KEY STAGE 4 CURRICULUM YEARS 10 AND 11
2016 - 2018 HOW TO USE THIS BOOKLET This booklet will provide you with information about the curriculum for students from June 2016. To help students and parents make the right decisions in selecting their preferred courses, we offer some guidance on how best to make a choice. We then provide specific details of the courses offered. The consultation evening will give you the chance to meet with form tutors and subject teachers to review current progress in core subjects and get further advice about key stage 4 courses in option subjects. You may also wish to discuss issues with senior staff, form tutors or members of the year team: Mr S Gray
:
Head of School
Mrs D Buthee
:
Deputy Head
Mrs S King
:
Head of Year 9
Ms J Flores
:
Assistant Head of Year 9
Mr S Trevor
:
Assistant Head of Year 9
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KEY STAGE 4 AT REDBORNE Academic excellence Over the past decade, there has been a sustained improvement in exam results at Key Stage 4 – selected statistics are shown below. In our last full inspection in 2008 we gained an outstanding rating for student achievement and progress. This outstanding rating was confirmed in 2015, when we had a short „health check‟ inspection.
Year 2005 Ofsted „good‟
2008 Ofsted „outstanding‟
2012 2013 Final year of „old rules‟
% of students gaining 5+ A*-C grades including English and maths
% of students gaining 5+ A*-C grades at GCSE or equivalent
Average total points score per student
Average points score per student in the best 8 subjects
54
63
356
308
71
80
460
340
74
93
566
369
65
97
572
369
The way that results were calculated changed in 2014 so that year on year comparisons with previous years are not possible, but some key statistics from the last two years are shown below with relevant national comparisons. You can see that results improved significantly in 2015 and that results of Redborne students remain well above national averages. % of students gaining 5+ A*C grades (in Eng/Ma) under new rules
Average points score on best 8 subjects under new rules
% of students making expected progress: maths
% of students making expected progress: English
Redborne 2014
63
327
73
75
Redborne 2015
71
335
82
82
National 2015
56
309
66
69
+15
+26
+16
+13
Difference
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Outstanding education: in and beyond the classroom We want to see all of you succeed. We are confident that we offer a curriculum that matches the needs of all students in terms of content, learning styles and qualifications. One reason for our success is the ability to offer a range of courses that gives all students a chance to succeed at subjects that they enjoy and find valuable. We are committed to a policy of introducing those changes that we believe to be in the best interests of our students and we do not fundamentally re-design a curriculum that has served students well in response to every new government announcement. We will match the programme of study to students‟ needs, talents and future plans. We hope that almost all students will gain qualifications in at least 8 GCSE subjects or their equivalent. We also hope that some students will have the opportunity to follow courses that allow them to access specialist facilities and teaching one day per week at Bedford College, although as we go to press the details of this still have to be confirmed. We also offer a wide range of opportunities outside the regular school day, including the Duke of Edinburgh award scheme, work experience, sports teams and many other clubs, activities and support sessions. See the extra-curricular booklet issued earlier this academic year (and also available from the website) for further details.
Shared values: flexibility and choice We are very proud of the fact that we offer a very wide choice of courses which will lead to further education or training at 16. This will allow some students to follow specialist courses if they have a particular interest or learning style. Features of the Redborne curriculum include: five option choices for maximum flexibility; key stage 4 starts at the end of year 9 giving an extra half term to prepare for exams; extra time for the core subjects of maths and English; a balance of choices in each option block; Many of you will follow a broad and balanced range of subjects so that you keep your options open in the future. The most recent OfSTED visit confirmed the Redborne curriculum offer as „outstanding‟ and praised the quality of our careers advice and guidance. Students will mostly follow courses leading to GCSE certification, but we also offer:
VRQ (Vocationally Related Qualifications – e.g. City and Guilds) BTEC award, certificate or diploma; Cambridge Nationals at levels 1 and 2.
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Striving for success
In 2015 Redborne students scored, on average, 335 points in their best 8 subjects. This is an average of a B/C grade in every subject and is 26 points (over four grades per student) above the national average.
77% of students achieved grade C or above in English and maths – our best ever result on this measure.
Our promise - we will: provide opportunities for students of all abilities, encouraging existing talents while stimulating new interests and providing new challenges; match courses to individual needs so that study at Key Stage 4 is both enjoyable and successful; allow all students to have the opportunity to study a broad range of subjects; ensure that all students are able to take a balanced range of subjects; provide flexibility and choice so that those students who do wish to follow a particular academic or vocational pathway are able to do so; enable all students to follow a course of subjects leading to progression in terms of further study, training or employment.
What next?
- planning for the future.
All young people are now expected to stay in some form of education or training until at least the age of 18. Most of you will probably stay at Redborne, but there are a number of possible pathways you can follow:
staying in the sixth form (typically about 75% of Redborne students stay on);
transferring to another school with a sixth form;
transferring to a further education college;
starting on an apprenticeship;
finding employment with a training programme attached.
Thinking about what you will be doing at 16 may seem a very long way away at the moment, but the decisions that you make now could have a big impact on your future plans. If you have ideas about future careers, check that the courses that you are choosing match with the career you are planning. You can get advice from Mrs Armstrong, our careers adviser.
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IMPORTANT DATES: 2016 12th/13th January
Introductory assembly to explain the process to students and form tutors.
14th January
Issue of Curriculum Booklet.
21st January
Open Evening at Bedford College
End of January
Subject teachers explain Years 10/11 courses during lessons.
4th February
Reports and option blocks issued to students.
11th February
Key Stage 4 option evening with form tutors and subject staff.
22nd February
Deadline for students to complete and return option request sheets to form tutors.
March
Individual interviews for students regarding choice of subjects, where necessary, with form tutors, year team or senior staff.
Early May
Confirmation of places from Bedford College.
Late May
Confirmation of option courses at Redborne. New timetables prepared.
6th June
New timetable starts with year 9 students on Key Stage 4 courses.
22nd July
Final deadline for any late course changes. Students to make up any missing work over the summer holiday.
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A GUIDE TO QUALIFICATIONS What’s what at Key Stage 4 GCSE (General Certificate in Secondary Education) Most of our subjects lead to GCSE qualifications. See page 7 for an explanation of the grades. Students will be assessed by a mixture of controlled assessment during the course in some subjects and at least one examination. See subject pages for the precise breakdown of assessment. Some subjects have tiered exams: students will be entered either at the foundation tier or the higher tier. The levels of entry will be decided in year 11 by negotiation between teachers, parents and students following mock exams. BTEC and Cambridge National Certificate courses: Levels 1 and 2 The course content is applied to the world of work and the assessment is more coursework based. Students are assessed mostly through a portfolio of evidence. The level 2 qualification is equivalent to a GCSE pass at grade C(4) or above. Students who do not reach this standard will be able to achieve a level 1 pass. Other Vocationally Related Qualifications (VRQ): Levels 1 and 2 VRQs are a recognised work-based qualification (for example via City and Guilds) in a wide range of areas such as agriculture (which we offer at school) and hair and beauty (which is offered by Bedford College). The course is assessed continually – there is no examination. Students keep a portfolio of evidence that they can do a particular task. Courses are available at level 1 and level 2 – see subject pages for more details. Courses other than GCSE are usually assessed as pass, merit and distinction.
Level 1 qualifications are equivalent to GCSE passes at grades D, E and F (3-1 under the new system).
