endorsement (0% weighting of GCSE)

9

For English Literature students should develop the following skills: Reading comprehension and reading critically: • literal and inferential comprehension: understanding a word, phrase or sentence in context; exploring aspects of plot, characterisation, events and settings; distinguishing between what is stated explicitly and what is implied; explaining motivation, sequence of events, and the relationship between actions or events • critical reading: identifying the theme and distinguishing between themes; supporting a point of view by referring to evidence in the text; recognising the possibility of and evaluating different responses to a text; using understanding of writers’ social, historical and cultural contexts to inform evaluation; making an informed personal response that derives from analysis and evaluation of the text • evaluation of a writer’s choice of vocabulary, grammatical and structural features: analysing and evaluating how language, structure, form and presentation contribute to quality and impact; using linguistic and literary terminology for such evaluation • comparing texts: comparing and contrasting texts studied, referring where relevant to theme, characterisation, context (where known), style and literary quality; comparing two texts critically with respect to the above

Written Response • producing clear and coherent text: writing effectively about literature for a range of purposes such as: to describe, explain, summarise, argue, analyse and evaluate; discussing and maintaining a point of view; selecting and emphasising key points; using relevant quotation and using detailed textual references • accurate standard English: accurate spelling, punctuation and grammar.

10

For the GCSE English Literature Examination All assessments are closed book: texts may not be taken in to the exam. Any stimulus materials required will be provided as part of the assessment. All assessments are compulsory. + Paper 1: Shakespeare and the 19th-century novel

Paper 2: Modern texts and poetry

What's assessed • Shakespeare

What's assessed • Modern texts



The 19th-century novel

How it's assessed • written exam: 1 hour 45 minutes



Poetry



Unseen poetry

How it's assessed • written exam: 2 hour 15 minutes



64 marks



96 marks



40% of GCSE



60% of GCSE

Questions Section A Shakespeare: students will answer one question on their play of choice. They will be required to write in detail about an extract from the play and then to write about the play as a whole. Section B The 19th-century novel: students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole.

Questions Section A Modern texts: students will answer one essay question from a choice of two on their studied modern prose or drama text. Section B Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster. Section C Unseen poetry: Students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem.

In preparing for the unseen poetry section of the examination students should experience a wide range of poetry in order to develop their ability to closely analyse unseen poems. They should be able to analyse and compare key features such as their content, theme, structure and use of language.

11

MATHEMATICS Mr D Gillon Exam Board: AQA Specification Number: 8300 This is a completely revised syllabus reflecting the changes within the current national curriculum review. It puts even greater emphasis on problem-solving skills as well as the acquisition and learning of knowledge and understanding and should have an assessment structure which reflects this (we await further indications of exactly what the assessments will look like, having only seen early specimen papers). The full specification can be found here: http://filestore.aqa.org.uk/resources/mathematics/specifications/AQA-8300SP-2015-V1-0.PDF Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Mathematics specifications and all exam boards. The exams will assess the following AOs: AO1: Use and apply standard techniques Students should be able to: • accurately recall facts, terminology and definitions • use and interpret notation correctly • accurately carry out routine procedures or set tasks requiring multi-step solutions. AO2: Reason, interpret and communicate mathematically Students should be able to: • make deductions, inferences and draw conclusions from mathematical information • construct chains of reasoning to achieve a given result • interpret and communicate information accurately • present arguments and proofs • assess the validity of an argument and critically evaluate a given way of presenting information. AO3: Solve problems within mathematics and in other contexts Students should be able to: • translate problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes • make and use connections between different parts of mathematics • interpret results in the context of the given problem • evaluate methods used and results obtained • evaluate solutions to identify how they may have been affected by assumptions made. Assessment will be by examination only (there is no controlled assessment element) and will be offered at two tiers (Foundation and Higher). The grades for this subject have changed from the more familiar letter grades to numbers running from 9 down to 1. Foundation will span the grades 5 – 1 and Higher 9 – 4. Each tier will be assessed by three examination papers, each of 1h 30 min duration and each accounting for 1/3 of the assessment: two will allow use of calculators and one will not. We will determine the best level of entry for each student. In addition, the amount of information given to candidates in the exam in the form of a formula sheet has been deliberately reduced, hence there will be a requirement to learn many more formulae rather than just use ones which can be looked up. This will mean a far greater emphasis on pupils to undertake regular, focused and planned revision of Mathematics in their own time, both to improve their skills and to learn the required content. 12

Full details of the content, assessment objectives and the balance of those objectives within the overall assessment can be found in the specification document at the link near the beginning of this document.

13

SCIENCE Mr E Du Prât Exam Board: AQA Specification Number: 4405 (Science) 4408 (Additional Science) 4401 (Biology) 4402 (Chemistry) 4403 (Physics)

We offer courses leading either to certification in GCSE Science and GCSE Additional Science or in the separate sciences Biology, Chemistry and Physics. All pupils will be prepared for the AQA Science portfolio of qualifications that provides a basis for pupils proceeding to Advanced Level courses in Biology, Chemistry and Physics and other related courses. In addition it provides a broadly based science education for pupils who do not wish to pursue science subjects beyond GCSE level. The course will help pupils develop their questioning, analytical and evaluative skills alongside core practical skills.

GCSE Science The specification is made up of 3 units covering Biology, Chemistry and Physics.

