Hinchingbrooke School KS4 Options Course Information Booklet 2015-2017

Contents Page numbers Important dates

3

Introduction by Mr Goulding

4

Staff contact details

5

Key Stage 4 Curriculum

5-6

Advice on making choices

5-6

Grading GCSE Examinations - Update

7

Qualifications at KS4 - A Quick Guide

9-10

Option Blocks 2015-2017

11

Optional curriculum: Directorate of Enterprise and Enquiry

12-20

Directorate of Creativity and Performance

20-38

Directorate of Global Citizenship

39-46

Core (Compulsory) Curriculum

47-53

Careers Education, Information, Advice & Guidance (IAG)

54-56

Option Choices Form

57

2

Important Dates Important dates in the process of consultation and course choice: Tuesday 6th January

Key Stage 4 Curriculum Booklet available Options Assembly

Thursday 8th January

Options Evening

Monday 12th January – Friday 16th January

Taster sessions for students

Thursday 15th January

Year 9 Parents Evening

Monday 19th January – Friday 30th January

Individual options interviews for all students

Monday 2nd February – Friday 6th February

All Options forms to be handed in during this week

Monday 23rd January – Friday 6th February

Year 9 Exams

Monday 23rd February – Friday 27th February

Individual meetings with students who haven’t secured 1st choice option subject

Monday 16th March - Friday 20th March

Draft option choices confirmed by letter

3

Introduction The purpose of this booklet is to help our Year 9 students, guided by their parents/carers and teachers, to choose their options. This is an extremely important process and, by working together, we can make it exciting and rewarding. There are three particularly important issues that I would ask you, please, to note. Firstly, the idea of the English Baccalaureate (EBacc). This recognises the achievement of those students who have gained at least a GCSE grade C in each of the following subjects:     

English Mathematics Sciences A Humanity (presently Geography or History) A Modern or ancient Foreign Language

We believe that students who are capable of achieving higher grades (i.e. C or above) in these subjects should expect to choose a language and either History and/or Geography. Secondly, the breadth of subjects that students study is important in keeping options open for post-16 choices and beyond. To help with this, we have spilt the subjects into three directorates which represent the academic structure of the school. I would strongly advise that students select courses from as many of these directorates as possible. This will help ensure they study a range of different subjects and so have a broad and balanced experience in Key Stage 4. Thirdly, each year we have a small number of students who make their choices for the wrong reasons and, as a result, select inappropriate courses. This can cause problems at the start of year 10 and may lead to disruption of their learning if changes have to be made. I would ask that you encourage your son or daughter to take special care to read all the information provided, so that they understand what each subject will entail. This will ensure they make informed choices and reduce the chance of difficulties arising later on. The options are split into blocks, as you will see on pages 9 & 10. Students will choose one option from each block, and a reserve choice (in case we are not able to offer all of their first choice subjects). If a first choice is not available, we will always contact students to discuss whether they would still like their reserve choice or another from that block. Thank you for your support in this process.

Andrew Goulding Principal

4

KEY Staff CONTACT DETAILS Some key school staff who can give you advice regarding the options process are listed below: Miss McCabe

Form Tutor 9C1

Ext 5768

[email protected]

Mr Hoole

Form Tutor 9C2

Ext 5798

[email protected]

Ms Shepphard

Form Tutor 9M1

Ext 5747

[email protected]

Mrs Smith

Form Tutor 9M2

Ext 5789

[email protected]

Mr Turnbull

Form Tutor 9P1

Ext 5785

[email protected]

Mrs Fenton

Form Tutor 9P2

Ext 5759

[email protected]

Mrs Lombard

Form Tutor 9V1

Ext 5768

[email protected]

Mr Chester

Form Tutor 9V2

Ext 5798

[email protected]

Mrs Olsen

Form Tutor 9W1

Ext 5771

ecohinchbk.cambs.sch.uk

Mrs Billany

Form Tutor 9W2

Ext 5789

jebhinchbk.cambs.sch.uk

Mr A Williams

Head of Year 9

Ext 5761

[email protected]

Mrs J Hodgson

Head of Middle School

Ext 5752

[email protected]

Mr L Walker

Vice Principal (Achievement)

Ext 5715

[email protected]

Mrs Ellis

Student Support Officer

Ext 5827

[email protected]

5

The Key Stage 4 Curriculum There is a statutory framework for the Key Stage 4 curriculum. This framework sets out what is compulsory and lists a wide range of optional qualifications. For exact details of the content of these compulsory subjects please see the section at the end of this booklet.

Compulsory Subjects English

GCSE

Maths

GCSE

Science

GCSE

Religious Studies

GCSE

Careers Education Physical Education Personal Development

Making Choices There are a number of pieces of advice which can make choosing your options easier: Do 1. Choose the subjects you like best. 2. Choose the subjects in which you know you are most likely to be successful and consider the implications of the English Baccalaureate. 3. Make your own choice. 4. Remember that new subjects you have not encountered before are not necessarily more interesting than ones you have been studying in KS3. 5. Make sure you list your subjects on the options form in the order you would most like to do them. Do not 1. Choose the teacher - you may well be taught by someone else. 2. Choose to be with friends - make your own choice. 3. Choose a new subject just because it is new.

6

Grading GCSE EXAMINATIONS – update Students currently in Year 9 will start learning new GCSE specification in: English Language English Literature Maths from September 2015. These will not be graded A* - U (like all other GCSEs). Instead, grading of 9-1 will be used. The government is saying that;    

Broadly the same proportion of students will achieve a grade 4 and above as currently achieve a grade C and above. Broadly the same proportion of students will achieve a grade 7 and above as currently achieve a grade A and above. For each exam, the top 20% of those who get a grade 7 or above will get a grade 9 – the very highest performers. A grade 5 will be positioned in the top third of the marks for a current grade B. This means it will be more demanding than a current grade C.

The table below shows how the new grading (1-9) works in comparison to the current system of A* - U.

NEW GCSE GRADING STRUCTURE

9

8

7

6 5 4

3 2 1

4 and above

A*

A

B

C

=

U

C and above

D E F G

U

CURRENT GCSE GRADING STRUCTURE PLEASE NOTE – 1- 9 grading will only be used for English Language, English Literature and Maths in summer 2017. All other GCSEs will still be graded A* - G.

7

Qualifications at KS4 A quick guide Most of the subjects in this booklet are GCSE subjects. GCSE stands for General Certificate in Secondary Education, and the qualification was established in 1988, to replace the old O-Level and CSE qualifications. In addition to GCSEs, there are a variety of other qualifications available at Hinchingbrooke: BTEC: This is the world’s most successful applied learning brand. They have been established for over 25 years. BTECs are equivalent qualifications to GCSEs, and have a more practical, work-based focus. They are mainly assessed using assignments which are set and marked by Hinchingbrooke staff. They also have an external assessment, in the form of a written exam, which is worth 25% of the final mark. Grading of BTEC is Pass/Merit/Distinction or Distinction* (equal to C/B/A/A* at GCSE).

Cambridge Nationals: These are vocationally related qualifications from the OCR exam board formerly known as OCR Nationals. Like BTECs, they have a focus on learning for and about the workplace, and they prepare students effectively for either further study or the workplace. They offer transferable skills which are practical and relevant. Again, like BTECs and IGCSEs, they are fully accredited and ‘count’ in performance tables and in all other measures as a GCSE. You will achieve either a Pass, Merit, Distinction or Distinction* in a Cambridge National qualification. Other Notes Level 1

= grades D to G at GCSE or equivalent qualifications

Level 2

= grade C to A* at GCSE, BTEC Level 2 or Cambridge National Level 2

Short Course

= half a GCSE

8

Option Blocks 2015-17 We want all students at Hinchingbrooke School to enjoy a broad and balanced curriculum, which is suited to their interests, skills and abilities. We also want to ensure that you are well prepared for the future – in terms of your studies in the Sixth Form, at College or University, and your career. The choices you make at this stage are important in preparing for the future. For example, when applying to a competitive university, and in particular a highly competitive course at a competitive university, it is important to consider all of their entrance requirements including any specific requirements relating to GCSEs. Obviously the A Levels you choose in the Sixth Form will also be important, but it is never too early to start thinking about your future. There is much more detail about this in a publication called ‘Informed Choices – a Russell Group guide to making decisions about post-16 education’. A copy of this is on the school website: http://www.hinchingbrookeschool.net/page/?title=Key+Stage+3+and+4+Progression&pid=261 If you are considering College, either after Year 11 or after 6th form, or think you might be interested in a particular career and would like to access specific training relevant to that, again what you choose in Key Stage 4 will be important. Courses at local and regional colleges will often specify that you must have reached a particular standard in English and Maths. Sometimes they will look for other courses you have studied in Years 10 and 11. Your tutor, Head of Year, Head of School and the IAG (Information Advice and Guidance) team at Hinchingbrooke School can answer any questions you may have about any aspect of this process. For all of these reasons, we have introduced Option Blocks. All students are to choose ONE subject from Block A, ONE from Block B, ONE from Block C and ONE from D as their choices. You should also indicate a reserve choice from each block, in case your first choice does not run in 2015 – 17. We will always talk to students about this if this is the case. Latin GCSE is available as an extra choice for those who have studied the subject in Year 9. This will be taught in Core PE time. Please indicate on the option choice form if you wish to study Latin. Important notes: When choosing Art and Design in Option C or D, indicate on the Options form which of the Art and Design options you are choosing – Creative Textiles, Fine Art, Mixed Media or Pottery. When choosing Design Technology in Options C or D, indicate on the Option Form whether you are opting for Graphic Products, Textiles or Resistant Materials.     

You may not choose more than one Art and Design subject You may not choose more than one Design Technology subject You cannot choose BOTH of the History courses You must already have studied (during Key Stage 3) any language GCSE you choose You cannot choose GCSE Computing AND IT (Cambridge National)

If you wish to study Latin during your PE lessons, please indicate this as an extra on the Option Form Foundation learning is for identified students. You will be invited to join this group, please do not choose it otherwise. Those who wish to study Triple Science MUST choose this in Option A. If you are choosing History, remember to state whether you wish to follow the SHP course, or Modern World. Finally, please note that if numbers choosing subjects are very small for any course in any option block, we reserve the right not to run that course. In this case, we will contact students as soon as possible to clarify how they would like to proceed.