Level 2 passes are equivalent to GCSE grade C (grades 4/5).
Level 2 merit and distinction is equivalent to GCSE passes at grades B, A and A* (grades 6-9)
Moving on after year 11
Level 2 passes (for example a GCSE grade B or a BTEC level 2 merit) will be needed to progress on to advanced level work at school or college.
Level 1 passes (for example, a grade E at GCSE or an NVQ level 1) lead on to a level 2 course at college.
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GRADES OLD AND NEW How are GCSE grades changing? The government is introducing a new system of grading at GCSE. Letter grades are being replaced by a numbered scale. In 2018, numbered grades will be used for most subjects, but some subjects will continue with letter grades. There is no exact match between letters and numbers. The link between numbers and letters is shown in the chart below, which also shows the relationship between GCSE grades and the equivalent grades for BTEC and Cambridge National courses.
GCSE letter grade
A* A B
BTEC grades
Cambridge National grades
8
Level 2 distinction*
Level 2 distinction*
7
Level 2 distinction
Level 2 distinction
Level 2 merit
Level 2 merit
Level 2 pass
Level 2 pass
New GCSE number grade
9
6 5
C
4
D
3
E F G
2
Level 1 pass
1
Level 1 distinction Level 1 merit Level 1 pass
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PROGRESSION ROUTEWAYS Where will my courses lead?
Your choices in year 9
Level 2 courses at KS4
Level 1 courses at KS4
Level 3 vocational courses at college or Redborne
Level 2 vocational courses at college
AS and A levels at Redborne or college
Level 4: university or higher education
Employment with training
Start to think now about how you can plan for a job which will be:
interesting
enjoyable
well paid
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SUMMARY OF THE CURRICULUM What will you study? THE CORE Half of your curriculum will consist of those subjects which are compulsory. The core will take up 25 lessons per fortnight. English (6 lessons):
In Years 10 and 11, students will study AQA English Language GCSE and AQA English Literature GCSE.
Mathematics (6 lessons):
All students will follow a course leading to GCSE mathematics. Some students may also sit an additional exam such as number and measure. Some students in higher sets might also have the opportunity to work towards a level 2 certificate in further mathematics. Science (7 lessons):
All students will build upon the work started in year 9, leading to either two GCSE qualifications if following the compulsory Combined Science route or three qualifications if following the Triple science option course. Students taking Triple science as an option, will gain an additional 5 lessons per fortnight. Students who wish to take a traditional A level science are advised to triple science (see options).
Additional Studies: These subjects will also be compulsory:
Physical Education (4 lessons) Ethical Thinking (1 lesson) Personal Wellbeing (1 lesson)
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OPTIONS The other 25 lessons are for your optional subjects. While we try to give you as much choice as possible we cannot guarantee that everyone will get all the preferences they wish for. We will also check your choices and talk to you if we are concerned that you may be taking on an unsuitable course of study. Most students at age 14 do not have a clear idea about careers. We advise most students to take a balanced range of subjects so that you keep your options open for the future. You will need to select from five blocks. You are recommended to take a balance of subjects from the different curriculum areas, but this is not compulsory. Science: Agriculture (Livestock) Environmental and Land Based Science Triple Science (Physics, Chemistry and Biology)
NPTC (VRQ) GCSE GCSE x3
Design Technology: Catering* Electronic Products* Graphic Products* Hospitality Product Design* Textiles* ICT* Computer Science*
GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE
Foreign Languages: French German Spanish Latin and Roman Civilisation
GCSE GCSE GCSE GCSE
Languages studied in year 10 should be the same as those followed in year 9. Latin and Roman Civilisation can be taken by any student.
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Expressive Arts: Art* Dance** Drama** Music Music Physical Education Sport*
GCSE GCSE GCSE GCSE BTEC award GCSE CNAT
Humanities: Business Studies Geography History Philosophy and Ethics
GCSE GCSE GCSE GCSE
Other subjects: Child Development* Learning Support
CNAT ASDAN CoPE level 1 or 2
* Subjects marked with an asterisk have a large percentage of controlled assessment work which accounts for over half of the marks. The majority of this work must take place during lesson time under teacher supervision. Students will be allowed to produce some of the work independently in line with the amount of homework that is set by other subjects. ** These subjects involve individual or group performances. Some of the homework in these subjects will take the form of after school rehearsals.
PLEASE NOTE…
We will do our best to meet everybody‟s requests, but if this is not possible we will interview you to find an alternative.
All courses are subject to demand – if not enough students choose a course, the subject will not be available.
If a large number of students express a preference for a course, we will do our best to put on additional classes to meet the demand, but this may not always be possible, for reasons of staffing or specialist facilities.
Some students will be invited to take a learning support option. If you would like to be considered for this option then please contact Miss Ellis.
Some students will be invited to take one of the study plus options. A letter will be sent home if we think this will be beneficial. If subjects are over-subscribed, and we are unable to put on an additional class, preference will be given to students who have returned the form by the deadline. Other criteria may be used in particular subjects, for example homework record, or reliability in bringing kit or ingredients for practical lessons.
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BEDFORD COLLEGE
A small number of Redborne students will have the opportunity to study level 1 vocational qualifications through the Central Beds Consortium.
Students will attend Bedford College for one day a week in Years 10 and 11.
This would take the place of TWO other options.
Transport will be provided to and from the college.
Places on college courses are limited, and this will NOT be a free option choice.
Students will be selected on the basis of suitability for the course using factors such as attendance, behaviour, academic ability and effort during year 9.
You must be committed to making a success of these courses – we will be investing over £1,000 per year per student in buying the places. If you drop out, there‟s a big hole in your timetable we will struggle to fill, and we don‟t get a refund on your course fee!
Summary of main vocational courses for 2016-18 Course
Level
Location
Construction
Level 1
Bedford College
Hair and Beauty
Level 1
Bedford College
Motor Vehicle
Level 1
Bedford College
If you think you may be interested in vocational courses at Bedford please let your form tutor know by Monday 18th January. This won’t commit you to anything, but it will give us an idea of who is interested. For more information see Mr Trapp, who co-ordinates the consortium courses on behalf of Redborne students. We will then make offers of places once we know how many students are interested and the number of places that may be available.
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OPTION BLOCKS What subjects can I choose?
There will be five option blocks. You will be able to choose one subject from each block. A subject will only be timetabled if enough students opt for it. If lots of students opt for a subject, we will try to add extra groups. If you want to do a combination that will not fit at the moment, let us know – we may be able to change the blocking pattern.
You will receive your options form with your reports on Thursday February 4th Do not make any final decisions yet, but use the next few weeks to come up with a short list of possible subjects. You should be in a good position to make your final choice when you have:
received your year 9 report; spoken with your teachers in lessons; come to the consultation evening and discussed courses with your teachers;
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LEAGUE TABLES AND OPTIONS What’s happened to vocational courses? Redborne has had a long tradition of encouraging flexibility and allowing students and parents to have a wide choice of curriculum at Key Stage 4. The five option system that we operate at Redborne offers more choice than many other schools, and we remain proud of this feature of our curriculum. The government has encouraged schools to become academies so that they can have full control over their curriculum
So what’s changed? The government has changed, and is continuing to change, the way that points scores are calculated for the purposes of the published league tables:
Not all qualifications now count in the total. The measure of five GCSE subjects at grade C or above (including English and maths) is being phased out. In 2016, some other new measures are coming in which take greater account of the performance of all students across more subjects – this is „attainment 8‟ and „progress 8‟. However, there are restrictions on which subjects count towards the „best 8‟ – this now has to include maths, English and three of the „EBacc‟ subjects. The points allocated to each grade are being changed.