Assessment External assessment (75%)  3 one hour examinations consisting of structured questions ISA (25%) This is set by the board and is a practical examination which is administered and marked by the teachers for external moderation.

GCSE Additional Science This includes a further 3 units covering Biology, Chemistry and Physics. External assessment (75%)  3 one hour examinations consisting of structured questions ISA (25%)  This is set by the board and is a practical examination which is administered and marked by the teachers for external moderation. All pupils will follow the above science specification. Pupils who are judged to have the appropriate ability in science will extend their knowledge/skills further and be entered for separate sciences.

GCSE Biology, Chemistry and Physics (pending exam board confirmation) To achieve qualifications in the three separate sciences, pupils will be required to study extension units beyond GCSE Science/Additional Science, for example, Using Biology, Chemistry in action and Application of Physics.

Assessment External assessment (75%)  Based on three structured examination papers in June of Year 11, the papers will examine all content from Science, Additional Science and Extension units. 14

ISA (25%)  This is set by the board and is a practical examination which is administered and marked by the teachers for external moderation. Examinations are available in two tiers. The Foundation tier leads to grades C – G while Higher tier grades A* - D are available. Pupils will be entered for the level appropriate to their ability as shown by their performance throughout the course. At the end of the course pupils will either gain two grades in GCSE Science and GCSE Additional Science or three grades in Biology, Chemistry and Physics.

15

INFORMATION & COMMUNICATION TECHNOLOGY FUNCTIONAL SKILLS Mr P Daley The core (compulsory) course in ICT will lead to the Functional Skills qualification. Functional Skills ICT is a modern qualification which aims to ensure that every individual is confident and capable when using ICT systems and tools. In both life and work, each individual will be able to apply ICT safely to enhance their learning and quality of work. A Functional ICT qualification helps develop the transferable skill that learners need to be able to pick up and use in a variety of situations including education and employment. In a practical context, this means that learners will be able to demonstrate their competence in three key skills areas:   

using ICT systems including spreadsheet, database and desktop publishing programs finding and selecting information and using relevant programs as above to achieve this developing, presenting and communicating information, including the appropriate use of email

The course will develop pupils’ skills and capability in these key areas during KS4. There is no coursework requirement for this qualification, assessment is solely by means of a controlled, computer based practical test which is assessed externally at either Level 1 or Level 2 during Year 10 and 11.

16

MODERN LANGUAGES FRENCH AND SPANISH GCSE Ms P Corrigan

Exam Board: AQA Specification Number: 4655 (French) 4695 (Spanish)

Aims of the Course It is becoming much more of an everyday thing for people to travel and work abroad, and at home we see a wide range of languages and cultures around us. In GCSE French and Spanish, students are encouraged to communicate effectively and to identify language opportunities. We also aim to increase our students’ awareness of language within its cultural context.

Course Description The course is divided into six distinct themes, each one dealing with everyday language in practical situations:  Lifestyle and Health  Relationships and Choices  Leisure, free time and the media  Holidays and travel  Home, local area and environment  Work and Education

The core skills of listening and speaking, reading and writing are practised with most of the lesson conducted in the target language of French or Spanish.  Listening Examination in Year 11 (20%)  Reading Examination in Year 11 (20%)  Speaking Controlled assessment in Year 10/11 (30%)  Writing Controlled assessment in Year 10/11 (30%) Our students will practise study skills of note-taking, comparing, selecting and interpreting information. The effective use of a dictionary will be very important for the production of coursework and homework. Students will also be given an opportunity to develop their creative skills through role-play. All of our pupils are encouraged to respect different cultures by learning more about them. Our students will be expected to develop an independent learning approach in order to learn a language. Vocabulary and coursework must be learnt by heart.

Why Choose a Language? 

In order to attain the English Baccalaureate standard, you need to achieve a ‘C’ grade or higher in a Modern Foreign Language.

17

 Languages go really well with a wide range of subjects. At University, students can take a language degree with other modules such as film and media, drama, law, politics, marketing – the possibilities are endless! There are many other careers where a language can be successfully combined with another skill, apart from careers such as interpreting, teaching and translating.  Human resources managers of 2,700 companies across 10 industries were questioned about their perception of language skills. More than half (54 per cent) said they were more likely to employ a person who speaks more than one language and, more significantly, pay them more. The languages most needed were French, Spanish, German and Italian. (The Independent)  Hotels and restaurants take about 4 per cent of language graduates, but business services take about 27 per cent.  The universities admission service, lists more than 7,000 language degree courses on its web-site.  Employers say qualities they value in language learners include problem-solving, team working and presentation skills.  Travel abroad can be much more interesting when you can speak the language of the country you are visiting. What Language options are available for me in Basingstoke after Bishop Challoner?

Queen Mary’s College GCSE in French, Spanish, Russian and Italian AS/A2 levels in French, Spanish and Russian Beginner’s options available Asset languages in Italian, Russian, Mandarin, Japanese, French and Spanish

BCOT Daytime and evening classes for beginners in a variety of languages. Please see Ms Corrigan, Miss Leroyer, Mrs Wallace or Mrs O’Sullivan if you want any other information.