9

Option Blocks 2015-17 Option A

Option B

Option C

Option D

Foundation Learning1

Drama

Art and Design2

Art and Design2

Core Learning1

French

Drama

Astronomy

Geography

BTEC Business

Catering

BTEC Dance

German

GCSE Computing

Design Technology3

BTEC Sport

History (SHP)

GCSE PE

Engineering

Design Technology3

History (World)

Geography

GCSE Business

GCSE Music

Triple Science

History (SHP)

Geography

GCSE PE

Spanish

History (World)

German

Geography

Catering

History (SHP)

Health and Social Care

BTEC Dance

History (World) History (SHP)

BTEC Music

IT (Cambridge National)

History (World) Spanish

1

These subjects are by invitation to identified students only

2

You should not choose more than one Art and Design subject in Blocks C and D. Remember to indicate on the options form which of the Art and Design subjects you are choosing.

3

You should not choose more than one Design Technology subject in Blocks C and D. Remember to indicate on the options form which of the Design Technology subjects you are choosing.

10

Optional Curriculum

11

Directorate of Enterprise And Enquiry

12

ASTRONOMY GCSE Astronomy (EDEXCEL) Is this the right subject for me? If you are fascinated by the night sky and our continuing exploration of the universe then this GCSE Astronomy course is the subject for you. This course will allow you to: 

Understand the movements of the bodies in our Solar System in more detail, explaining many of the cycles in the night and daytime sky.



Identify constellations and asterisms in the night sky and explore in detail the life and death of stars.



Learn about how scientists, since ancient times, have used imagination, measurement, and scientific methods to explore the universe in which we live.

What will I learn? The material in this course is divided into four topics. Topic 1 – Earth, Moon and Sun As well as studying each of these three bodies individually, this topic looks at the interactions between them that cause the cycles of night and day, months and years. You will learn that they are also responsible for the more spectacular events, such as aurorae as well as lunar and solar eclipses. Topic 2 – Planetary systems This topic begins with the detailed study of our own planetary system – the Solar System. It will focus on the planets which orbit the Sun, comets and meteors and the story of how planets were discovered. Topic 3 – Stars This topic looks at the major constellations in the night sky and how they can be used to find your way around both the night sky and the Earth. Although the stars seem to remain the same for millennia, they follow a very slow cycle of birth and death. This topic looks at the process of ‘stellar evolution’, covering stages such as nebulae, red giants, supernovae, neutron stars and black holes. Topic 4 – Galaxies and Cosmology Although the early parts of this course focus on our position in the Earth-Moon- Sun system and within the Solar System, we now know that our Sun is just one of billions of stars within the Milky Way galaxy. This topic covers how this was discovered and what it means for our place in the Universe. How will I be assessed? The course has two elements of assessment. In May/June of Year 11, there is one two-hour examination containing the four topics listed previously. The paper has a variety of different question types such as multiple-choice questions, short and extended-answer questions, graphical and data questions. The paper is not tiered – it covers all grades from A* to G.

13

The second part of the assessment is coursework based. You will be assessed on the quality of the astronomical observations you complete during the course. You will choose two observational projects, one completed with the naked eye and the other using simple astronomical instruments such as a sundial, a telescope, binoculars or a camera. You will be given a list of possible projects from which to choose. Your observations will be assessed on the quality of their design, observations, analysis and evaluation. You must be self-motivated to achieve highly in this section, as you must complete your observations in your own time. What can I do after I’ve completed the course? By studying GCSE Astronomy you will be developing important scientific skills as well as extending the range of areas where you use these skills. It is an excellent accompaniment to any GCSE Science course, as well as linking closely with the astrophysical sections within the AS and A2 Physics courses. Along with the study of AS and A2 Mathematics, these can form the foundation for studying astronomy and astrophysics at university. Finally…. This is an academic course and there is a need for a good grasp of mathematics. It is recommended that students aim to achieve a level 6 at the end of KS3 in maths in order to apply for this course. Further details are available from Mr Pinder (ext 5773) or Mr Hall (ext 5771), or email [email protected] or [email protected]

14

BTEC Business level 2 BTEC first Award in Business (edexcel)

The BTEC First Award in Business runs through years 10 and 11. The core units cover the essential knowledge and skills required in the business sector. The optional specialist units, covering branding and promotion, customer service, sales, retail business, recruitment and career development, and business support, provide the opportunity to develop assignments and activities to meet the needs of both local employers and students. This qualification provides opportunities for students to develop the communication skills needed for working in the business sector. This can be achieved through presentations and in discussions where they have the opportunity to express their opinions. This qualification could provide a starting point of a route into employment in many of the diverse areas of business, including roles in specialist areas such as marketing, finance, customer service or human resources. Students will have the opportunity to develop the key enterprise and financial skills and knowledge necessary to enable them to understand how businesses recognise opportunities, and build on them to succeed. Students will understand how a business makes and manages its money, and plans for the future. Structure of the Qualification Students will complete both core units and two optional units during the course.

Core units

Assessment method

1

Enterprise in the Business World

Internal

2

Finance for Business

External

Optional Units 3

Promoting a Brand

Internal

8

Recruitment, Selection and Employment

Internal

Further details are available from Ms Beadles on ext 5710 or email [email protected]

15

Business studies Gcse business studies (OCR) Why study Business Studies? Business Studies involves the examination of “real world” issues. It examines the world that you already know from a business perspective. Course Overview Unit Assessment A291 Controlled assessment

Weighting Content 25% Marketing and Enterprise  Market research and data collection 

The marketing mix



Enterprise and the entrepreneur

 The business plan A292

A293

External exam (1 hour) 25%

External exam (1 hour 30 minutes)

50%

Business and People 

The structure of business activity:



Business ownership, trading organisations, growth and location



Employment and retention



Organisation and communication

Production, finance and the external business environment. 

Types of production methods



Management and control of production



Production costs



Sources of finance



Financial forecasting and analysis



The competitive environment



Environmental influences and business ethics



Government and the UK economy



Globalisation and UK business

How will I be taught? A variety of teaching and learning methods are used, such as student centred learning. The course content is mainly coursework based and students will be expected to work independently and also research their work outside lessons. What skills will I develop?  An understanding of the business environment.  An ability to develop report skills and assignments  To develop research skills and apply them in a real world business context

16

What courses or employment can I progress to at the end of my course? You may wish to study Business at post 16 level – Hinchingbrooke currently offers three Business courses at post 16 level, one of which will also be coursework based Modern apprenticeships recognise BTEC Business Studies as a relevant entry qualification Further details are available from Ms Beadles on ext 5710 or email [email protected]

17

Computing GCSE COMPUTING (ocr) This exciting GCSE gives students an excellent opportunity to investigate how computers work and how they are used, and develop computer programming and problem solving skills. Students also do some in-depth research and practical work. For example, some of the current investigations look at JavaScript, app development, encryption and python programming. GCSE Computing also counts towards the eBacc. The three-unit course is designed to give students an in-depth understanding of how computer technology works and look at what goes on ‘behind the scenes’. You don’t need to have studied this subject before, and assessment is quite simply based on a written exam, a practical investigation and programming tasks. The increasing importance of information technologies means there’ll be a growing demand for professionals who are qualified in this field. Students who have taken a GCSE in Computing and then progress to study the subject at A Level or University will have an advantage over their colleagues who are picking up the subject at these levels. Aims The course will help you learn about critical thinking, analysis and problem solving. We aim to make the course a fun and interesting way to develop these skills, which can also be transferred to other subjects and even applied in dayto-day life. The course will make an excellent preparation for students who want to study or work in areas that rely on these skills, especially where they are applied to technical problems. These areas include engineering, financial and resource management, science and medicine. Content Unit A451: Computer systems and programming The computer systems and programming unit will teach 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. This is the body of knowledge about computer systems on which the examination will be based. Unit A452: Practical investigation 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. This Unit uses an investigative computing task, chosen from a list provided by OCR exam board, which assesses the following: research, technical understanding, analysis of problem, historical perspective, use of technical writing skills, recommendations/evaluation. Unit A453: Programming project The programming project will call on you to design, code and test a solution to three tasks using a suitable programming language. Students will need to demonstrate that they understand standard programming techniques; are able to design a coded solution to a problem: Develop suitable algorithms; Design suitable input and output formats; Identify suitable variables and structures; Identify test procedures; Create a coded solution fully annotating the developed code to explain its function; Test your solution: showing functionality and how it matches the design criteria Assessment Unit 451 will be assessed through a final 1.5 hour written examination worth 40% of the final grade Unit 452 will be a controlled assessment from a list given by OCR worth 30% of the final grade Unit 453 will be an open choice controlled assessment worth 30% of the final mark Further details are available from Mr Kilby on ext 5804 or email [email protected]

18

Information TECHNOLOGY Cambridge National Level 2 Certificate In ICT (OCR) From personal computers to smartphones, from apps to websites, all of our lives, every day, are enhanced through the use of ICT. The Cambridge Nationals in ICT reflect this and provides students with a solid foundation for understanding and applying this subject in their future working lives. Rationale ICT skills are essential for success in employment, in higher education and are one of the fundamental transferrable skills required by employers. Cambridge Nationals deliver these skills across the whole group, effectively engaging and inspiring students of every ability to achieve great things. Content The course consists of two mandatory units and 2 optional units chosen by the school. Mandatory Units Unit R001 – Understanding Computer Systems Written paper - 1 hour – 60 marks As the first mandatory unit and a foundation for others, this unit will give students a solid base to develop knowledge and understanding of computer systems and the implications of working with data to enable them to use computers effectively. Unit R002 - Using ICT to create business solutions OCR set practical task In the second mandatory unit, students will refine their existing knowledge of computers to reflect the working practices of the commercial world. This includes using a wide range of software efficiently. Optional Units Unit R006 – Creating digital images School set practical task The graphic design industry is big business. This unit will enable students to acquire the underpinning knowledge and skills to enable them to create, edit, enhance and save different types of digital image. Unit R008 – Introduction to computer programming School set practical task On completion of this unit, students will be able to appreciate the range of programming and scripting languages that are used in their applications and will be able to develop and test working programs. The Cambridge Nationals in ICT allows for a choice of optional units. The other options available include Unit R003 – Handling data using spreadsheets Unit R004 – Handling data using databases Unit R005 – Creating an interactive product using multimedia components and Unit R007 – Creating dynamic products using sound and vision. Assessment As you can see, there is one written exam and an exam board set practical task. The other two units are set and marked in school but moderated externally. Further details are available from Mr Kilby on ext 5804 or email [email protected]

19

Directorate of Creativity And performance

20

ART AND DESIGN GCSE FINE ART (painting AND drawing) (AQA) What is the course structure? Component Unit 1: Personal Portfolio (Practical Coursework) Unit 2: Externally Set Assignment (Practical Exam)

% of GCSE

Duration

Content

60%

Sept Year 10 – Dec Year 11 2 day practical mock exam

40%

10 week practical and research project & 2 day practical exam

2-3 Projects from themes set by the department. A choice of 6-7 set broad themes that students will make their own choice from.