Vocational courses Changes to league tables do not affect the qualifications that students get in any way, but some schools have made a decision to scrap vocational courses which do not count towards league tables. We have not done this, and will continue to offer courses for which there is a demand, which we think offer benefits to students, and which can lead on to further training, apprenticeships, or employment opportunities. However, financial cutbacks have meant that we will have to limit the number of places on offer for off-site courses, so we will be looking carefully to see which students we think would benefit most from this kind of opportunity. Obviously, vocational qualifications are more useful for some purposes than others. It is self-evident that a qualification in hair and beauty would not be taken into consideration if you were applying for a degree level course in physics, for example.
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The English Baccalaureate In 2010, the coalition government introduced a new measure of achievement: the English Baccalaureate. This is not a qualification in itself, but is a way of recognising the achievements of students who achieve C grades or above in six subjects from across the academic spectrum. To achieve the baccalaureate, you would need to achieve A*-C passes in English, maths, double or triple science, geography or history and a foreign language. The „E-Bacc‟ is being used as a way of reporting school achievement in league tables and it will be one focus for school inspections. We are not aware of it being used by employers or universities for recruitment purposes. At present, universities are continuing to base their offers on A level grades. We are not aware of any universities that are expecting students to have passed the Baccalaureate package as a condition of entry. Currently, about one in four students across England achieve the „E-Bacc‟ package – a similar number met this standard at Redborne in 2015. The government is presently consulting on its target for 90% of students to be following the E-Bacc by the end of the decade. The „E-Bacc‟ represents a good combination of subjects for many students who want a broadly balanced academic education, but we do not believe that it is right to make it compulsory for all students. We have always recommended that students who do not have a clear idea about a career path should take a broad range of subjects at Key Stage 4, but we do not insist that students have to take a foreign language or a humanities subject. We have set out the option table in a way that will help you make your choices as easily as possible. You may wish to bear the potential value of the „E-Bacc‟ in mind when making your selections, but we will not force you to follow that combination.
Entry to Redborne sixth form
Our entry criteria are designed to get a good match with sixth form success. To join the advanced level Redborne sixth form you will normally need to achieve good passes in at least seven subjects. Most students who succeed at advanced level have passes at grade B or above. From BTEC and Cambridge National courses you currently need a level 2 merit to progress on to level 3 advanced courses. We will review our entry requirements in the light of the new numbered grades, and no decisions have yet been finalised. It is important to realise that the qualifications obtained through vocational options will not generally prepare students for sixth form studies at Redborne.
If you are hoping to stay on at Redborne into the sixth form, you need to make sure that you are choosing subjects which link to the wide variety of courses on offer. See the sixth form prospectus on the school website for further details.
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MAKING YOUR CHOICES Good reasons for choosing subjects
Build on success: Choose subjects in which you feel you will do well. Use the effort and progress grade on your reports, together with your indicators to help you make an informed choice. Talk to subject teachers in your lessons and on parents‟ evening.
Go for motivation: Choose subjects which interest you. You are then likely to work hard and do well.
Choose subjects which match your learning needs: Some students prefer a course with a large quantity of project work and independent learning. Others prefer subjects which are mainly based on examinations – make sure you plan your courses to play to your strengths.
Think about your future career: Students‟ ideas about future careers will probably change; employment opportunities and entry requirements certainly will. That is why we offer a broad curriculum which keeps options for the future open. We want to make sure that you are educated in a way that means you can adapt to changes during your working lives and respond to future opportunities. If you do have an idea about the specific career you want to follow, check out the qualifications you need. The careers library in school has a great deal of careers information. If you would like a careers interview, please see the year team or contact our careers adviser Mrs Armstrong directly via e-mail.
Plan for 16 and beyond: You will be expected to stay in some form of education or training beyond the age of 16. Most students will stay in school and enter the sixth form, where the courses cater for a wide range of ability and interests. Some students will continue their education and training at college or with an employer. Plan now to make the best of your future!
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BAD REASONS FOR CHOOSING SUBJECTS! Picking a subject just because your friend is doing it - the subject might not suit you and you may not be in the same class anyway! Your parents enjoyed it when they were at school - it will probably have changed since then, and you may have different talents from your parents in any case. It‟s new and you‟re not sure what it‟s like but you hope it might be good. Pick a subject for positive reasons, not just because you can‟t think of anything else... and find out something about it first! You like the teacher you‟ve got this year and you‟d really like to work with them in year 10 – good teachers do make a difference, but you will probably get a different teacher in year 10, or your favourite teacher may leave. Coursework overload! Don‟t pick several subjects with lots of project work or rehearsals unless you are prepared to put in the time. Some students will cope with a large coursework load, but many will not. Assuming you know what you need for a career without actually checking – for example, many people assume that you need biology A level to become a doctor, when in fact the essential subject is chemistry. If you make the wrong choice … there can be some limited scope to change, but this will depend on spare places being available in another subject, and the amount of work that you have missed. In particular, changes to college courses are very difficult as this involves a double option and changes to core groups. Once a student has started, changes to college courses will only be considered in exceptional circumstances.
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UNDERSTANDING THE GUIDE
Each subject page has an „at a glance‟ guide to help you see what is involved in the subject. Here is an example:
Most courses will be GCSE, but some will be BTEC or CNAT courses This will tell you whether the grading is on the older A*-G scale, the new 1-9 numbered scale, or whether it‟s a course that‟s assessed using pass, merit and distinction gradings (PMD).
At a glance Course title
GCSE
Grading
1- 9
Assessment method
XXXX
EBacc
Best 8
Does this course count towards the English Baccalaureate measure? (see page 15)
Shows the split between exams, coursework and other methods of assessment. X = written examination C = coursework or controlled assessments P = practical tests or examination T = topic tests Choose the type of assessment that suits you best, and don‟t overload with project work.
Does this course count towards the best 8 subjects measure? (see page 14)
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THE CORE CURRICULUM At a glance
ENGLISH LANGUAGE CONTENT:
Course title
GCSE
Grading
1- 9
Assessment method
XXXX
EBacc
Best 8
Every student will follow the AQA GCSE course in English Language. Students will be assessed on their reading and writing skills. Speaking and Listening skills will be recorded and reported separately. Students will develop skills which will enable them to: write for a range of purposes and audiences; write using standard English, with correct spelling, punctuation and grammar (SPaG); respond to a range of unseen literary fiction and non-fiction texts; compare the methods used by writers from different eras. English Language This qualification develops and assesses the skills required to read and write fluently in a range of contexts. Students will be assessed by two exams. Paper 1: Explorations in Creative Reading and Writing (50%) In the reading section of this paper, students will be presented with one extract of literary fiction. Students will respond to a series of questions on the methods used by the writers at word, sentence and text level. Students will be expected to comment on the effects of writing and demonstrate knowledge of the extract, based on their reading. In the writing section of this paper, students will select one from a choice of two tasks requiring extended writing. Students may be asked to write to describe or narrate in response to a written or visual prompt, which will connect thematically to the reading tasks. Students will be marked for content and accuracy of writing.