18

GEOGRAPHY Ms A Revitt

Exam Board: WJEC ‘B’ Subject Award: 4240 The Geography GCSE course builds upon the foundations laid in earlier Key Stages and will allow progression into the post-16 phase of education. During KS3 you will have already developed your understanding of place, space, scale, interdependence, environmental interaction, physical and human processes and cultural understanding and diversity. The GCSE builds upon this foundation and will provide you with a highly relevant and exciting programme. There are three units and these are approached in an issue-based, investigative way. The emphasis is on problem solving and enquiry across the learning and teaching programme through to the assessment phase (2 external examination papers and 1 controlled assessment). The course covers physical, environmental and human geography and the linkages that exist between them. Case studies take place at a variety of scales in different parts of the world and in different environments. The three themes are: Theme 1: Challenges of Living in a Built Environment Theme 2: Physical processes and relationships between people and environments Theme 3: Uneven development and sustainable environments Below is a very brief snapshot of the type of questions we will look at within the three themes.

Theme 1 Types of Housing: How do they impact on people who live in them? What opportunities exist for people to access important services? How do services in rural areas compare with urban areas? How do housing circumstances and services differ around the world?

Theme 2 Study a recent extreme weather event. How did it affect people, transport, sport or business? What is the evidence for climate change? What are its causes? How do river and coastal features develop, what are the threats to people living near them and how are they managed?

Theme 3 What are the current trade and aid systems, how they are narrowing the wealth differences between different countries? Investigate the environmental impact of economic activities from a local/regional scale (e.g. telephone masts) to climate change at an international level. The two terminal examinations are worth 75% of the grade. There are two tiers of entry; the Higher Tier targeted at grade ranges A*-D and the Foundation Tier grades C-G. The controlled assessment completed in school will cater for the full range of ability. During the two year course there will be a number of fieldwork opportunities, mainly comprising day or half day explorations of the local region and the possibility of a residential trip in Year 10 to the Isle of Wight.

19

HISTORY Mrs R Renyard

Exam Board: Specification:

Exam Board: AQA History B 9045

GCSE History is a challenging and enjoyable course that draws on the historical skills gained at KS3. The final examinations require good subject knowledge and an ability to interpret and analyse a variety of historical sources. There are two exams, both of which are taken at the end of Year 11, and two pieces of Controlled Assessment. The exams cover six topics, which are taught throughout Year 10 and 11. The Controlled Assessment is set by the exam board and carried out in school.

COURSE OUTLINE Unit 1 - International Relations: Conflict and Peace in the 20th Century (90451) - Written Paper – 1 hour 45 minutes – 60 marks – 37.5% Section A: The Origins of the First World War Section B: Peacemaking 1918-1919 and the League of Nations Section C: Hitler’s Foreign Policy and the origins of the Second World War Unit 2 - Twentieth Century Depth Studies (90452) - Written Paper – 1 hour 45 minutes – 60 marks +9 Spelling, punctuation and grammar marks (SPaG) – 37.5% Section A: Weimar Germany 1919 - 1933 Section B: Hitler’s Germany 1929 - 1939 Section C: Race Relations in the USA 1955 - 1968 Unit 3 – Historical Enquiry: British History (90453) – Controlled Assessment – Approx. 2000 words - 40 marks – 25% The Changing Role and Status of Women in Britain since 1900 Topic 1: How did women achieve a greater equality of status throughout the 20th Century? 1 hour 30 minutes – 800 words Topic 2: What impact did the two world wars have on the status of women in Britain? 2 hours – 1200 words

20

CORE PE (Physical Education in Key Stage 4) Mr C Sheers A broader programme of activities is offered to pupils in the upper school. The programme should be viewed as a whole, taking pupils from the start of their 10th year to Easter of their 11th year. Pupils are expected to travel to off-site venues during lunchtime or walk to closer facilities. Several courses double up as GCSE courses where these pupils must follow an examination syllabus. Hiring this range of facilities makes the course expensive and, to offset the cost, we ask for parental contribution. The programme, it is hoped, meets the greater expectations and demands of older pupils and better prepares them for the adult world they will soon be entering.

Courses These are based on modules of six weeks (i.e. roughly half-term blocks). During this time pupils follow one particular activity and then move on to another for the next block of six sessions. A school based block of team games forms a compulsory ‘core’ for all pupils both in the early part of the programme (i.e. 10th year) and in the latter part (i.e. 11th year). With other activities pupils indicate their preferences and have an element of choice. We do our very best to accommodate their preferences. Depending on popularity, it is possible for pupils to repeat some activities during Year 11.

Team Games: Soccer, Netball, Basketball, Rugby Pupils must participate in the major team games once in each year. Basketball falls into the ‘option’ system. It is customary for all boys to do soccer and all girls to do netball at some point in the programme.

Optional Activities These cover activities for which pupils may opt. Generally, these will be covered in both Year 10 and Year 11 and should be seen as a progression with basic skills taught in Year 10, development in Year 11. Table tennis, basketball, aerobics, 5-a-side soccer, volleyball, swimming, tennis and trampoline (usually GCSE only), cricket, softball, rounders, athletics and health-related exercise. There may be an opportunity to choose a dance optional activity as part of the PE course. Some activities can only accommodate small numbers and pupils may only have one opportunity to do this – in either Year 10 or Year 11.

National Curriculum Requirements Our programme satisfies the requirements of the National Curriculum at Key Stage 4.

Summer Activities Most pupils remain on-site for the Summer Term. Cricket, tennis, rounders, athletics and softball are played. Short Course PE for selected Year 10 Pupils, also Junior Football and Netball leaders will be available from this term onwards for Year 10/11 pupils.