There is no written exam for this GCSE Themes may include; Reflection & Distortion, Safely Contained, Landscapes, Light and Atmosphere. There are 3 trips across the 2 years: At least 1 will be to the London Galleries (National Gallery, Tate Modern), other trips may include; the Norfolk Coast, Burghley House, Anglesey Abbey, the V&A or Kew Gardens. Although not compulsory, students get a great deal from these trips, enabling them to gather resources for their own work and also to see original art work, which aids their understanding and appreciation. What will I study? Materials and Techniques, may include; Acrylic Paint

Oil Paint

Watercolour Paint

Oil Bars

Graphite Pen & Ink

Oil Pastel

Charcoal

What else will the course involve? 

Producing work based on their own personal experiences and interests within the themes.



Taking photographs and sketching from sources, as well as looking at the work of contemporary and historical painters and fine artists.



Refining ideas through experimenting with different painting and drawing techniques and styles.



Learning how to research, record, analyse and review their own and others’ work to produce personally developed outcomes.



Producing a Portfolio of Work for interview/ application for further courses or employment

21

What can I do with GCSE Fine Art? Further Study A Level Fine Art: Painting and Drawing or Art History A Level Art & Design BTEC Level 3 courses in Art & Design, Fine Art, Photography

Some of the careers that this qualification is relevant for Architecture Artist Illustrator Animation Games Design Curator Exhibition Art Historian Graphic Designer Designer

Further details are available from Mrs Lombard on ext 5768 or email [email protected]

22

ART AND DESIGN GCSE creative textiles, printing & photography (AQA) What is the course structure? Component Unit 1: Personal Portfolio (Practical Coursework) Unit 2: Externally Set Assignment (Practical Exam)

% of GCSE

Duration

Content

60%

Sept Year 10 – Dec Year 11 2 day practical mock exam

2-3 Projects from themes set by the department.

40%

10 week practical and research project & 2 day practical exam

A choice of 6-7 set broad themes that students will make their own choice from.

There is no written exam for this GCSE Themes may include; Adornment – Jewellery and Headwear, Wall Hangings, Natural Forms, Light and Atmosphere, Bags and Containers. There are 3 trips across the 2 years: At least 1 will be to the London Galleries (V & A Museum, Tate Modern), other trips may include; the Norfolk Coast, Burghley House, Anglesey Abbey, the Sainsbury Centre, the Design Museum or Kew Gardens. Although not compulsory, students get a great deal from these trips, enabling them to gather resources for their own work and also to see original art work, which aids their understanding and appreciation. What will I study? Materials and Techniques, may include; Batik

Dip Dyeing

Felting

Appliqué

Weaving

Embellishment

Print Techniques: Lino, Collagraph, Screen, Etching, Mono, Poly

Photography

Photoshop

Machining

Stitching

What else will the course involve? 

Producing work based on their own personal experiences and interests within the themes.



Taking photographs and sketching from sources, as well as looking at the work of contemporary and historical fashion designers, textile designers, printmakers and artists.



Learning how to research, record, analyse and review their own and others’ work.



Producing a Portfolio of Work for interview/ application for further courses or employment

What can I do with GCSE Creative Textiles and Printmaking? Further Study A Level Art & Design; including Textiles BTEC Courses in Fashion & Textiles BTEC Courses in Art & Design, Photography

Careers that this qualification can help with Fashion Designer Artist Illustrator Textile Designer Surface Designer Graphics Product Designer Pattern Designer

Further details are available from Mrs Lombard on ext 5768 or email [email protected]

23

ART AND DESIGN GCSE Art & Design (2D Mixed Media, Sculpture & Photography) (AQA) What is the course structure? Component Unit 1: Personal Portfolio (Practical Coursework) Unit 2: Externally Set Assignment (Practical Exam)

% of GCSE

Duration

Content

60%

Sept Year 10 – Dec Year 11 2 day practical mock exam

40%

10 week practical and research project & 2 day practical exam

2-3 Projects from themes set by the department. A choice of 6-7 set broad themes that students will make their own choice from.

There is no written exam for this GCSE Themes may include; Sea Creatures, Reflection & Distortion, Safely Contained, Light and Atmosphere. There are 3 trips across the 2 years: At least 1 will be to the London Galleries (V&A Museum, Tate Modern), other trips may include; the Norfolk Coast, Burghley House, Anglesey Abbey, the Design Museum, the Sainsbury Centre or Kew Gardens. Although not compulsory, students get a great deal from these trips, enabling them to gather resources for their own work and also to see original art work, which aids their understanding and appreciation. What will I study? Materials and Techniques, may include; Plastercast

Wire

Recycled materials

Wood

Chicken wire

Clay

Photography Photoshop

Collage

Paper

Montage

Acrylic

Watercolour

Inks

Charcoal

Graphite

What else will the course involve? 

Producing work based on their own personal experiences and interests within the themes.



Taking photographs and sketching from sources, as well as looking at the work of contemporary and historical painters, sculptors, photographers and mixed media artists.



Learning how to research, record, analyse and review their own and others’ work to produce personally developed outcomes.



Producing a portfolio of work for interview/ application for further courses or employment

What can I do with GCSE Art & Design? Further Study A Level Fine Art: Painting and Drawing or Sculpture A Level Art & Design BTEC Courses in Art & Design, Fine Art, Photography

Careers that this qualification can help with Architecture Painter Sculptor Animation Games Design Interior Design Surface Design 3D Designer

Further details are available from Mrs Lombard on ext 5768 or email [email protected]

24

ART AND DESIGN GCSE THREE DIMENSIONAL DESIGN (pottery) (AQA) What is the course structure? Component

% of GCSE

Duration

Unit 1: Personal Portfolio (Practical Coursework)

60%

Sept Year 10 – Dec Year 11 2 day practical mock exam

Unit 2: Externally Set Assignment (Practical Exam)

40%

10 week practical and research project & 2 day practical exam

Content 2-3 Projects from themes set by the department, possibly to a design brief. A choice of 6-7 set broad themes that students will make their own choice from.

There is no written exam for this GCSE Themes may include; Safely Contained, Designing Tableware for a Restaurant, Light and Atmosphere, Outdoor Ceramic Sculpture There are 3 trips across the 2 years: At least 1 will be to the London Galleries (Tate Modern, V&A Museum), other trips may include; the Norfolk Coast, Burghley House, Anglesey Abbey, the Design Museum, the Sainsbury Centre or Kew Gardens. Although not compulsory, students get a great deal from these trips, enabling them to gather resources for their own work and also to see original art work, which aids their understanding and appreciation. What will I study? Materials and Techniques, may include; Throwing

Coil Building

Slab work

Tiles

Mould Making

Glass

Firing

Glazing & Decorating

What else will the course involve? 

Producing both functional and sculptural work based on their own personal experiences and interests within the themes, and/or design briefs.



Taking photographs and sketching from sources, as well as looking at the work of contemporary and historical ceramicists, sculptors and fine artists.



Learning how to research, record, analyse and review their own and others’ work.



Producing a portfolio of work for interview/ application for further courses or employment

What can I do with GCSE Three Dimensional Design? Further Study A Level Fine Art: Sculpture A Level Art & Design BTEC Courses in Art & Design, Fine Art,

Some of the careers that this qualification is relevant for Product Design Sculptor Ceramicist Animation 3D Designer Interior Design Jobs that require 3D visualisation skills

Further details are available from Mrs Lombard on ext 5768 or email [email protected]

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Catering GCSE Catering (WJEC) Aim

Catering offers a unique opportunity in the curriculum for candidates to develop their knowledge and extend their skills within catering in a vocational context. It will provide opportunities to develop skills, imagination, innovative thinking, creativity and independence. It is a suitable qualification for those who want a broad background in this area and for those who wish to progress to further education. It will offer valuable preparation for those entering the world of work. The specification encourages the investigation and study of catering in a variety of contexts. In these contexts the candidates are given opportunities to acquire competence, capability and critical skills through the creation, implementation, use and evaluation of a range of resources. Candidates from all cultures and both genders can develop their interest in, enjoyment of, and critical reflection about this vocational area. ASSESSMENT There are two units studied: UNIT 1: Catering skills related to food preparation and service UNIT 2: Catering, food and the customer Module

Weighting

Length

Assessment

Unit 1

60%

45 hours in total

Controlled assessment

Unit 2

40%

1 hour 15 mins

Exam

Content Two practical tasks chosen from a set of six WJEC tasks. These are internally assessed and externally moderated Externally assessed GCSE exam paper with a variety of style questions