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Paper 2: Writers‟ Viewpoints and Perspectives (50%) In the reading section of this paper, students will be asked to respond to two literary non-fiction texts. Students will need to write about the language and structure of the texts both individually and through comparison. In the writing section of this paper, students will be asked to complete one piece of extended writing, which will connect thematically to the reading tasks. Students will be asked to write for a specific form, purpose and audience. Students will be marked for the content and accuracy of their writing. EXTENDED LEARNING: Homework tasks will reflect the variety of the course. The length of assignments and the time given for their completion - will vary according to their nature. Tasks may include planning work, completing written assignments or learning key spellings. Students may also be asked to develop their reading.
At a glance
ENGLISH LITERATURE . CONTENT:
Course title
GCSE
Grading
1- 9
Assessment method
XXXX
EBacc
Best 8
Every student will follow the AQA GCSE course in English Literature. Students will be assessed on their reading skills. Students will be expected to write their responses using correct spelling, punctuation and grammar. Students will develop skills which will enable them to: read texts from a range of genres and eras explore how texts relate to their historical, social and literary contexts analyse a play by Shakespeare and a Victorian novel; study texts by contemporary writers and by poets from different cultures.
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The GCSE in English Literature allows students the opportunity to study a range of literary texts from different eras, genres and forms. Students will be assessed by two exams. Paper 1: Shakespeare and the 19th Century novel (40%) In this closed text exam, students will be assessed on their knowledge of a Shakespeare play and a Victorian novel. Students may be asked about characters, themes or relationships in the texts. Both sections require students to respond to an extract of the text and the text as a whole. Students will be expected to demonstrate knowledge of context in both questions. Paper 2: Modern Texts and Poetry (60%) In this closed text exam, students will answer questions on either a modern novel or play that they have studied. They will be given a choice of questions linked to themes, character or setting across the whole text. In the poetry section of the exam, students will write about and compare unseen poems. They will also answer questions on the poetry anthology which includes poems from the literary heritage and from other cultures.
EXTENDED LEARNING: Homework tasks will reflect the variety of the course. The length of assignments and the time given for their completion - will vary according to their nature. Students will be asked to read set texts as part of their homework. Students will also be encouraged to extend their wider reading to understand the social, historical and literary context of their set texts. .
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At a glance
SCIENCE (GCSE)
Course title
GCSE
Grading
1/1-9/9
Assessment method
XXXX
EBacc
Best 8
All students will have already started on this GCSE course in September of Year 9. Those not opting for Triple science will continue down this pathway naturally. The course being followed is the AQA Combined Science GCSE: Trilogy course (8464). Modules to be studied are listed below: Biology: Cell biology; organisation; infection and response; Bioenergetics; homeostasis and response; inheritance, variation and evolution; ecology Chemistry: Atomic structure and the periodic table; bonding, structure and the properties of matter; quantitative chemistry; chemical changes; energy changes; the rate and extent of chemical change; organic chemistry; chemical analysis, chemistry of the atmosphere; using resources Physics: Forces; energy; waves; electricity; magnetism and electromagnetism; particle model of matter; atomic structure
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Scheme of Assessment This course will lead to two GCSE qualifications being gained. These will be combined and graded on a 17-point scale: 1-1 to 9-9, where 9-9 is the best grade. Assessment for this course will be 100% written exams. There will be two 1 hour and 15 minute exams for each of the three sciences, with an equal weighting put on each exam. Students will be able to sit either the higher or foundation tiered paper. Foundation tier students will be able to achieve grades from 1-1 to 5-5, equivalent to a B/C on the lettered grading system. Higher tier students will be able to achieve a grade from 4-3 to 9-9. Papers will comprise a combination of multiple choice, structured, closed short answer, and open response questions. All exams will be sat in the summer of year 11. Extended learning: This will involve extension work from lessons, including textbook or worksheet extensions, and completion of experimental reports. Other information: Studying triple science is not a prerequisite for continuing with a specific science to A level. For more information about the new GCSE course and how it is assessed go to: http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy8464/introduction
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At a glance
MATHEMATICS
Course title
GCSE
Grading
1- 9
Assessment method
XXXX
EBacc
Best 8
CONTENT: The content of the GCSE Mathematics course follows that laid down by the new GCSE (9-1) specification. Students are placed in sets according to ability and each set will continue to develop the work covered in Year 9 and earlier. The areas of study are number, algebra, ratio and proportion, rates of change, geometry and measures, statistics and probability. There is a significant increase in content and an increased demand placed on reasoning, interpretation and the ability to problem solve. Students in higher level sets will be laying the foundations for further study of Mathematics at AS Level and A Level. The teaching and work covered will take this into account. RANGE OF LEVELS: It is important that students TIER GRADES have a positive attitude towards the subject and can access the majority of questions on the papers in the Foundation 1,2,3,4,5 examination. Final decisions about tier of entry will be Higher 4,5,6,7,8,9 made in year 11 and will ensure that the student is sitting the tier that gives them the best opportunity to maximise their grade. There will be an increase in complexity of content, problem solving and a wider range of grades available on the foundation papers, which will now cover up to the present grade B. Currently students at higher level will sit 1MA1 Pearson Edexcel papers and at foundation OCR J560 papers. The course is assessed by three 1hour and thirty minutes written papers, one of which is non-calculator. Students will sit the exam at the end of year 11. Some students will sit an additional exam at level 1 or level 2 in number and measure. In recent years the most able students have also worked towards and additional qualification in further maths. Decisions about offering this extra qualification will not be made until the students start year 11. EXTENDED LEARNING: Homework will be set once a week. This will usually be by further practice of work done in class, revision or questions from past examination papers, or using the Mymaths website to complete online worksheets. In addition the maths department website www.redbornemaths.co.uk has additional materials for students to access to encourage independent learning. OTHER INFORMATION: Every student is expected to come fully equipped to every lesson. As well as the usual pen, pencil, ruler etc., each student should have a protractor and a pair of compasses. The examination papers now assume that every student has a calculator. A scientific calculator will be required for both tiers. Students will be expected to use a calculator, when appropriate, unless specific non-calculator skills are being taught and practised. All of this equipment can be purchased from the school shop.
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.
PHYSICAL EDUCATION (core) Introduction: In Physical Education we aim to encourage all students to be fully involved in sport and exercise and for everyone to gain a deeper understanding of the importance of exercise and healthy living. Students will follow a personalised pathway during their PE lessons and recognise which style of sport and exercise they deem to be their preferred and strongest sporting activities. Assessment: Students are assessed on practical performances and ability. They will be graded using modified GCSE criteria and be awarded a level ranging from 0-10 for every sporting activity that they participate in. Content: All students will participate practically in the range of sporting activities across at least two of the curriculum areas. They will also be offered the opportunity to gain a deeper understanding of the rules and regulations and take on the roles of a coach and official. We strive to improve fitness levels and promote enjoyment through exercise, and hope that students will find one or more sporting activity that they can continue with post-16. Extended learning: Depending on the choices made, homework will vary for every student and will be focused on improving key skills and fitness. The extensive extra-curricular programme that is on offer to all students is extremely varied and it is therefore strongly recommended that every student finds an activity that they enjoy and use some time out of school to get involved in a physical activity.