21

Year 10 GCSE Short Course Pupils who show aptitude and commitment to PE who may not have been able to choose the PE Full Course at the beginning of Year 10, get the opportunity to follow the GCSE Short Course for part of Year 10. Pupils will follow the course from January (of Year 10) onwards, and sit the examination paper in May. The course is worth half a full GCSE.

22

CAREERS & ENTERPRISE EDUCATION Mr S Howe Through the tutorial system, company visits, deep learning days and enterprise activities students are exposed to a wide range of opportunities to help them to focus on the type of career they would like to follow. Transition to college: Open days to QMC and BCOT are arranged. In addition a Careers Fair will be held in the summer for year 10 students, where all the local colleges, apprenticeship opportunities, local Government and associated organisations will be present. Apprenticeships: Earn while you get training leading to nationally recognised qualifications. University. Introduce the students to UCAS with a guide to course selection, the admissions process, making an application and Clearing. Enterprise activities: Year 10 students will be encouraged to set up their own company and assign roles to different students to source, make, market, sell, finance products/services and manage the company’s activities throughout the year. Writing a CV: Year 11 students will be allocated time and instructed in how to prepare a professional CV and a supporting letter of application. These documents will form the basis of their first contact with college/employment. Interview technique: Students will be instructed how to present themselves in interviews to their best advantage. Which career is right for you? Finding the right career can be hugely rewarding, so it’s worth putting some effort into career planning. Finding a career to suit you: Encourage students to research the type of career that they would like. To consider the necessary qualifications, location, salary, career progression and working conditions. Career planning: where to start: Students list their interests inside and outside of school including voluntary work, travelling and specialist courses. Exploring types of careers: Information about careers in particular industries can be obtained either through our career advisor or using online support such as Eclips, icould and Careersbox . Help with career planning: Talking to a careers adviser will help our students to focus, both internal for Year 9 students and external for Year 10 students Finally: By the time students leave Bishop Challoner they would have developed the skills and confidence to make decisions and take increasing responsibility for their future. N.B. The participation of parents is actively encouraged

23

PERSONAL, SOCIAL AND HEALTH EDUCATION AND CITIZENSHIP

These areas contribute to Personal Development Learning, with Work Related Learning and Enterprise (see also Careers section); it is an area of constant development and aspects are being considered at Government level regularly. At Key Stage 4, students are encouraged to learn about themselves as young people and as members of their communities. They have opportunities to take part in the life of the school and the local community. Students develop in confidence and independence and take greater responsibilities in preparation for adult life. They are encouraged to learn how to cope with a wider range of relationships and to respect the views, needs and rights of people of all ages. Relationships education is reinforced with a visit by Marriage Explore in Year 10 and a one-day conference in Year 11. During the Spring Term Year 10 benefit from relationships workshops from a visiting Christian Theatre Company (Ten Ten) who explore contemporary moral issues through drama and debate. Students also take part in lessons about drug and alcohol use, their effects and the law. They are made aware of where to obtain help and understand some ways of dealing with risky situations. In Year 10 students are also made aware of testicular cancer and breast cancer. Students are given the opportunity to take part in discussions on topical issues, problems and events. They have the opportunity to learn about legal, political and economic institutions and to take part in discussions and debate. They are encouraged to understand that their expressed views or their actions can bring about change. Students learn how to plan for their future and their careers by setting personal targets and are encouraged to consider the consequences of their decisions. They develop skills to help them actively seek information and advice. We encourage students to discuss personal targets and topics from PSHE/Citizenship with their parents at home.

24

CERTIFICATION OF PERSONAL EFFECTIVENESS (CoPE) This course is aimed at a small selection of students for whom studying the full range of English Baccalaureate subjects would be inappropriate due to a wide range of educational factors. It provides an additional qualification at GCSE level via a 100% task based forum. During the 2 years of study students will need to secure 12 credits through a varied experiential learning programme of challenges – completing a wide range of practical and theoretical tasks. Students are able to gain academic credit from the wide range of activities which they undertake inside and outside formal education; such as Duke of Edinburgh Awards, voluntary work, work experience or sporting and musical achievements. Students are expected to plan, organise, complete and review each challenge; providing evidence for ways in which they have worked with others, improved their own learning and developed problem solving skills. In order to complete the Certificate of Personal Effectiveness all challenges are evidenced via a portfolio of all challenges undertaken. Skills in portfolio building can prove extremely useful on the next stage of students’ learning journey should they choose similar BTech Level 3 courses on entering Sixth Form. Mrs Cottam, Mrs Martinez and Mr Bazen will be able to tell you more about the CoPE course.

25

LEARNING SUPPORT Mrs J Cottam

The Learning Support Department will continue to assist those students who need additional help with learning, language and communication, physical and sensory difficulties or emotional and mental health factors. The Department works closely with students, parents, subject teachers, tutors, matron, the examinations secretary, senior staff and outside agencies to provide inclusive and appropriate support for each student. Many students are supported by Learning Support Assistants in the classroom. Others receive help out of class, either individually or in small groups; however, the amount of withdrawal from lessons is kept to a minimum in order to minimise the impact on curriculum delivery. Members of the Department are involved in student mentoring, study support and academic target setting. Throughout Years 10 and 11, they provide help and advice with day-to-day work, learning and study skills, homework, coursework, revision and preparation for internal assessments and external examination. The Department works closely with the examinations secretary to apply for special arrangements for Year 10 and Year 11 examinations, where they are needed. This might include the provision of extra time, readers, scribes, transcriptions, use of a word processor, or for examinations to be taken away from the main examination room. Learning Support staff help and encourage students to make best use of the access arrangements to which they are entitled and then, where necessary, work with the students so they maximise their potential in all areas of study, formal assessment and external examinations.