Topics include: • The industry – food and drink. • Job roles, employment opportunities and relevant training. • Health, safety and hygiene. • Food preparation, cooking and presentation. • Nutrition and menu planning. • Costing and portion control. • Specialist equipment. • Communication and record keeping. • Environmental considerations. Progression This specification is intended to offer opportunities for progression through a variety of routes in further education (e.g. Advanced Level GCE, Diplomas), training (e.g. Modern Apprenticeships) or employment. Further details are available from Mrs Crabtree on ext. 5769 or email [email protected]

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Dance BTEC performing arts (dance level 2) (EDEXCEL) The study of dance as an art form contributes to students’ aesthetic and social development. As a physical activity it promotes fitness and well-being. Dance also supports learning across a range of subjects. As performers, students develop confidence and self-esteem. They develop self and body awareness as well as sensitivity to others and team working skills. Effective performance requires physical effort and the determination to succeed and improve. As choreographers, students employ the skills of problem-solving and creativity. In directing others, students develop their interpersonal and communication skills. As critics, students make informed decisions about the dances they see. Course Breakdown: Every half term, a new assignment is set. The vast majority of assignments are of a practical nature. Students will be taught material and be expected to rehearse, develop and choreograph additional dance material. Each assignment set will be marked and performed in some capacity; such as filmed in the dance studio, performed in assembly, put forward into the school’s annual dance show, or performed in a public environment when the opportunity arises. Assignments are graded as Distinction*, Distinction, Merit, or Pass. Certain criteria must be achieved by the end of the 2 year course to obtain an overall grade. There is also a theory exam as part of this course. The exam is concerned with typing a job application letter to a pretend Performing Arts job. The letter is to be word processed, with exemplary grammar and layout, all in timed exam conditions. The course is designed to offer variety to the student. You will study different dance genres, with a particular focus on contemporary and jazz. Dance pieces could be solos, duos or group pieces. There may be opportunities for external visits / workshops / theatre trips. There is also an opportunity to purchase a set dance kit to give a group identity. Will I enjoy the course? You will enjoy the course if you are prepared to demonstrate equal commitment to the practical and written elements. If being part of a team and creating original performance work of your own sounds appealing, then this could be the course for you. Alongside this you will need to demonstrate the potential to engage in a study of dance that is broadly based, and the ability to develop knowledge, skills and understanding of dance performance, choreography and appreciation. What could I do next with BTEC Dance? This course will provide a strong foundation for progression to further Level 2 or Level 3 courses in dance and performing arts such as A level, Level 3 BTEC or similar qualifications. Dance or Performing Arts colleges will welcome your experience and broad background and it is a very suitable course for those wishing to pursue a more immediate professional career in dance as a performer/choreographer. Many universities offer excellent dance degree courses where the world of dance is further revealed, and you experience opportunities to work with well-known choreographers and a wide range of media such as film, sound technology and live musicians. It is expected that students who opt for this course will be fully engaged with professional rehearsal standards and a willingness to perform in front of a variety of audiences. Performance is a key part of the assessment and completion of the course will not be possible without performing in public. Further details are available from Mrs Trewin [email protected]

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Design technology: Graphic Products GCSE GRAPHICS (EDEXCEL) This is a single level examination, covering the grade range A* - G. The qualification is made up of coursework which accounts for 60% of a student’s final grade and a written examination which accounts for the remaining 40%. The exam lasts for one hour thirty minutes and tests the candidates’ knowledge and understanding of Graphic Products through questions on designing and making. There are fourteen questions which include multiple choice; short and extended written answers and a design question. All of the questions are compulsory. Coursework This takes the form of one project. Candidates are expected to design and model a quality graphic product. This will normally be completed during year 11 and take around 40 hours to complete. Students will select a project area to study from a range of titles that are set by the examination board. Study areas currently on offer include Packaging Design; Point of Sales Displays; Pop-Up Mechanisms and Concept Designs. An example of the latter could include the design of an environmentally friendly car. Having chosen one of the titles, students will then develop their personalised brief from it.

This is Essentially a Course of Designing and Making. A broadly based approach is used to deliver the subject, which covers the major aspects of both Design and Making. Students are taught a range of design skills which enable them to produce innovative solutions to design problems. During the course they will develop their drawing, modelling and making skills and become familiar with industrial processes. Students will have the opportunity to learn Computer Aided Design using industry standard software and also see their work manufactured using a CNC router if it is appropriate to their design. The course is ideally suited to students who enjoy designing but don’t feel comfortable using Resistant Materials such as wood or metal. The course encourages students to examine how their lives are influenced by the design and shape of graphic products such as packaging and “Point of Sales” Displays etc. The topics built into the course are wide ranging and cover product design, technical drawing, modelling and related industrial practices. This is a demanding course that is both analytical and creative. Students find it highly rewarding. Students with a talent for drawing, modelling and design should seriously consider this course as a possible route into other design related areas. Further details are available from Mr Dunkley on ext. 5767 or email [email protected]

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Design technology: Resistant Materials GCSE RESISTANT MATERIALS (EDEXCEL) This is a single level examination, covering the grade range A* -G. The qualification is made up of coursework which accounts for 60% of a student’s final grade and a written examination which accounts for the remaining 40%. The exam lasts for one hour thirty minutes and tests the candidates’ knowledge and understanding of Resistant Materials through questions on designing and making. There are fourteen questions which include multiple choice; short and extended written answers and a design question. All of the questions are compulsory Coursework This takes the form of one project. Candidates are expected to design and model a quality product using resistant materials such as wood; metal and plastic. This will normally be completed in year 11 and take around 40 hours to complete. Students will select a project area to study from a range of titles that are set by the Examination Board. Study areas currently on offer include Storage; Lighting; Furniture; Toys and Games and The Garden. Having chosen one of the titles, students will then develop their personalised brief from it. This is Essentially a Course of Designing and Making A broadly based approach is used to deliver the subject, which covers the major aspects of both Design and Manufacturing. Students are taught a range of design methods that enable them to produce innovative solutions to design problems. During the course they will develop their drawing, modelling and making skills and become familiar with industrial processes. Students will have the opportunity to learn Computer Aided Design using industry standard software and also see their work manufactured using a CNC router if it is appropriate to their design. Students are encouraged to express their own interests in their coursework, which they will then have the opportunity to realise in the full range of resistant materials which includes wood, metal and plastic. This is a demanding course that is both analytical and creative. Students find it highly rewarding. Students with a talent for, or interest in, solving design related problems and who possess a good level of practical skills should consider this course as a route into other areas of technology and related subjects. Students often study Resistant Materials at GCSE and opt to study Graphic Products at A-Level where they find their GCSE experience of great benefit to their practical work. Further details are available from Mr Dunkley on ext. 5767 or email [email protected]

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textiles technology GCSE Product Design Textiles (AQA)

This is an exciting course for students who are interested in Fashion and Design. Taking textiles will be good preparation for a career in Fashion, Textiles Design or even Interior Design. This is a practical based course and includes many practical projects before completing the coursework. The Course and Assessment Component Title

Percentage of GCSE Grade

Duration

Coursework Internally Assessed

60%

40 hours June year 10 – Jan year 11

Examination Externally Assessed

40%

2 hours

Examination The examination is taken in June of the second year of the course. This has a preparation paper, which is completed by students in class before the date of their examination. The paper reflects the theme of the examination, giving the students the opportunity to research the topic and prepare for the design question. Coursework This is an extended piece of work, which involves designing and developing a textiles product for a given situation. This usually involves making a fashion item or accessory to the student’s design using a design brief set by the exam board Textiles is essentially a practical course and examines the work of the wide variety of Textile Industries from making individual knitwear to fashion items. You will learn how to colour, design and make items from fabrics, understand production methods used and how the industry uses technology to aid designing and making. Progression Progression routes include fashion courses, interior design at college and AS/A2 Textiles Further details are available from Mrs Crabtree on ext. 5769 or email [email protected]

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Drama gcse in drama (EDEXCEL) What is GCSE Drama all about? GCSE Drama is all about understanding what it is like to put yourself in somebody else’s shoes. You will play many parts in different imaginary situations. You will have the opportunity to create your own work as well as look at plays written by other people. As part of the course you will be expected to see as much theatre as possible and your drama group will be taken to see at least one production over the course of the year. Naturally we would encourage you to see as many in-school productions as possible. The course is in three parts:   

In part one of the course you will use drama to express your ideas and feelings about a range of issues. In part two of the course you will look at a play to see how a playwright expresses their ideas about a theme or topic and explore ways of making the play work on stage. In part three of the course you will have the choice of being involved in the performance of a play from an existing script or one you can create yourselves.

Will I enjoy the course? You will enjoy this course if you want to study a subject that is both practical and creative. You may have done some acting before or helped out backstage on a production. You may have always wanted to try making a play, performing, making costumes, building a set or operating the lights but never had the chance. You will enjoy this subject if you enjoy working as part of a team as drama involves a lot of group work. How does it follow on from what I have learnt before? GCSE Drama follows on from drama work that you will have done at Key Stage 3. You will develop your acting and improvisational skills to a higher level. You will also look at plays in more detail and look at different ways of bringing a script alive on stage. What about exams? The examination for GCSE Drama is a practical performance. It is worth 40% of the marks and is Unit 3. You will take part in a play that you have created as a group or rehearsed from a script. You can either be examined on your acting skills in the performance or on your design and technical skills. You will perform the play in front of an audience and the examiner will be present at one of the performances. Is there any coursework? The 60% coursework part of the GCSE Drama course consists of practical performance work and a written notebook of evidence which will become part of the controlled assessment for your coursework. During your course you will take part in two explorative workshops which will be marked by your teacher. In the first series of workshops, Unit 1: Drama Exploration (30%), you will use all that you have learnt about Drama to explore and develop your responses to a range of material presented to you by your teacher. In the second series of workshops for Unit 2: Exploring Play Texts (30%), you will explore and develop a play for performance and show your understanding of drama by taking part in a number of exercises based on the play. You will be assessed on your practical work and on the supporting notes which you will subsequently incorporate into your coursework as part of Unit 2’s controlled assessment.