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ETHICAL THINKING Introduction Ethical Thinking is taught in years 10 and 11 and aims to encourage students to engage with the big issues affecting them and the world in which they live. This course fulfils the statutory requirements of the Bedfordshire Agreed Syllabus for Religious Education for 14 to 19 year olds. These lessons also support the school’s aims: to develop both individual and group skills, powers of clear, creative, critical and reflective thinking, and the capacity to make informed and responsible decisions; to develop a reasoned set of attitudes, values and beliefs, combined with an open-minded and sensitive attitude towards the ideas and view of others; to encourage an awareness and understanding of the variety of the world„s beliefs and cultures and of the interdependence of people. The teaching for this course aims to provide learning for students which will enable them to deepen and broaden their skills, knowledge and understanding in the following areas:
Identity, diversity and belonging • Interpreting and analysing diverse perspectives on issues connecting personal and communal identity. • Evaluating and analysing questions of identity, diversity and belonging in personal and communal contexts and in relation to community cohesion.
Meaning, purpose and truth • Analysing and synthesising insights on ultimate questions that confront humanity. • Expressing personal and critical evaluations of questions of meaning, purpose and truth in relation to religion and beliefs.
Values and commitments • Synthesising evidence and arguments about ethics and morality in relation to beliefs, spirituality and experience. • Evaluating personally and critically their own and others‟ values and commitments in order to make coherent and rational choices.
26
PERSONAL WELLBEING Introduction Personal Wellbeing is taught in single gender groups in Years 10 and in mixed gender groups in Year 11, differing from the year 9 programme which is taught in form groups. The Personal Wellbeing curriculum aims to enable all young people to become:
successful learners who enjoy learning, make progress and achieve; confident individuals who are able to live safe, healthy and fulfilling lives; responsible citizens who make a positive contribution to society.
Content
The programme consists of three themes:
Personal Wellbeing Personal identities including self-esteem, mental and emotional health Healthy lifestyles including healthy eating, eating disorders and physical activity Managing risk including drugs and alcohol Relationships including sex and relationships, teenage pregnancy and sexually transmitted infections Diversity including disability and sexual orientation Radicalisation Economic wellbeing and financial capability Career progression Enterprise skills Employability Citizenship Crime and the law Consumer rights and responsibilities Community cohesion Programme delivery A wide range of strategies are used to deliver the programme including group work, role play and whole class discussion. Students are regularly consulted on the quality of the programme.
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LEARNING SUPPORT Selected pupils are offered the opportunity of taking Learning Support as one of their options. These small group classes primarily attempt to:
assist students in the development of their literacy skills;
help pupils develop and extend their basic vocational and life skills;
to help students achieve the best possible results in their remaining subjects;
to assist the work of tutors, careers and personal wellbeing teachers with work experience, records of achievement, action plans, and college, job or sixth form applications;
to help students with their individual social and/or emotional needs as they mature.
CONTENT: The range of activities undertaken in these classes is varied as to a large extent it depends on the needs of the pupils within the class, but the development of life and vocational skills, whilst improving literacy, is a key component. ASSESSMENT: Assessment of reading and spelling skills will continue throughout the two years and students receive constant feedback regarding their progress in all their courses. Regular target setting and reviewing is integral to the work of these classes. Where time permits (in between other coursework demands), additional key skills work can be set. The work that students carry out in the department could lead to the awarding of either a Level 1 or Level 2 Wider Key Skills accreditation.‟ Students are expected to keep up to date with work, and help will be given to students so that they are sufficiently organised so that GCSE homework and projects are completed on time. Students will be invited to join this course based on their results in national tests, CAT scores and literacy tests carried out during year 9.
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STUDY PLUS Get ahead of the game.... Selected students are offered the opportunity of taking Study Plus as one of their options. These small classes will support your other lessons; especially English and mathematic lessons. You will get time to:
reinforce learning in English and mathematics.
complete coursework/research and controlled assessment
learn exam technique and how to revise
build your confidence and become an independent learner
work on other subjects including revision of these subjects before tests and exams
CONTENT: For the maths lessons you will get time to: spend additional time on more challenging topics; improve numeracy skills that are crucial to making links; work through problem type questions which are now a bigger feature of the new style GCSE exam; address your own areas of weakness. For the English lessons you will get time to:
reinforce your English skills and knowledge;
build your confidence and become an independent learner;
learn exam technique and how to revise.
ASSESSMENT: Students will be given regular tutorials to help target setting. Study Plus teachers will be in regular touch with the student‟s other subject teachers. For further information please speak to Ms Brennan.
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CERTIFICATE OF PERSONAL EFFECTIVENESS
(CoPE ) This is a portfolio based course where students engage in a range of challenges that use life and employability skills. Students will undertake projects that relate to their interests and work previously completed in other curriculum areas can also be accredited. There are 12 units from which to choose challenges. These units are: 1. Communication 2. Citizenship and Community 3. Sport and Leisure 4. Independent Living 5. The Environment 6. Vocational and Diploma Preparation 7. Health and Fitness 8. Work Related Learning and Enterprise 9. Science and Technology 10. International Links 11. Expressive Arts 12. Beliefs and Values
Students will learn to work independently and in groups and will be assessed on 6 main skills: 1. 2. 3. 4. 5. 6.
Working with Others Improving own Learning and Performance Problem Solving Research Discussion Oral presentation
The course allows for plenty of time to complete the work at the student‟s pace and successful completion will be at level 1 or level 2 depending upon ability. There will be opportunities for students to dual accredit work and gain additional „Wider Key Skills‟ adding to their qualification portfolio. The course takes place in the learning support centre in south school in a relaxed and supportive learning environment. Students will be invited to take this course, which will take up one of the five option blocks.
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DIRECTORY OF OPTIONAL SUBJECTS Subject
Page
AGRICULTURE (LIVESTOCK)
32
ART AND DESIGN
34
BUSINESS STUDIES
36
CHILD DEVELOPMENT
35
COMPUTER SCIENCE
42
DANCE
38
DRAMA
40
ENVIRONMENT AND LAND BASED SCIENCE
43
FOOD PREPARATION AND NUTRITION
44
FOREIGN LANGUAGES: FRENCH AND SPANISH
46
GEOGRAPHY
52
GERMAN
48
GRAPHIC PRODUCTS
50
HISTORY
54
HOSPITALITY
53
INFORMATION AND COMMUNICATIONS TECHNOLOGY
68
LATIN AND ROMAN CIVILISATION
56
MUSIC
58
MUSIC TECHNOLOGY
60
PHILOSOPHY AND ETHICS
62
PRODUCT DESIGN
64
PHYSICAL EDUCATION
66
TEXTILES
69
SPORT STUDIES
70
TRIPLE SCIENCE
72
31
At a glance
AGRICULTURE (Double and Single option)
CONTENT
Course title
City and Guilds
Grading
PMD
Assessment
PPCC
EBacc
×
Best 8
×
Students who take a double option in agriculture will finish with a City and Guilds Diploma in Agriculture.
Students who take the single option will finish with a City and Guilds Extended Certificate in Agriculture.