26

ABLE, GIFTED & TALENTED Mr J Wright

Introduction As a Catholic school we are truly called to excellence in educating our young people in all areas of life. We are aware that the notion of gifts and talents is rich in meaning and dependent upon context. Christ (Mt. 25:14-30) taught that our gifts from God are freely given, varied, different in number and not to be squandered. In this sense we recognise that all students are gifted, talented and with ability. We also recognise that there are students of exceptional ability or high learning potential. The needs of these learners are rightly primarily met in the classroom through Quality First Teaching (QTF). There will also be opportunities for extension and enrichment activities through a students’ time here at Bishop Challoner. See the students’ page on the school website and look for communications home from departments.

How to help your child There are numerous ways in which parents can help and a multitude of websites ready to give advice. A supportive, interested, balanced and common sense approach is, as all of us who are parents have realised, the best way forward. Here’s an initial link: http://pageusd.org/filestore/Ten_Suggestions_for_Parents_of_Gifted_Children.pdf

Potential Plus We are a member of Potential Plus UK. An independent charity established in 1967 which works with the whole family to support children with high learning potential. Please follow the link to their website.

27

Section 2 Non-Core Subjects

The following pages list non-core subjects from which students should indicate a preference using: 1 = first choice 2 = second choice. These subjects make up the final part of the ‘pathway’ process as shown on the Pathway Form. Students will follow 1 subject preference from this section alongside their core subjects of Religious Education, English Language, English Literature, Mathematics, Science, French or Spanish, Geography or History and ICT (Functional Skills).

28

ART Mr M Gallimore Exam Board: Specification Number:

AQA (unendorsed Art & Design) 4201

“Unendorsed” means pupils will use a range of 2-D & 3-D media rather than be restricted to one area.

Course Details – 60% Coursework, 40% Exam Coursework: Pupils are expected to undertake between two and three projects of work. This allows pupils the flexibility to focus on two projects in more detail or to produce three projects and cover a greater range of topics. A project comprises of research work (either a sketchbook or worksheet, or both), which leads through a series of media investigations to a final piece. All coursework must be completed and handed in during the first week in May of Year 11. All homework is directly linked to the progression of current project work and will be monitored each lesson and must be seen to be progressing.

Exam Pupils are given eight weeks to complete research in order to prepare themselves for a ten hour exam (split over two days). Pupils choose a starting theme from the exam paper, which is usually handed out at the beginning of January (of year 11).

Assessment Pupils will be assessed on their ability to:  Explore ideas through investigations informed by contextual and other sources demonstrating analytical and cultural understanding.  Develop and explore ideas using media, processes and resources, reviewing, modifying and refining work as it progresses (quality use of different techniques and materials)  Record observations, experiences and ideas in a form that is appropriate to their intentions (drawing).  Make a personal response, realising intentions and making informed connections with the work of others (final piece).

Skill Development During year ten pupils will be led through a directed course of lessons focusing on developing skills acquired through Key Stage Three and introducing new techniques. Art history will be integrated and with specific skill based workshops covering a range of media including painting, drawing, collage, printing, ceramics, sculpture, textiles, photography and digital/IT work.

Out of School Opportunities In Year Eleven we offer a trip to St Ives, Cornwall. Pupils will visit the Tate Gallery, Barbara Hepworth Sculpture Garden, follow a local artist trail and take time out for drawing activities on the beach. The Art department holds regular clubs – one night after school and every lunchtime during the week – to allow pupils further opportunities to work on coursework.

Cost Involved We supply good quality sketchbooks and folders at cost which we encourage pupils to purchase. It is helpful to pupils to have some material at home, which we can also help with supplying. This can include pencil sets, watercolours, brushes, pens, as well as more specialist materials. Residential trips (Cornwall) cannot be subsidised. 29

CATERING (SINGLE AWARD) Mrs C Vaughan Exam Board: WJEC Specification Number: 4730

ASSESSMENT Weighting

UNIT 1: Catering skills related to food preparation and service Controlled Task Two practical tasks selected from a bank of six WJEC set tasks. Internally assessed using WJEC set criteria and externally moderated. One in Year 10 and another in Year 11. 45 hours in total. 60%

UNIT 2: Catering, food and the customer Written Paper 1 ¼ hours One paper which will be externally set and marked. All questions are compulsory and are targeted at the full range of GCSE grades. The paper will contain short-answer, structured and free response questions drawn from the catering content. This examination can be available either as an electronic assessment or as a traditional written paper. 40%

Syllabus Content GCSE Catering and Hospitality requires learners to demonstrate knowledge and understanding of: • the industry: accommodation; food and beverage; front of house • the types of products and services provided • a range of customer groups • job roles, career opportunities and relevant training • appropriate forms of communication within the industry • the importance of record keeping • the range of equipment used in the hospitality and catering industry.