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What other skills might I develop? As well as acquiring the skills involved in exploring, creating and performing Drama you will also be able to acquire skills in working with others, problem solving and communicating. You will find that Drama will help you feel more self-confident and prepare you to deal with a range of different situations and people. What could I do next with GCSE Drama? There are many things you can do with a GCSE in Drama. You might take the A Level in Performing Arts where you could develop your interest in Drama and the theatre with a broader experience of performance (acting skills development; planning for events; staging a play) and performance support (stage management, costume design, lighting and sound). You may wish to take a GCSE in Drama for its own sake, perhaps to form the basis of a future interest or as part of a range of different subjects. Or you might wish to go into a job where it is useful to have experience of drama, or where you will need to use some of the skills developed during this course. These might include careers in such fields as retail, education, travel and tourism, sales and marketing or any career that involves meeting people face to face. The study of drama can help you develop transferable skills that you can take into any career or job. Further details are available from Mrs Akielan on ext. 5605 or email [email protected]

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Engineering DIPLOMA in Engineering technology (EAL) The EAL Level one Certificate in Engineering runs through years 10 and 11. The EAL qualification is designed to provide a specialist work-related qualification that will prepare students who wish to pursue a career in this field. This qualification will provide a foundation for study within the sector through progression onto further vocational courses. Units of work have been developed to provide the knowledge, understanding and skills necessary to prepare learners for employment. The qualification is made up of 100% coursework. Work in each unit is graded as a Pass; Merit or Distinction – the overall Grade is Pass The coursework assessment allows learners to receive constant feedback on their progress as they provide evidence towards their overall grade. This assessment evidence will be generated through a range of activities that are linked to workplace needs and are framed around workplace situations. The assessments run throughout the course and each piece of coursework is issued with clear instructions and definite deadlines for submission. Structure of the Qualification The Level 1 Certificate consists of six units that are taught over 240 guided learning hours. The modules making up the qualification are as follows: Year 10 

QETF/001 Working in engineering



QETF/015 Computer aided drawing (CAD)



QETF/002 Machining engineering materials

Year 11 

QETF/013 Basic mathematics and science used in engineering



QETF/003 Cutting, forming and assembling engineering materials

 QETF/004 Joining engineering materials Progression It is envisaged that this course will appeal to students who are considering a career in an engineering related occupation but who are likely to leave school at the end of year eleven. Successful completion of the course should lead to acceptance on to engineering related courses at Further Education Colleges. The qualification is also recognized by employers offering apprenticeships. It is recommended that students considering studying an engineering/design related subject at university consider GCSE Resistant Materials. It should be noted that although this course is coursework based, the modules will involve an amount of written work. Due to resourcing for this course, numbers will be restricted. In the event of oversubscription, students will be directed towards the GCSE Resistant Materials course. Further details are available from Mr Dunkley on ext. 5767 or email [email protected]

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Music BTEC music (edexcel) This course will be of particular interest to those students who would like to develop their practical skills with music and music technology as well as their understanding of the Music Industry. The key units of the course will be: 

Unit 1: The Music Industry



Unit 2: Managing a Music Product

Students will then be required to select two units from the choice below: 

Unit 3: Introducing Live Sound



Unit 4: Introducing Music Composition



Unit 5: Introducing Music Performance



Unit 6: Introducing Music Recording



Unit 7: Introducing Music Sequencing

The whole of the BTEC course is assessed through practical work, recordings, performances and written evidence, with frequent and regular deadlines which will have to be met. There is one formal examination which is externally assessed for Unit 1. What could I do next with BTEC Music? BTEC Music is a good preparation for further musical study and a solid foundation for the AS/A Levels in Music and Music Technology, as well as BTEC National Diplomas (in Music, Popular Music and Music Technology) and the Vocational A Level in Performing Arts. This course could lead to a career in the music industry, publishing, entertainment and teaching or any job which involves communication and expressive skills. Please note: Students will be advised by the music teaching team whether GCSE Music or the BTEC course will be most appropriate for them, obviously through discussion with the student and their parents/carers. Further details are available from Mr Cooke on ext. 5783 or email [email protected]

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Music GCSE music (edexcel) What is GCSE Music all about? GCSE Music is about making and listening to music. It covers performing, composing and listening in a wide variety of musical styles – popular music, world music and classical music. There are opportunities to use music technology such as sequencing and recording. Will I enjoy this course? You will enjoy this course if you want to study a subject that    

involves performing involves listening to all kinds of music and understanding about score reading gives you the opportunity to play music with others in e.g., rock groups, bands, orchestras or choirs gives you the opportunity to learn more about music and use music technology

How does it follow on from what I have learned before? You will improve your skills in performing and composing different types of music. You will listen to a wide variety of music and learn more about how and why it was written and/or performed. What about exams? There is one exam in the summer of year 11. You will listen to a CD and answer questions on the twelve set works which range from Handel to Moby and from Bernstein to Indian Raga. You will then write a short essay about one of the twelve set works, discussing how the composer has used elements such as rhythm, harmony and structure in their piece.

Area of Study 1

Area of Study 2

Area of Study 3

Area of Study 4

Western Classical Music 1600 – 1899

Music in the 20th Century

Popular music in context

World Music

Is there any coursework? Yes. You will perform (play, sing or sequence) two pieces altogether. One of the pieces will be a solo in any style and on any instrument. The other performance will be with other players. These performances may take place in the classroom, in school music groups or outside school. They will be recorded and marked by your teacher. You may offer sequencing as part of your solo performing, and sequencing and recording for performing during the course. You will also compose two pieces according to a brief written by the teacher or yourself. These will be in a form or style that you have chosen from the Area of Study. As we study each Area of Study you will undertake composition projects to enhance your learning. The final two compositions will last around three minutes and will be assessed internally before being sent to an Edexcel marker for moderation.

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If you are interested in music technology, you may use computer sequences, multi-track recorders, digital recording, and sampling in the preparation and presentation of compositions. You may also use technology to record work and to produce printed scores and extract parts.

What other skills might I develop? As well as covering Music at GCSE level, the course will enable you to develop Key Skills in Communication and Information Technology, which could be useful to you in whatever you do afterwards. In particular, GCSE Music offers opportunities to develop the wider Key Skills in working with others (e.g. taking part in rehearsals, performing). As a GCSE Music student you will be expected to participate in extra-curricular clubs, including the Senior Choir. You will be given lots of performance opportunities both in school and as part of the wider community. What could I do next with GCSE Music? GCSE Music is a good preparation for further musical study and a solid foundation for the AS/A Levels in Music and Music Technology as well as BTEC National Diplomas (in Music, Popular Music and Music Technology) and the Vocational A Level in Performing Arts. You may wish to take a GCSE in Music for its own sake, perhaps to form the basis of a future interest. Alternatively, you may wish to go into a job where it is useful to have had experience of music or where you will need to use some of the skills developed during this course. These might include careers in the music industry, publishing, entertainment and teaching or any job which involves communication and expressive skills. Universities recognise the academic rigour of Music as well as appreciating its creative qualities. Further details are available from Mr Cooke on ext. 5783 or email [email protected]

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Physical Education GCSE Pe (edexcel) Physical Education as a GCSE Course in Years 10 and 11 will be assessed through both practical assessment and a written examination on the following objectives: a) Perform effectively under applied conditions in your selected activities, using tactics or compositional techniques, and observing the rules and conventions of your activities. b) Analyse the improvement of performance, to determine its strengths and weaknesses, and to improve the quality and effectiveness. c) Show knowledge and understanding of the factors affecting participation and performance in physical activity, the relationship between health, fitness and practical activity, and risk assessment in physical activity. Overall Assessment

Unit 1: Written examination. (1hr 30 min)

i. ii. iii.

Multiple choice questions. Short answer questions. Scenarios questions.

40%

Unit 2: Analysis of performance in one activity. Practical assessment in four activities.

ii) Analysis of performance. iii) Final practical assessment.

10%

50%

Activity Groups

Candidates offer for assessment four activities from at least two different Activity Groups. This can be in a performing, coaching or officiating capacity.

Games Activities

Gymnastic Activities

Dance Activities

Athletic Activities

Adventurous Activities

Swimming Activities

Association Football, Basketball, Hockey, Netball, Rugby Union, Water Polo, Badminton, Squash, Table Tennis, Lawn Tennis, Volleyball, Cricket, Rounders or Softball or Baseball Synchronised Swimming, Horse riding, Trampolining, Gymnastics

Modern/Contemporary Ballet/Tap/Jazz/Folk/Traditional/Ethnic

Rowing, Weightlifting, Golf, Track & Field, Fitness Training, Judo or Karate

Sailing, Canoeing or Kayaking, Climbing, Orienteering, Skiing or Snowboarding, Board Sailing, Personal Survival or Life Saving

Swimming Strokes

Analysis of Performance Candidates will produce coursework about analysis of performance in one of the selected practical activities. Further details are available from Mr Turnbull on ext. 5785 or email [email protected]

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Sport Level 2 BTEC first certificate in sport (edexcel) The BTEC first certificate in sport runs through years 10 and 11. The BTEC qualification is designed to provide specialist work-related qualifications in a range of sports based settings. BTECs provide a foundation for further study within the sector through progression onto further vocational courses. Units of work have been developed to provide the knowledge, understanding and skills necessary to prepare students for employment. The course includes opportunities to develop leadership skills and includes the Level 1 award in sports leadership as well as elements of practical sport. BTECs are largely coursework based however they now also have a core unit that will have an external assessed exam. This assessment will be available online. The coursework assessment of the BTEC allows learners to receive constant feedback on their progress throughout the course as they provide evidence towards their overall grade. This assessment evidence will be generated through a range of diverse activities including workplace assessment, role play and oral presentation. The assessments run throughout the course and each piece of coursework is issued with clear instructions and definite deadlines for submission. Structure of the Qualification The first certificate consists up to 4 units There will be one core unit and then specialist units which will be chosen by the course leader. These could include: The Sports Industry Preparation for Sport Planning and Leading Sports Activities* Practical Sport* Practical Outdoor and Adventurous Activities (* the current units we deliver) Grading Students produce evidence throughout the course that goes towards the final grade of Pass, Merit, Distinction or Distinction*. These are equivalent to 1 GCSE grade C-A* Further details are available from Mr Turnbull and Miss Phillips on ext. 5785 or email [email protected] or [email protected]