The NPTC (City and Guilds) Extended Certificate/Diploma in Agriculture will provide you with a broad foundation in the relevant skills and knowledge needed when considering employment in the agricultural and associated sectors, and is a route into further education and training. It is also designed for those people who have a general interest with working practically with animals and machinery. The Animals at Redborne are kept at the highest possible standard of welfare and the students are involved in maintaining their health and well-being from regular feeding of animals and cleaning of pens to assisting in the birth of lambs and administering medicines and vaccines to animals. Students are encouraged to think carefully before choosing, what is a very practical option come rain or shine. Both the Diploma and Extended Certificate graded into Pass Grades (Level 2), Merit Grades and Distinction Grades . Each Grade is worth an increasing number of points which can be used to access college courses. If you achieve an overall pass grade or better in the NPTC Extended Certificate in Agriculture, it is possible for you to progress further to one of the Land-based BTEC First Diplomas, or to enroll on another Level 2 programme, such as a relevant NVQ. Completion of the Diploma in Agriculture allows you to move on to a higher level qualification such as a Level 3 BTEC National Certificate (A level equivalent) specialising in your preferred field. For the NPTC Extended Certificate the learner is required to complete a selection of units for a combined total of 180 guided learning hours (GLH) to complete the qualification. For the NPTC Diploma the learner is required to complete a selection of core and additional units for a combined total of 360 guided learning hours (GLH) to complete the qualification.
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NPTC Diploma in Agriculture
NPTC Extended Certificate
Three core units (60 learning hours per (60 guided learning hours per unit) unit)
Undertake work related experience in the land based Industries
Environmental and Land based business
Introduction to farm animal production
Farm Animal production
An introduction to Plant and Animal Husbandry
Introduction to animal and Plant Biology
Plus three specialist units (60 guided learning hours per unit)
An introduction to Plant and Animal Husbandry
Introduction to animal and Plant Biology
Conservation and improvement of British Habitats
WORK-EXPERIENCE
It is anticipated that those students who wish to follow the BTEC course should be strongly encouraged to arrange an agricultural work-experience in year 10 to satisfy the number of practical hours required by the BTEC qualification. All compulsory work experience for core units will be provided onsite during regular lessons.
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At a glance
ART AND DESIGN
Course title
GCSE
Grading
1- 9
Assessment method
XXCCC
EBacc
×
Best 8
CONTENT The 2 year course comprises two key components: Unit 1 The personal portfolio (course work) Unit 2 The externally set assignment (exam project) This course is suitable for enthusiastic and hardworking students of all abilities. When completing this course students must demonstrate that they can work in two or more art and design disciplines from the list below.
Painting and Drawing Printmaking Sculpture Mixed media Ceramic design Fine art textiles Digital photography Photography Genres Advertising, illustration or packaging ASSESSMENT: Course work 60% Exam project 40% With the exception of the examination project all assessments are internally set, marked and standardised internally before being externally moderated by the exam board at the end of the course. The two hours of homework per fortnight is a core element of the course and enables students to practise skills that are essential to fulfil the requirement of each unit. OTHER INFORMATION: Students will need to either ensure they have access to appropriate materials and equipment at home to complete their homework or come to art club which is on in the art department every day.
34
At a glance
CHILD DEVELOPMENT
Course title
CNAT
Grading
PMD
Assessment method
XXCC
EBacc
×
Best 8
CONTENT: This new qualification in Child Development will allow students to achieve their potential and progress to sixth form, an apprenticeship or employment. This qualification is equivalent to a GCSE in both size and in rigour. Students will complete two coursework units with practical based tasks, as well as an examined unit covering the topics detailed below. Students will sit the exam in January of Year 11, with the opportunity to re-sit the exam in the summer. Unit
Summary of content Students will learn about reproduction, parental responsibility, contraception, antenatal care, pregnancy, birth, postnatal checks, the newborn baby, care routines, conditions for development, childhood illnesses and child safety.
Assessment Externally assessed written exam. 1 h 15 min. January 2018. Re-sit opportunity June 2018.
2
Students will gain knowledge of the equipment needs of babies and young children. They will also gain knowledge of nutrition, health and feeding children from birth to 5 years.
Internally assessed coursework with practical tasks. Approx. 7–10 hr.
25%
3
Students will gain knowledge of, and skills in, developing activities to observe and promote learning in children. This will include researching, planning, carrying out activities with children and observing the development norms, learning and the benefits of play.
Internally assessed coursework with practical tasks. Approx. 7–10 hr.
25%
1
PROGRESSION: This qualification will be particularly relevant to students considering a career in childcare, play therapy, teaching, speech therapy, nursing, paediatrics, midwifery or social work. In sixth form students can progress to level 3 qualifications in Child Development and/or Health and Social Care. All students will have the opportunity to take part in the RealCare Baby Programme.
35
Weighting
50%
At a glance
BUSINESS STUDIES
Course title
GCSE
Grading
A*-G
Assessment method
XXXC
EBacc
×
Best 8
CONTENT GCSE Business Studies is designed to enable you to develop your entrepreneurial skills as well as become fully engaged in studying business in order to develop into an independent learner as well as becoming a reflective thinker with an enquiring mind. These are invaluable skills in the business world enabling business knowledge to be applied in up-to-date settings, locally, nationally and in global contexts. An appreciation of different business perspectives will be studied so that a range of points of view on business issues may be compared and contrasted including those associated with business ethics and sustainability. GCSE Business Studies students do well and recently a student was one of ten students who scored the highest mark for GCSE Business Studies in the country with several students achieving beyond their indicator grade.
Summary of Specification Content The following is a summary of what you will be studying: 1. The Business Framework: the aims and objectives of a business and how they can be achieved. 2. Business and their customers: how a business needs to identify customer needs and market their products and services to be successful 3. Producing Goods and Services: to realise that to be successful a business must operate efficiently and provide quality products at the best locations. 4. Human Resource Planning: to appreciate why Human Resources (Employees) are often seen as the business‟s most valuable asset and need to be recruited and selected as well as trained in a professional manner. 5. The External environment: To look at what is happening in the external environment and increase awareness of current affairs and how they affect businesses. 6. Business Finance and Control: to be understand about how businesses are funded, and be able to complete and use financial statements such as trading profit and loss accounts and balance sheets.
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Assessment: One Written 2 Hour Paper
75%
Controlled Assessment
25%
Extended learning Homework will be set for all students and will comprise researching a local and national or international businesses for the controlled assessment, and preparing for the examinations associated with finance and accounting.
.
37
At a glance
DANCE
CONTENT:
Course title
GCSE
Grading
1- 9
Assessment method
PPPXX
EBacc
×
Best 8
The GCSE dance course consists of predominantly practical lessons where students will extend their dance performance skills and knowledge and understanding of choreography. In theory lessons they will study in depth a range of choreographers and professional dance works in order to learn the skills of appreciation. The course is both challenging and stimulating and should appeal to anyone who has an interest in dance both performing and choreographing. PLEASE NOTE: GCSE Dance is a practical course designed for students who are enthusiastic about dance. It is open to all students, although some previous experiences of dance is beneficial. Students will be expected to work, perform and compose dances on their own and in small groups as part of the assessment requirements detailed below. ASSESSMENT: The course is split into two components, Performance & Choreography and Dance Appreciation Component 1: Performance & Choreography 1. You will learn six set phrases and perform three as a soloist (approx. 1 minute) 2. Either a duet or a trio based on the set phrases (approx. 3 to 3 and a half minutes) 3. You will create either a solo or group choreography of between 2-3 minutes in response to a range of stimuli chosen by the exam board. The practical component is marked out of 80 and is worth 60% of the overall GCSE.
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Component 2: Dance Appreciation 1. Knowledge and appreciation of choreographic processes and performance skills 2. Critical appreciation of your own work 3. Critical appreciation of professional dance works 40% of the overall GCSE grade is assessed through a 90 minute written exam marked out of 80. Please be aware that this is a draft specification and is subject to approval by Ofqual, so may change slightly by September 2016.