30

DRAMA Miss R Dennett

Exam Board: OCR Specification Number:

Students will extend their knowledge in six areas of study including character, semiotics, improvisation, audience and space, structure, genre, style and convention. Assessments will include performing script, devising own practical work based on a stimulus, design concepts for stage and lighting and playwriting skills. One assessment will be completed in Year 10 and two assessments are completed in Year 11.

Drama outline Practical Work 75% overall grade 3 Assessments: Page to stage

30% of the practical grade 10% of the written grade

Drama in the making

30% of the practical grade 10% of the written grade

Concept to creation

40% of the practical grade 5% of the written grade

Written Work 25% overall grade No written exam, just written coursework, with every assessment focusing on the process of their work in the style of a reflective diary entry. The coursework is focused on how the students have applied all areas of study to their practical assessment.

31

INFORMATION & COMMUNICATION TECHNOLOGY Mr P Daley OCR GCSE ICT J461 This GCSE course provides learners with opportunities to work with a variety of technologies, enabling learners to become digitally literate, with an up-to-date understanding and competence with hardware and software used in the digital world around them. They will study the impact of ICT use on people in everyday life as well as looking in detail at how ICT is used in a range of real contexts.

GCSE ICT will enable candidates to:        

become independent and discerning users of ICT, able to make informed decisions about its use and aware of its implications for individuals, organisations and society acquire and apply creative and technical skills, knowledge and understanding of ICT in a range of contexts develop ICT-based solutions to solve problems develop their understanding of current and emerging technologies and their social and commercial impact develop their understanding of the legal, social, economic, ethical and environmental issues raised by ICT recognise potential risks when using ICT, and develop safe, secure and responsible practice develop the skills to work collaboratively evaluate ICT-based solutions.

Assessment Written examination: Written examination: Controlled assessment 1: Controlled assessment 2:

ICT in Today’s World, 20% of qualification ICT in Context, 20% of qualification Practical applications in ICT, 30% of qualification Creative use of ICT (Multimedia project), 30% of qualification

OR Coding a Solution (Programming), 30% of qualification

32

INFORMATION & COMMUNICATION TECHNOLOGY - COMPUTING Mr P Daley OCR GCSE Computing J275 This is a course that has real relevance in our modern world. While learners will already have some knowledge of computers and related areas, the course will give them an in-depth understanding of how computer technology works and a look at what goes on “behind the scenes” with hardware, software and systems. As part of this they will develop their own computer programs to solve problems, using a range of programming tools.

GCSE Computing will enable candidates to:       

develop their understanding of current and emerging technologies, understanding of how they work and apply this knowledge and understanding in a range of contexts acquire and apply knowledge, some technical skills and an understanding of the use of algorithms in computer programs to solve problems using programming use their knowledge and understanding of computer technology to become independent and discerning users of IT, able to make informed decisions about the use and be aware of the implications of different technologies acquire and apply creative and technical skills, knowledge and understanding of IT in a range of contexts develop computer programs to solve problems develop the skills to work collaboratively evaluate the effectiveness of computer programs/solutions and the impact of, and issues related to, the use of computer technology in society.

Assessment Controlled assessment 1: Controlled assessment 2: Written examination:

Practical investigation, 30% of qualification Programming task, 30% of qualification Computer systems and programming, 40% of qualification

33

MUSIC Mrs S Smith

Exam Board: Specification Number:

EdExcel 2MU01

The course is based around four Areas of Study called: 1. 2. 3. 4.

Western Classical Music Music in the 20th Century Popular Music in context World Music

The Areas of Study cover a wide range of music from Classical composers like Handel and Mozart through to the Jeff Buckley and Moby via weird but interesting music written more recently as well as music from around the world. You will learn a lot about music of all different sorts of styles – some of it you will like, some of it you won’t, some of it you will grow to like.

Coursework You have to perform TWO pieces of music, one as a solo and the other as an ensemble. These pieces are entirely free choice and can be in any style of music that you want. Both these pieces are worth 15% of your final marks, i.e. 30% in total. We record your performances in school and you can re-do these until you are happy with them within a ten hour time limit. That’s usually more than enough time! You also have to compose TWO pieces of music. These need to be linked to the Areas of Study – for example, you could take Area of Study 3 as an inspiration and write a Blues piece of music or a song. Alternatively, you could compose a piece of music in a Theme and Variations structure and link it to Area of Study 1. We will try to spend a lot of time in class looking at ideas for compositions as this is generally the area which most students find more difficult. Again, both these pieces are worth 15% each making 30% in total. We record these in school but this can be over a substantial length of time. You also need to write your compositions down in some way – it can be traditional music, tab, lyrics/chords, or even a written description, whatever is most appropriate. You can do coursework at any point in the course but we do particularly focus on coursework in the Spring term of Year 11.

Listening Examination This is worth the remaining 40% of the marks. The format for this exam has changed and is now based around “set works” – pieces of music that we listen to and learn about in class. This is the only formal examination that you have to do for Music.

Important Facts You should be able to play a musical instrument or sing. Ideally, you should already have lessons on your instrument. You can aim to start an instrument in Year 10, but you’ll have to work hard. The ability to read music well is not essential, but it’s good to know the basics. GCSE Music is a good basis for taking Music further, either as an AS level or one of the BTEC diplomas or Music Technology. We occasionally go on school trips during school time (workshops, cost about £10) and pupils are invited to London shows (evening and optional, cost typically £20-£30). 34

PHYSICAL EDUCATION Mr C Sheers Exam Board: AQA Specification Number: 4892 (Full Course) a) Practical Assessment – 60% (including written course work) b) Written exam at the end of the course – 40%.