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Directorate Of Global Citizenship

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Latin GCSE Latin (OCR)

Why choose Latin? Many European languages have their roots in Latin, and studying the subject at GCSE will help you to understand much more about how these languages work. You will certainly extend your knowledge of English vocabulary. You will also learn about the unique culture, history and society of the Romans, as well as reading and appreciating a range of Latin literature. Latin ‘counts’ as the language component of the EBacc. What does the course consist of? This course consists of language, literature and historical components. In Latin Language, you will learn how to translate passages of Latin into English. This will involve knowledge of vocabulary as well as grammatical constructions. There is a defined vocabulary list to learn, as well as a prescribed list of constructions. You will learn how to translate nouns, adjectives, verbs, pronouns and adverbs accurately. You will also read a range of Prose Literature in the original language. You will be able to accurately translate this literature, and you will learn to appreciate the style and composition of the work, concentrating on particular linguistic effects. The prose authors you will study include Tacitus, Pliny and Cicero. You will also study a range of historical topics in preparation for a module entitled Sources for Latin. This consists of Roman life, entertainment, religion, buildings and transport/communication. You will read translations of original source material focusing on these topic areas, and thus build your knowledge and understanding of Roman life. The course is assessed entirely by final examination, with two papers covering Language, a Prose Literature paper and a final paper on Sources. You will continue to study the Cambridge Latin Course, beginning with Book 2 in September of Year 10. This builds on the progress you have already made in the Latin preference in Year 9. Progression A GCSE in Latin provides an excellent foundation for further study in a full range of disciplines post-16, as part of a broad and balanced set of Key Stage 4 qualifications. The grammatical and linguistic skills you will learn are highly sought after in scientific, legal and journalistic careers – indeed a GCSE in Latin is an excellent stepping stone to the full range of scientific and artistic routes post-16. For further details, please contact Mr Walker at the school on ext. 5715 or email [email protected]

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moDern languages gCse frenCh, german anD spanIsh (Edexcel) Why choose a modern language? A GCSE in a modern foreign language is an extremely valuable qualification, which happens to be a valuable life skill too. In an increasingly global educational and business environment, universities, training organisations and employers all look favourably on people who have such a qualification. This course develops an interest in, and enthusiasm for, language learning and encourages you to consider global connections. You will develop the four skills of listening, speaking, reading and writing by looking at themes which resonate in your own life, such as Media and Culture, Sport and Leisure, Travel and Tourism and Business, Work and Employment. You will also gain an awareness and understanding of countries and communities where French, German or Spanish is spoken. Hinchingbrooke currently offers a series of foreign exchanges and trips so this will enable you to put your learning into practice. For these reasons and many others, we strongly recommend that you seriously consider French, German or Spanish (or even two of them!) as GCSE options. You may only choose the language you started in year 7. If you have life experience of one of these languages outside of school and feel that it qualifies you to take it as a GCSE, this should be discussed firstly with the Head of Languages. Are there exams? Yes. The reading and listening skills are assessed at the end of the two years of study in an exam. However, the writing and speaking skills are assessed by means of a programme of Controlled Assessments, which occur throughout Years 10 and 11. This means that soon after starting your GCSE course, you are creating work which counts towards your final grade. Please see the chart for further details: Skill

When will it be assessed

How will it be assessed

Writing 30%

On-going

Controlled assessments

Speaking 30%

On-going

Controlled assessments

Listening 20%

May 2017

Exam

Reading 20%

May 2017

Exam

Progression  This qualification offers a direct progression route to A-Level study in the language selected.  The study of one language at GCSE can facilitate and help promote the learning of other languages later in your life.  It will also add to your CV, making you a more attractive potential employee. It will definitely help you to build your professional profile. You will have access to the Vocabexpress and Linguascope websites to help you learn the topic vocabulary required for the course. A list of Internet sites useful for independent revision for GCSE can be obtained from your languages teacher. Further details are available from Mrs Henriksen on ext. 5716 or email [email protected]

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GEOGRAPHY GCSE GEOGRAPHY SYLLABUS A (AQA) Why study Geography? Geography matters. It matters because it is relevant. Geography’s relevance stems from the fact that it can lie at the heart of government policy making, as well as affecting the way we live our everyday lives. It considers some of the most critical issues affecting the planet today, such as population growth, globalisation and environmental destruction. To understand geography is to understand your world. Geography’s strength lies in its breadth. It draws together just about all other subjects and explains the link between them all. It is the link between science and the arts and looks at key issues such as sustainability, interdependence and global citizenship. Geography also provides you with many useful skills, including analytical, statistical, presentational and research skills, useful in so many disciplines. It also encourages you to develop your thinking skills. What type of student will enjoy GCSE Geography? Geography appeals to people who: • • • • • • •

Have an interest in the world around them and how it ‘works’. Want to investigate the ways in which humans use (and abuse) their environment. Are interested in how humans interact with each other around the world. Want to look at vital issues affecting us all, such as sustainability and the environment Enjoy investigating and analysing information. Want to develop a wide range of skills. Enjoy fieldwork and investigating issues.

What does GCSE Geography involve? There are two units that are studied: • Physical geography - Restless Earth: volcanoes, earthquakes and tsunamis - Living World: ecosystems, forests and deserts - Water on the Land: rivers, water usage and flooding •

Human geography - Population Change: population growth, ageing population and migration - The Development Gap: global disparities and inequalities - Tourism: growth, impact and management of tourism There is also controlled assessment based on fieldwork. How will I be taught? You will have one teacher for the course. A variety of teaching and learning methods are used; similar to the work you have been doing on development, population and global issues at the start of Year 9. The course content will be covered during lesson time, although homework is used to extend and develop further understanding of the content.

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How is the course assessed? The course has two tiers Foundation (grades C – G) and Higher (grades A* - C). There are three forms of assessment:

Module

Weighting

Length

When taken

Content

Physical geography

37.5%

1 hour 30 mins

June of year 11

Exam Three questions, one on each of the three physical geography units

Human geography

37.5%

1 hour 30 mins

June of year 11

Exam Three questions, one on each of the three physical human units

Controlled assessment

25%

Within lesson time

March and April of Year 10

Fieldwork investigation

Fieldwork There are three fieldtrips planned: •

Towards the end of Year 9 students who have opted for GCSE Geography undertake a one-day trip to Hunstanton to undertake three geographical investigations. This provides students with the skills required to do the controlled assessment in Year 10.



In the summer term of Year 10 there will be a fieldtrip to collect data for the controlled assessment.



At the end of Year 10 there is a four-day residential trip to Shropshire. Although not compulsory, students get a great deal from this work, helping their geographical understanding.

Further details are available from Mr Evans on ext. 5795 or email [email protected]

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Health and social care gcse HEALTH and social care (EDEXCEL) This two year GCSE course provides the necessary knowledge to prepare for a future working in any of the caring professions. The skills gained would be beneficial to those intending to take any one of the 16+ Health and Social Care related courses, including those offered in the 6th form here at Hinchingbrooke. The Edexcel GCSE in Health and Social Care gives students opportunities to:    

Actively engage in the processes of health and social care in order to develop as effective and independent students Understand aspects of personal development, and the health, social care and early years sectors, through investigation and evaluation of a range of services and organisations Develop a critical and analytical approach to problem solving within the health, social care and early years sectors Examine issues which affect the nature and quality of human life, including an appreciation of diversity and cultural issues.

The Health and Social Care course requires students to plan and carry out tasks in which they:    

Analyse issues and problems Identify, gather and record relevant information and evidence Analyse and evaluate evidence Make reasoned judgements and present conclusions.

Course outline and structure The course consists of two units, unit one is worth 40% and unit two 60% of the final grade for single award.

Unit 1: Understanding Personal Development and Relationships

Unit 2 Exploring Health, Social Care and Early Years Provision

This unit contains the following four topics:

This unit contains the following five topics:

   

Human growth and development Factors affecting human growth and development Effects of relationships on personal growth and development The effect of life events on personal development

Overview of assessment This unit is externally assessed through a 1-hour and 15-minute terminal written examination paper. The paper has a total of 70 marks and consists of 15 multiple-choice questions and a series of questions based on case studies and short scenarios.



The range of care needs of major client groups  How health care, social care and early years services are accessed and the barriers to access  How health, social care and early years services are provided  Workers in health, social care and early years  Care values which underpin service provider interaction. Overview of assessment This unit is internally assessed through an Edexcel-set task to be completed under controlled conditions. It will be internally assessed and externally moderated and is marked out of 50.

Further details are available from Mrs Howells on ext. 5747 or email [email protected]

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History: Schools history project GCSE History (OCR) As a historian trying to make sense of the past you are a bit like a detective investigating a crime: you have been left clues and signs, but it is up to you to make sense of them to decide what happened and why and then convince others you are right. To do this, like the detective, you need special skills of research and communication. These skills include detecting bias, understanding why events take place and presenting arguments clearly and effectively. The Schools History Project has been specifically designed to develop these skills. Equally the topics have been chosen so they are relevant to young people in understanding the world we live in today. The course also aims to encourage you to challenge and question. As you study the various units you will come across many different points of view which men and women have held. For example, the Plains Indians had a very different attitude towards land from that held by the European settlers in North America. Part of the value of the course is that it helps you to understand why people might have held different views to your own. As part of the course you will have lots of opportunities to examine different types of source material such as letters, diaries, photographs and film. The course also includes a site investigation of Wimpole Hall as part of your coursework. Moreover, you will also conduct an in depth study of Hinchingbrooke House. We are very lucky to have one of the great English country houses as part of our school. This course will provide a unique opportunity to use the house as evidence in telling us about change and continuity over the course of the 19th & 20th centuries. Unit 1. A954 A study in Development The history of Medicine from pre-historic to modern times. Enquiry in Depth The American West.