EXTENDED LEARNING: Due to the practical content, the course requires commitment, involving spending time during lunch and after school working on choreography or rehearsal of work as a soloist and in the group tasks. OTHER INFORMATION:
The dance department has a uniform which must be worn for ALL practical lessons. This is a red, short-sleeved top with detailing, (which can be purchased from the school shop) and black sports trousers or dance trousers.
Theatre trips and shows are an intrinsic part of the course. Students are EXPECTED to attend and be involved.
Street Dance/Hip Hop is NOT a style studied during the GCSE course.
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At a glance
DRAMA
Course title
GCSE
Grading
1-9
Assessment method
CCPXX
EBacc
×
Best 8
CONTENT: Please note that the Edexcel GCSE Drama qualification is currently in draft form and awaiting approval by Ofqual. There may therefore be some changes to the course outlined below. The GCSE drama course tests the students‟ performance skills as well as their ability to articulate creative decision making and evaluation in written coursework and a written examination. It involves the performance of devised work and 2 extracts from a play, a written examination response to the study of a full text, a written examination response to a play they have seen, and written coursework to accompany the devised performance piece. The students‟ written responses in coursework and examination account for 62.5% of the qualification. The performance work accounts for 37.5%. ASSESSMENT: Component 1 – Devising (40% of GCSE) Practical and written coursework. Students create, develop and perform a devised performance piece (15 marks), and produce a written portfolio about the process and performance (45 marks). Internally assessed, externally moderated. Component 2 – Performance from text (20% of GCSE) Practical examination. Students perform in two extracts from a performance text (48 marks). Externally assessed. Component 3 –Theatre Makers in practice (40% of GCSE) Written examination. Section A: Bringing texts to life. Short and extended written responses based on an extract from a performance text (45 marks). Section B: Live Theatre Evaluation. The analysis and evaluation of a live theatre performance (15 marks).
40
EXTENDED LEARNING: Students will be encouraged to attend theatrical productions in their own time and the Drama Department will facilitate this by organising trips. Recent opportunities have included: Othello, Woyzeck, Our Country’s Good, The 39 Steps, Dr. Faustus, The Odyssey and Happy Days.
The department also offers after school rehearsal sessions for students in preparation for their practical performance exams. Students must also be prepared to take part in improvisation and be happy to perform their work in front of an audience. Drama is a subject which depends upon co-operation with others and one of its benefits is the development of social skills. All students must therefore be prepared to work with all other students.
STUDENT ABSENCE:
As the performance components cannot be repeated, any student absence during that time will adversely affect their final grade. Please also note that, whilst the department is sympathetic to genuine reasons for absences, we have to respond to repeated absences which can hinder the results of fellow students who are then unable to rehearse effectively. In such cases, the department will reduce the role of any student whose absences start to impact upon the results of their co-performers.
41
At a glance
COMPUTER SCIENCE Content
Course title
GCSE
Grading
1-9
Assessment method
XXXXC
EBacc
Best 8
The course gives students a real, in-depth understanding of how computer technology works. It gives students an insight into what goes on „behind the scenes‟, including computer programming. This is a course that involves looking at problems and solving these problems in a logical and structured way. A good understanding of Mathematics would be an advantage due to the complex calculations required in the programming units. Non exam assessment (centre assessed 20 hrs) 20% Students develop a computer program along with the computer programming code. This will be designed, written and tested by a student to solve a problem. Students will produce an original report outlining this development. Paper 1: computational thinking and problem solving (exam 1½ hr) 40% Study and assessment of computational thinking, problem solving, code tracing and applied computing as well as theoretical knowledge of computer science: Fundamentals of algorithms Programming Fundamentals of data representation Computer systems Paper 2: written assessment (exam 1½ hr) 40% Study and assessment of theoretical knowledge: Fundamentals of data representation Computer systems Fundamentals of computer networks Fundamentals of cyber security Ethical, legal and environmental impacts of digital technology on wider society, including issues of privacy Extended Learning Students are expected to work on their programming skills outside of lessons. Other Programs used will be free open sourced software such as: Python and Scratch/BYOB. Useful link: http://www.aqa.org.uk/subjects/ict-and-computer-science/gcse/computerscience-8520
42
At a glance
ENVIRONMENT AND LAND BASED SCIENCE
Course title
GCSE
Grading
A*-G
Assessment method
TTCCC
EBacc
×
Best 8
This course aims to equip candidates with the technical knowledge, skills and understanding needed for further study and eventual employment in the Land and Environment sector. The course involves candidates in a range of practically-based activities which enable them to build a portfolio of their achievements. CONTENT Candidates will cover the two following units: UNIT B681: Management of the Natural Environment UNIT B683: Commercial Horticulture, Agriculture and Livestock Husbandry ASSESSMENT: The delivery of knowledge and practical skills will take place in lesson time as will production of some of the coursework. Students will need to be able to work individually (with teacher support) both in lessons and at home. Tests (40%) - unit test results for two units, 45 minute paper based test per unit, available at Foundation (C-G) and Higher (A*-D) tiers (50 marks each) Coursework (60%) - all candidates produce a work-related portfolio made up of three elements: Practical Skills (27 marks), Work-related report (32 marks), Investigative Project (50 marks) Total = 109 Marks. Coursework is stored and moderated in electronic format. HOMEWORK: Homework will involve extension work from lessons, including finishing experimental reports and questions. It may be necessary, during the course, for students to work outside the normal school day e.g. to arrive early to feed and look after livestock. There will be several occasions when students will need to research and assemble material and information that will support and may be included within their work-related report and investigation.
OTHER INFORMATION: It will be necessary for students to bring in some form of protective clothing and appropriate footwear as some tasks are potentially messy.
43
At a glance
FOOD PREPARATION AND NUTRITION
Course title
GCSE
Grading
1- 9
Assessment method
XXCP
EBacc
×
Best 8
Content: This is a new course in Food Preparation and Nutrition which gives students the opportunity to develop a wide range of practical skills. Students are required to plan, cook and evaluate recipes starting with quite simple dishes such as short crust pastry, soups and then progressing to more complex recipes such as choux pastry. Healthy balanced diets will be the focus for the majority of practical work. Unit
Summary of content Principles of food preparation and nutrition
1
2
3
Assessment Externally assessed written exam. 1 h 45 min. June 2018.
Weighting 50%
The Scientific Food Investigation Assessment Practical food experiment (title to be issued by the exam board) and a 1,500-2,000 word report.
Internally assessed coursework with practical tasks. Approx. 8 hrs
15%
Food Preparation and Nutrition in Action Prepare, cook and present a menu, including research, testing and preparing a plan of action. Practical (3 hour practical producing 3 dishes to meet a specified brief) Evaluation of preparation, cooking and presentation
Internally assessed coursework with practical tasks. Approx. 12 hrs total (including a 3 hour practical exam)
35%
Theory work supports practical work and the following areas are covered: Food commodities Principles of nutrition Diet and good health The science of food Where food comes from Cooking and food preparation Hygiene and food safety
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Extended Learning Homework will include research, follow up work from lessons, revision for topic tests and preparation of ingredients for practical work. Students will be expected to spend 2 – 3 hours a fortnight on homework. Progression Students will have the opportunity to progress in the sixth form to the Level 3 Food Science and Nutrition.