Practical Assessment We will develop familiar courses from KS3, for example soccer, rugby, basketball, athletics, netball, rounders and table tennis. In addition, students may be assessed in an activity from outside our school based study e.g. Judo, horse riding, golf etc where they are coached by a qualified coach in a recognised club – this may be very useful to many students. We will then select the four best activities to support a student’s exam entry. 60% of the exam mark is gained from practical assessments. Pupils may also consider being assessed in their roles of coach, leader, official or choreographer. Pupils are assessed practically out of a score of 20 marks for each activity. 10 marks are generally awarded for skills and 10 marks for how well those skills are completed in a competitive situation.

Theory Assessment 40% of the exam mark – by written exam at the end of the course.

Subjects Covered The Role of the Performer - Organising, leading, officiating and coaching Individual Differences – Age, gender, physique, disability and training The Demands of Performance – personality, motivation, aggression, feedback, rules/codes of conduct, injury, aerobic anaerobic exercise, benefits of leisure and recreation. Health, Fitness and Lifestyle – Healthy lifestyles, occupations and activities. Elements of fitness, types of training and elements of training, muscular and skeletal systems. Diet – Food and elements of nutrients, problems of poor diet, special diets and healthy eating. Influence of local sport facilities and school influence – Local amenities/opportunities, school influence – games, extracurricular activity etc. Cultural and Social Factors – Concepts of etiquette, rules and fairness and social groups. International and Social Factors – The media, sponsorship, competitions. International sport and events, science and ICT in sport. Professionals/amateur sport. For those with a real interest in sport and P.E. this is a challenging and enjoyable course and a good grounding for further study in P.E. at “A” Level, GNVQ and beyond. Pupils should dress in accordance with the school’s P.E. uniform policy, dressing appropriately and safely for their activities. Willingness to attend off-site activities where these are necessary for the course (e.g. Sports Centre) will be expected and this will usually be during core P.E. time (“Activities”). Some assessment will occur during inter-school matches and in special sessions and pupils must be willing to attend these if needed. It is also expected that those pupils who opt for GCSE PE have an “interest” in at least more than one sport, and spend time in the evenings or weekends participating in a sporting activity. 35

DESIGN AND TECHNOLOGY (Resistant Materials) Mr N Gough Exam Board: AQA Specification Number: 4562

In Resistant Materials the students will develop their knowledge to design products using woods, metals and plastics. The course has been designed to encourage pupils to be able to design and make products with creativity and originality, using a range of materials and techniques. They will acquire and apply knowledge and understanding through: Short focused tasks to develop making techniques, analysing and evaluating products and processes, developing ideas, planning and producing products, considering how past and present design and technology affects society, recognising moral, cultural and environmental issues that form part of design and technology. They will learn how their ideas could be manufactured, both individually and commercially, including the use of CAD/CAM. The necessary graphic techniques will be developed to enhance the design folder work. During the course the emphasis is placed on combining skills with knowledge and understanding in order to design and manufacture quality products in quantity. Students acquire and apply knowledge, skill and understanding through;       

Developing design, research and investigation skills An understanding of a variety of materials and their properties An appreciation of the manufacture of commercial products An understanding of the link between the designer, the manufacturer and the user Market research, costing and the evaluation of products Developing practical skills Recognising the moral, cultural and environmental issues inherent in design technology

Why study Resistant Materials? The subject will help the student to develop:  Problem solving skills  An ability to adapt to an ever changing world in which many technologies continue to evolve  Organisational skills  Analyse and evaluate commercial products and make informed decisions  An understanding of materials, including smart materials  Creativity and innovation  Build upon the skills and knowledge learnt in Key Stage 3

How is the course organised? During the course in Year 10, students will develop their problem solving techniques and practical skills which will prepare them for completing their examination coursework. To develop the background knowledge of the students, written tasks will be set which will give them exam practice and prepare them for the theory paper. In Year 11 the Controlled Assessment project is designed and manufactured. The course includes designing, graphics, manufacturing processes, CAD/CAM and the use of a variety of materials. ICT is an important aspect of the research, design and manufacturing processes.

36

Areas of study        

Sketching Using CAD to present working drawings Modelling and making skills Properties of materials Carpentry skills Casting metals Cutting shaping plastics Using CAM to model and produce products

How is it assessed? The GCSE is split into two Units: Unit 1 Exam - Written paper 2 hours 40% of the overall mark Unit 2 Controlled Assessment - Design & Making Practice approximately 45 hours 60% of the overall mark and submitted in Spring of Year 11. Examples of coursework:

37

VOCATIONAL SKILLS PROGRAMME for Y10 and Y11 students

The Vocational Skills Programme (VSP) gives Y10 and Y11 students the chance to study with us one day per week over the two years, alongside completing GCSEs at school. Currently Y10 students attend on Tuesdays and Y11 students Fridays. A full list of the courses that are available one day per week is shown below.