2. A955 Public Health 1800–1914 source enquiry.

3. A953 History Around Us A local study on Country Houses, featuring Wimpole Hall and Hinchingbrooke House.

Coursework/Exam

Exam (paper 1)

% of final mark

45%

When Studied year 10 (2 terms) Year 11 (1½ terms)

Exam (paper 2)

30%

Controlled Assessment (1 written piece)

25%

year 11 (1 terms)

year 10 (1 term)

Further details are available from Mr Leigh on ext. 5761 or email [email protected]

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HISTORY: MODERN WORLD STUDY GCSE History (OCR) This year there are two different History choices. We are also offering the option of studying the ‘Modern World Study’ GCSE. The same rationale applies for studying this subject as for the SHP course. We believe that both courses offer an exciting pathway but also believe that it is important to give you, the student, a choice. This course focuses very strongly on the big political ideas and events of the 20th Century. Unit 1.Unit A012: Aspects of International Relations, 1919–2005, and the chosen Study in Depth. 



Coursework/Exam Written examination (2 hrs).

% of final mark 45%

When Studied year 10 (2 Terms)

Written examination (1½ hrs.)

30%

year 11

Controlled Assessment (3 written pieces)

25%

year 10 (1 term)

Aspects of International Relations, 1919–2005. Focus Section B: The Cold War, 1945–1975 – Origins of the Cold War, Cuban Missile Crisis and the Vietnam War. Study in Depth: Russia 1905-1941 The fall of Tsarism, The Russian Revolution, The rule of Stalin.

2.Unit : British Depth Study A022: How far did British society change, 1939−1975? Source based enquiry. 3.Unit A010: Historical Enquiry Pupils will complete a single controlled assessment unit consisting of 3 tasks based on a taught course from one of the following two options: • Historical Enquiry, Germany 1918–1945 OR • Historical Enquiry, The USA, Land of Freedom? 1945–1975

Further details are available from Mr Leigh on ext. 5761 or email [email protected]

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Core (compulsory) Curriculum

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English All students will follow the AQA GCSE English Language and English Literature courses. Both specifications are assessed through external examinations - there are no controlled assessments. The course will enable students, of all abilities, to develop the skills they need to read, understand and analyse a wide range of different texts covering the 19th, 20th and 21st century time periods as well as to write clearly, coherently and accurately using a range of vocabulary and sentence structures. The qualification is assessed through two exams; Paper 1, Explorations in Creative Reading and Writing, looks at how writers use narrative and descriptive techniques to engage the interest of readers. Students will read a literature fiction text in order to consider how writers capture the interest of readers. The exam also supports students’ writing by providing a visual stimulus, scenario or written prompt. Paper 2, Writers' Viewpoints and Perspectives, looks at how different writers present a similar topic over time. The aim of this paper is to develop students’ insights into how writers have particular viewpoints and perspectives on issues or themes that are important to the way we think and live our lives. It will encourage students to demonstrate their skills by linking texts and producing their own. The English Literature course: encourages students to develop knowledge and skills in reading, writing and critical thinking. Through literature, students have a chance to develop culturally and acquire knowledge of the best that has been thought and written. Studying GCSE English Literature should encourage students to read widely for pleasure, and as a preparation for possibly studying literature at a higher level. The qualification is assessed through two exams: Paper 1, Shakespeare and the 19th-century novel, students will answer one question on a Shakespearean play they have studied. They will be required to write in detail about an extract from the play and then to write about the play as a whole. Students will also answer one question on a 19th-century novel they have studied. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole. Paper 2, Modern texts and poetry, students will answer one essay question from a choice of two on their studied modern prose or drama text. Students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster. Finally, students will answer one question on an unseen poem and one question comparing this poem with a second unseen poem. Students are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used. The English Language specification also develops more general analysis such as synthesis, inference, and the ability to order facts and present opinions effectively. Students’ communication skills through speaking and listening are also developed and assessed as a separate endorsement, but this component no longer counts towards the final GCSE grade.

Further details are available from Mrs Fullard or Miss Neasham on ext. 5759 or email [email protected] or [email protected]

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MATHEMATICS What is Mathematics about? It is not just about getting "the answer"! It is about being able to use "mathematical" skills to answer questions about a particular situation and to understand the way you did it. You also need to be able to explain the method to someone else and convince them you are right. Put more simply it is about learning to think. The mathematics course will allow you to develop the necessary skills to:  Demonstrate your ability to think clearly, remember methods and be able to apply them to new situations.  Learn and explain the meaning of mathematical processes and terms.  Talk about your work, with your friends and with your teacher and to do practical things like measuring and making models.  Develop understanding about numbers, arithmetic, estimation and patterns, be able to use a calculator sensibly and work things out in your head when necessary! Subject Skills Beside the mathematical aspect of the course we shall be assessing your progress in two personal skills relating to your work: 1. Communication

  

As outlined above it is vital to be able to communicate your ideas and thoughts. We shall be commenting upon: The clarity of your written work: is it easy for someone else to follow your method? Have you explained clearly the steps you have taken in answering questions? Have you explained what is meant by any unusual symbols you may have used? Your ability to talk about what you are doing: Can you explain in words what your work is about to friends? Your teacher?



Your willingness to ask questions either in a class lesson or individually with your teacher. Do you ask if you don’t understand or do you just hope the problem will go away?

2. Independence and Organisation

 Can you organise your own work?  Produce homework and assignments on time without being chased? Assessment The course will be assessed through two papers at the end of Year 11. The first paper will allow the use of a calculator. In order to assess your ability to use pencil and paper methods accurately, the second paper will prohibit the use of calculators. Coursework is no longer part of GCSE Mathematics. You will be entered for the paper which best reflects your level of attainment throughout the course, either Foundation or Higher tier. Tier Grades Available Foundation 1, 2, 3, 4, 5 Higher 4, 5, 6, 7, 8, 9 Some of you will also be given the opportunity to study for a Free Standing Maths Qualification (FSMQ) alongside your GCSE. Topics will include handling data, statistics, number, algebra, shape, space and measures. Further details are available from Mr Bennett on ext. 5789 or email [email protected]

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PHYSICAL EDUCATION NON EXAMINATION Physical Education is one of the core subjects specified in the National Curriculum, and is taught throughout all key stages. Physical Education contributes to the overall education of young people by helping them to lead full and valuable lives through encouraging purposeful physical activity. Through a broad and balanced programme students will be involved in the continuous process of planning, performing and evaluating, although the greatest emphasis will be placed upon the actual performance aspect of the subject. During Key Stage 4 Physical Education the students may be taught in either single sex or mix gender groups. The mix will reflect the type of activity chosen by the students and upon ability levels. To promote physical activity and healthy lifestyles students will be taught to be physically active, to adopt the best possible posture and the appropriate use of the body. They will be engaged in activities that develop cardiovascular health, flexibility, muscular strength and endurance. They will be taught how to develop and monitor their own training, exercise and activity programmes, as well as being taught the increasing need for personal hygiene in relation to these vigorous physical activities. To help develop positive attitudes students will be taught to observe the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators. They will be guided in how to cope with success and limitations in performance, to try hard to consolidate their performances, and always to be mindful of others and the environment. To ensure safe practice students will be taught how to respond readily to instructions, to recognise and follow relevant rules, laws, codes, etiquette and safety procedures for different activities or events, in practice and during competition. The safety risks of wearing inappropriate clothing, footwear or jewellery, whilst participating in physical activity, will play a central theme to the students learning. They will also be taught how to lift, carry, place and use equipment safely, plus how to warm up for, and recover from, exercise. During the Key Stage 4 programme of study all students will be taught Physical Education through physical activities which fall into the categories outlined in the National Curriculum: Game type activities; Gymnastic type activities; Dance type activities; Athletic type activities; Outdoor and Adventurous type activities and Swimming. In year 11 students are encouraged to choose a learning pathway personal to their own interests and reflecting what they may want to continue when they either leave school or go onto post 16 education. Practical constraints caused by the timetable and limited indoor provision will not prevent the National Curriculum minimum guidance being achieved by all. The minimum outline states that students should study activities selected from two areas of activity. Assessment will be made continuously throughout the units of work based against the programmes of study for the specific activity. Recording and reporting on students will be set against the prescribed attainment targets for physical education. Further details are available from Mr Turnbull on ext. 5785 or email [email protected]

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RELIGIOUS STUDIES GCSE RELIGIOUS STUDIES – CORE COURSE (OCR) Students follow the OCR GCSE Religious Studies Short Course (Philosophy and Applied Ethics).This is an exciting modern syllabus, which combines a knowledge and understanding of religious issues with a focus on Philosophy (which examines answers to life’s “big questions”) and Ethics (which helps us to explore what is right and what is wrong). • • • • • •

Religion and science Good and evil Religion, reason and revelation Religion and equality Religion and the media Religion, peace and justice

These topics are explored in an open minded and thoughtful way, with reference to Christianity and other religions, and do not require the students to be “believers”. The course allows plenty of opportunity for discussion, debate and written work about some of the most interesting areas of religion, philosophy and ethics. It will enable all students to develop their skills in research, analysis, evaluating evidence, constructing logical arguments, as well as developing and expressing personal viewpoints. The course is assessed by written examination only. Students who wish to convert from the short course (half) GCSE to the full GCSE qualification may get the opportunity to do this during year 11. GCSE Religious Studies is a good general qualification with a broad relevance to the world of work, in any career which involves interacting with people. AS Level Philosophy, including Philosophy of Religion is currently running in the Sixth Form for those who wish to pursue their studies of the philosophical aspects of religion further. Further details are available from Mr Chester on ext. 5798 or email [email protected]