AUTOMOTIVE - INTRODUCTION TO City & Guilds Entry Level 3 Diploma in Vehicle Systems and Body and Paint Maintenance Would you like a better awareness of the day-to-day activities that take place in a garage? This is a practical ‘hands on’ course of 12 Units over 2 years and offers you progression to further studies on successful completion as a 16-18 student if you wish.

BEAUTY THERAPY – INTRODUCTION TO City & Guilds Level 1 Certificate/Diploma in Beauty Therapy This 2 year course is designed to give you a preliminary qualification in beauty or media make-up providing the knowledge and skills to progress to a Level 2 qualification as a 16-18 student if you wish. It is possible that you will be able to obtain the higher Level 1 Diploma qualification over the two years of study if you are prepared to work extra hard and have a talent for the subject.

CONSTRUCTION – BASICS IN THE INDUSTRY Ascentis Entry Level 3 Award and Ascentis Entry Level 3 Certificate in the Construction Industry This 2 year course gives you an introduction to building craft occupations and offers progression onto Level 1 courses as a 16-18 student if you wish. In your first year you will study the Entry Level 3 Award and, on successful completion, study the Entry Level 3 Certificate in your second year. You will have the opportunity to try several trade areas including bricklaying, carpentry and joinery, painting and decorating, tiling and plastering.

HAIRDRESSING AND BARBERING – INTRODUCTION TO City & Guilds Level 1 Certificate/Diploma in Introduction to Hairdressing and Barbering Sector This 2 year course is designed to give you a preliminary qualification and the personal and employability skills relevant for work in hairdressing and barbering. The qualification enables you to progress to a Level 2 qualification as a 16-18 student if you wish. It is possible that you will be able to obtain the higher Level 1 Diploma qualification over the two years of study if you are prepared to work extra hard and have a talent for the subject. 38

HEALTH, SOCIAL CARE AND CHILDCARE - INTRODUCTION TO BTEC Level 1 Award and BTEC Level 1 Certificate in Health and Social Care This qualification is designed to help you understand what it means to work in the early years or health and social care sectors. The course involves a lot of practical work helping you to develop your employability and communication skills, teamwork, time management and creativity. In your first year you will study the Level 1 Award and, on successful completion, study the Level 1 Certificate in your second year.

HOSPITALITY AND CATERING BTEC Edexcel Entry Level 3 Award in Hospitality and Catering This is a very practical 8 Unit course run over 2 years where you will learn how to produce superb food in the training kitchens and practise your food and drink service dealing with customers in our restaurant. This qualification is designed to develop your confidence and understanding of the hospitality and catering industry. As well as covering two mandatory units in hospitality and customer service, you will study basic food preparation, basic cooking, how to use kitchen equipment and introduce you to food commodities. For further details Marion Nortcote will be available on the evening and can be contacted for more information via her email at BCOT mail to: [email protected] APPLICATIONS for any of the above courses should be made via your school who will provide you with an application form. Applications should be handed into your school by the end of March. You will then be informed by your school of a college Taster Day. CANCELLATION OF COURSE. It is hoped that Basingstoke College of Technology will be able to offer all of these courses in September 2015, however a course may not be viable due to lack of number. In this instance schools will be informed as soon as possible and an alternative course could be considered.

39

Final Pathway Form Your name: _________________________________________________________________ Your Form and Form Tutor: ___________________________________________________ Please complete and return to your tutor no later than 6th February 2015

Part 1: Modern Languages Tick one subject below: Either French or Spanish. French

Spanish

Part 2: Humanities Tick one subject below: Either History or Geography History

Geography

Part 3: Pathway Preferences Now write either 1 or 2 next to your preferences. You will follow only 1 of these choices Pathway Preference Art ICT Computing Music Drama PE Catering Resistant Materials Certificate of Personal Effectiveness

1 = 1st Preference 2 = 2nd Preference

Your teacher will advise you if this appropriate for you

Signature of parent/carer………………………………………………………………….

Date…………………………………………………………………………………………….

40

Deputy Head’s Address Once all the forms have been collated pupils will be notified individually of their subject combinations. If there appear to be problems with the pathways selected this will be discussed and the various choices will be presented. The final decision on subject combinations rests with Mr Corish. Consultation with a number of people will have occurred at this point, including: Mr Bazen, Mr Wright, Head of Year, a careers advisor, subject teachers, the student concerned and, of course, parents/carers. Although allocation is not made on a first come first served basis, returns must be submitted by Friday 6th February 2015 to the form tutor so that staffing, grouping and rooming can be arranged accordingly. If there are circumstances where a subject cannot be offered then students, parents and carers will be informed as soon as possible and advice will be available prior to students being reassigned according to their preferences. Please note that there are rare instances when students may wish to consider an alternative subject or pathway once the new courses have begun in September 2015. If this is the case, it is vital that any change is discussed and agreed with the Deputy Head and, prior to being endorsed, a letter of support and acknowledgement from parents sent, marked for my attention. This MUST occur by the end of the September 2015 as any later than this has been seen to disadvantage students and their chances of success. It is my hope that if subjects are properly researched and wellinformed choices are made, there will be no need to make changes. To all our students embarking upon their KS4 GCSE pathways, I wish you the very best of luck and look forward to seeing you achieve your personal best in each of the subjects you choose at GCSE level.

Mr A J Bazen Deputy Headteacher

Useful Websites AQA

www.aqa.org.uk

WJEC

www.wjec.co.uk

EdExcel

www.edexcel.org.uk

41