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SCIENCE There are two Science routes through for GCSE students. Students can opt for Triple Science (Physics, Chemistry and Biology) taught separately or study for Double Science (combined teaching of all three sciences). Triple Science uses one option choice and students gain 3 GCSE qualifications. Double Science uses no option choices and students gain 2 GCSE qualifications. Should a student wish to opt for Triple Science, they must select it as an option choice (in Option Block A). The two routes are:

DOUBLE SCIENCE (AQA) Students will work towards 2 separate GCSE qualifications, one in Science and one in Additional Science. The Science GCSE will be completed during year 10 with the Additional Science GCSE completed during year 11. Students will still complete modules in Biology, Chemistry and Physics for both of these qualifications. The assessment for Science will include three 1 hour exams (one exam for each of Biology, Chemistry and Physics) and a controlled assessment module. Each of these components is worth 25% of the overall total. The assessment for Additional Science follows the same format. As with all science lessons, there will be a mixture of practical and investigative work as well as the more theoretical and research based lessons. The amount of time spent on these activities will vary depending on the concepts and ideas covered in each topic. Biology Topics • How organisms work • Environment and evolution • Growing and using our food • Understanding how organisms function Chemistry Topics • The Earth provides • Oils, Earth and atmosphere • The building blocks of chemistry • Rates, salts and electrolysis Physics Topics • Energy • Waves and the universe • Forces and motion • Electricity, radiation and the stars. Please note: Students will still be able to study Science related subjects at A-level if they complete this course. What will I need to do to be successful? • • • • •

Remember key facts through consistent revision and learning Apply knowledge learnt to new situations Interpret, analyse and evaluate data Use Scientific terms to explain concepts and ideas Plan investigations, make observations and record them accurately

After each topic students will sit an assessment based on past exam questions in order to monitor their performance. Further details are available from Mrs Waring (ext 5773) or Miss Patrick (ext 5771), or email [email protected] or [email protected]

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TRIPLE SCIENCE (AQA) Since 2014, Triple Science has been part of the options process. This allows all students the chance to complete the course in the full time required for the 3 GCSEs and therefore allow the students to maximise their attainment in the Science subjects. Please note that Triple Science counts as just one option subject, with the remaining time taken from the Double Science curriculum. Students will work towards 3 separate GCSE qualifications in Biology, Chemistry and Physics. This will usually be taught by 3 different members of staff, each delivering the content for one of the GCSEs. The course followed will be the AQA specification A. The assessment for each subject will include three 1 hour exams and a controlled assessment module. Each of these components is worth 25% of the overall total. All of the exams will now be at the end of the course – June 2017. During the course students will have at least two opportunities to complete the controlled assessment module with the best mark going forward. As with all science lessons, there will be a mixture of practical and investigative work and well as the more theoretical and research based lessons. The amount of time spent on these activities will vary depending on the concepts and ideas covered in each topic. Biology Topics • How organisms work • Environment and evolution • Growing and using our food • Understanding how organisms function • Biological systems • Humans and the environment Chemistry Topics • The Earth provides • Oils, Earth and atmosphere • The building blocks of chemistry • Rates, salts and electrolysis • Looking for patterns



Analysis, ammonia and organic compounds

Physics Topics • Energy • Waves and the universe • Forces and motion • Electricity, radiation and the stars • Medical applications of physics • Making things work • Is it for me?

Triple Science is ideal for students with a keen interest in the world around us. Students are likely to be interested in how things work, why things happen and how we can use Science to improve the world around us. The course also provides an ideal pathway to A-level Science related courses and is recommended for any students who may be considering in the future in this area. What will I need to do to be successful? • Remember key facts through consistent revision and learning • Apply knowledge learnt to new situations • Interpret, analyse and evaluate data • Use Scientific terms to explain concepts and ideas • Plan investigations, make observations and record them accurately After each topic students will sit an assessment based on past exam questions in order to monitor their performance. Further details are available from Mr Pinder or Mrs Alford email or [email protected] or [email protected] (all ext 5773)

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CAREERS EDUCATION, information, advice & Guidance (IAG) Advice on Subject Choice: The world of work is constantly changing which means that to concentrate on only one career path or even one occupation would be unwise. Also, be aware that there is quite often more than one route toward your future career. At this stage it can help if you investigate a range of occupations; be aware of the flexible nature of work patterns and start to develop skills which will be transferable and qualifications which will offer you progress. Your choice of subjects is best made with the benefit of careful research. Higher education courses, some occupations and training schemes do have specific entry requirements but others do not. However it is best that you make sure. The basic rule is to keep options open and to resist concentrating too heavily on one type of subject. In years 7 -11 there are careers input through the tutorial and collapsed guidance days PD programme - these explore the need for reflective thought, your own research and the development of skills needed for the world of work. At Hinchingbrooke School students can choose one or two subjects in areas where they feel they are particularly strong or interested. It is also possible to select a programme at Key Stage 4 with academic, vocational and/or occupational elements. It may be possible to pick up some subjects at Advanced level without having done them in year 10/11, but in other subject areas it is much harder to do so. If you have any concerns about this it is best to discuss it with your specific subject teacher sooner rather than later.

Individual Learning Planning [ILP]: This is offered through Tutorial programme and is based around the excellent booklet ‘Which Way Now’ as a planning tool and as a record. This aims to put young people in the “Driving seat” learning about themselves and the opportunities open to them. It helps in the development of planning and decision making skills. Interviews take place where necessary with tutors or members of the Information, Advice and Guidance team. Resources available: 

Hinchingbrooke school’s IAG/Careers information website: http://www.hinchingbrookeschool.net/page/?title=IAG+%2D+Careers&pid=100 This has many useful resources and links to help you think about your future direction and how to get there.



The B-Live website: www.b-live.com This is specifically for secondary school pupils and offers a range of services to help you in making Key Stage 4 choices and in future career planning.



Prospectuses: Inspiring excellence, fulfilling potential ~ 54 ~

For further education (the local colleges) and higher education (most universities). 

Careerscape: This programme provides details for over 700 different careers, general information about education, training and employment, subject links (useful for researching careers based on subjects you enjoy), career families (an overview of an occupational area and brief details of the careers in that area) and H.E. course information. You need to supply a username - 14957CSP and password aimsgain47. Please be patient as it can be a bit slow to activate initially. You may be able to access this information from home.



Kudos: Interactive, multimedia software available on the school Intranet. This will generate a list of job suggestions according to your responses to at least 50 internet based questions. It is a very useful tool but not a crystal ball! Some initial guidance and support can greatly enhance the benefits for the first time user. This can be accessed through the Careerscape programme. To log in for the first time (or if you cannot remember your username/password and have to create a new account): Student Intranet > Click ‘Careerscape username – c14957 Password – aimsgain47’ > Click on ‘Kudos’ > Click ‘Use Kudos’ > Enter ‘aimsgain47’ as the Licence Code (leave the username and password blank) > Then enter personal details to create an account. If you know your username and password then you can follow the same steps but enter your personal details at the login screen (you will not need the licence code).



Job Explorer Database 2013 This has access to details of hundreds of jobs and what the job actually is.



Higher Ideas: This programme combines expert in-depth knowledge of current trends in education and employment with the latest information from colleges and universities re Higher Education (post 18) opportunities. (Use this in school and you can click on “Use at home” to access a code that will enable you to use the programme from home for up to 90 days).

Recommended websites: 

https://nationalcareersservice.direct.gov.uk Excellent resource with career profiles and planning activities



http://www.apprenticeships.org.uk/ This contains information on the National Apprenticeship Service, aims and priorities as the organisation with end to end responsibility for Apprenticeships.



www.youthoria.org This excellent website is available to all students and is designed by Cambs. Connexions for all students and covers all the key areas involved in Careers. This also advertises local employment opportunities. Inspiring excellence, fulfilling potential ~ 55 ~



www.direct.gov.uk/en/YoungPeople/Workandcareers/index.htm Careers information and advice.



www.ucasprogress.com : This website is available to all students and is full of information about courses and apprenticeships for young people in Cambridgeshire. It is essential access as the Post 16 Online Application Process for courses (OLAP) takes place via this website.



www.careersbox.co.uk Short films showing a wide range of “working lives”



www.thebrightsidetrust.org Advice aimed primarily at Post 18 with guidance on university, an excellent ‘student calculator’ on managing your money, an online careers library called ‘Bright Knowledge’ and much more.



www.studentsurvivor.org.uk A great fun site with lots of information for ‘Post 16’ as well.



www.notgoingtouni.co.uk Website aimed at those considering ‘gap years’ or alternative post 16 directions. Worth browsing earlier than ‘Post 16 or 18’ to consider the future options available to students.



www.plots.com



www.bestcourse4me.com Linking studying to jobs.



www.oranges.org.uk Set up by an ex student. For an excellent overview and updated blog on apprenticeships.



www.icould.com Podcasts and a wide variety of careers and routes into, including celebrities, etc. Further details are available from the IAG team, 01480 375700 ext. 5814 & 5827. Or from Mr Bennett email: [email protected] Tel: 01480 375700 ext. 5814 & 5827.

Inspiring excellence, fulfilling potential ~ 56 ~

Option Choices 2015 - 17 Please indicate your first choice, and a reserve from each block. Remember to state which Design Technology/Art & Design subject you would like if you are choosing either of these in Blocks C or D.

Name………………………………………………………

My Choices

Tutor Group………………….

(1st Choice)

(Reserve)

Option A

Option B

Option C

Option D

I would like to study Latin during Core PE (tick here)

Signed ………………………………… (Student) Signed ……………………………. (Parent/Carer) PLEASE RETURN THIS FORM TO YOUR TUTOR BETWEEN 2nd and 6th February 2015

Inspiring excellence, fulfilling potential ~ 57 ~

Inspiring excellence, fulfilling potential ~ 58 ~

Inspiring excellence, fulfilling potential ~ 59 ~

Inspiring excellence, fulfilling potential ~ 60 ~