Other Information Practical work is a compulsory element of the course and students will be required to provide ingredients to cook EVERY WEEK. This requires excellent organisational and planning skills. Students are given assistance with regards recipes and are encouraged to find their own as they progress through the course. Due to the timetable blocking, students following a college course who also wish also to do catering may not be able to have a double practical lesson. All other students are timetabled a double lesson in catering once a fortnight. Students will be given the option in Year 11 of taking the examination as an online test or traditional exam paper.
45
At a glance
FOREIGN LANGUAGES: FRENCH and, SPANISH
Course title
GCSE
Grading
1- 9
Assessment method
XXXX
EBacc
Best 8
This course aims to develop the ability to understand and use a foreign language effectively for purposes of practical communication and to develop an understanding of the grammar of a foreign language and an awareness of the nature of language. It offers an insight into the culture and civilisation of Hispanicspeaking and Francophone countries. It encourages positive attitudes to foreign language learning and a positive approach to other cultures and civilisations. Students will study the following themes, on which all the assessments are based: Theme 1 Identity and Culture, which includes family and friends, technology and social media, food and drink, free time activities and customs and festivals. Theme 2 Local area, holiday and travel, which includes holiday, home and local area and travel and tourist transactions.* Theme 3 School, which includes what school is like and school activities. Theme 4 Future aspirations, study and work, which includes using languages beyond the classroom, jobs, careers and ambitions. Theme 5 International and global dimension, which include sports and music events, environmental issues and good causes. ASSESSMENT: GCSE French and Spanish have a Foundation tier (grades 1-5) and a Higher tier (grades 4-9). All 4 papers must be taken in the same tier. Each paper makes up 25% of the overall GCSE. Paper 1: Listening. This paper has 2 sections: multiple-response questions, and questions and answers in English Paper 2: Speaking. This will include a role play, a photo card and a general conversation on two themes, one of which the student will have chosen and the other is provided by the Pearson/Edexcel examination board. *The role-play scenarios will be based on the topic of Travel and tourist transactions. There will be one speaking test conducted in April or May of Year 11.
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Paper 3: Reading. This paper is made up of various components: multipleresponse questions, questions and answers in English, questions and answers in the target language and translation from the target language to English. Paper 4: Writing. The writing examination varies between Higher and Foundation tiers, but both papers will include 2 or 3 writing tasks and some translation from English into the target language, increasing in level of difficulty. Extended learning Students taking languages at GCSE level need to understand how important it is to learn vocabulary on a daily basis if they are to succeed in the subject. Students who are not prepared to put in this regular effort may well struggle. Studying for a GCSE in a Language at Redborne has many benefits including the following: 1) Spanish is the third most widely spoken language in the world, after Chinese and English. 2) You can participate in the Spanish immersion visit. 3) Language qualifications are highly prized by employers and universities alike. 4) Students who know a foreign language have better literacy skills and vocabulary in their own language. 5) Students who learn a second language perform better in tests. 6) Learning a foreign language improves your memory. 7) 60% of business in the UK is done with non English-speaking countries. 8) French is the language that is most in demand. 9) Both French and English are official languages for: The United Nations The International Olympic Committee The International Red Cross The Council of Europe The European Court of Justice AND FINALLY… 10) People who learn a foreign language can earn between £3,000 and £9,000 more a year. For further information contact Miss Bennett for Spanish and Mr Flynn for French, who will be only too glad to help you.
47
At a glance
GERMAN
Course title
GCSE
Grading
1-9
Assessment method
XXXX
EBacc
Best 8
This course aims to develop the ability to understand and use a foreign language effectively for purposes of practical communication and to develop an understanding of the grammar of a foreign language and an awareness of the nature of language. It offers an insight into the lifestyle and culture of people in German-speaking countries. It encourages a positive approach to other cultures and civilisations. Students will study the following themes, on which all the assessments are based: Theme 1 Identity and Culture, which includes family and friends, technology and social media, free time activities and customs and festivals. Theme 2 Local and international areas of interest, which includes home and local area, social issues such as healthy lifestyles, global issues such as the environment, and travel and tourism. Theme 3 Current and future study and employment , which includes school, jobs, careers and ambitions. ASSESSMENT: GCSE German has a Foundation tier (grades 1-5) and a Higher tier (grades 4-9). All 4 papers must be taken in the same tier. Each paper makes up 25% of the overall GCSE.
Paper 1: Listening. This paper has 2 sections, one with questions and answers in English and one with questions and answers in German. Paper 2: Speaking. This will include a role play, a photo card and a general conversation. There will be one speaking test conducted in April or May of Y11 and marked by the examination board. Paper 3: Reading. This paper is made up of 3 sections: questions and answers in English, questions and answers in German and translation from German to English. Paper 4: Writing. The writing examination varies between Higher and Foundation tiers, but both papers will include 2 or 3 writing tasks and some translation from English into German.
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Students taking German at GCSE level need to understand how important it is to learn vocabulary on a daily basis if they are to succeed in the subject. Students who are not prepared to put in this regular effort will struggle to make the required progress and succeed in the examinations at the end. Studying for a GCSE in German at Redborne has many benefits including the following: 1) Germany is our largest non-English speaking trading partner and many local and national businesses are looking for people who can communicate in German. 2) You can participate in the very popular German exchange – Y10 students have priority for places on this often over-subscribed visit. 3) Language qualifications are highly prized by employers and universities alike. 4) Your English is very likely to improve as you begin to understand how a language works. For further information contact Frau Neale or your German teacher, who will be only too glad to help you.
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At a glance
GRAPHIC PRODUCTS
Course title
GCSE
Grading
A*-G
Assessment method
XXCCC
EBacc
×
Best 8
Students will complete a variety of projects over the two year course that include designing and prototyping promotional „pop up‟ mailers, sustainable cardboard products, point of sale displays for retail and product packaging. Students are given the opportunity to use a variety of new and current CAD/CAM technologies including the laser cutter, vacuum forming and printing technologies. Latest updates in software also mean that students have access to recent versions of Photoshop and 2D Designer and Google Sketchup. The course strikes a balance between exploring students creative design thinking and practical skills to make their ideas a reality. Future path ways could include Graphic Design, Commercial Advertising and Illustration to name but a few. This course provides an ideal progression on to the A level Graphic Communication course.
50
CONTENT: The key features of this course: Active engagement in the processes of designing graphic products that could be seen in a commercial environment. Making decisions, considering sustainability and combining skills with knowledge and understanding in order to design and make high quality products. Exploring ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making Gaining the ability to analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life. Improving decision-making skills through individual and collaborative working Understanding that designing and making reflect and influence cultures and societies, and that products have an impact on lifestyle Developing skills of creativity and critical analysis. Application of knowledge gained through practical tasks to a written exam paper. ASSESSMENT: Coursework units will be completed over the two year course and assessed externally. Unit
Description
Assessment
Course Weighting
1
Introduction to Design and making
Coursework
30%
2
3
Making Quality Products Sustainable Design Technical Aspects of Design and Making
Coursework
Written Paper
EXTENDED LEARNING: All coursework units will be completed as controlled assessment tasks. Students will be set a variety of homework tasks related to the subject theory and coursework preparation.
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30% 40%
At a glance
GEOGRAPHY
INTRODUCTION:
Course title
GCSE
Grading
1-9
Assessment method
XXX
EBacc
Best 8
The world is always changing; and humans must respond to those changes. Geography gives students the chance to learn about global and local issues, within a balanced framework of physical and human themes and whilst investigating the link between them. Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes. CONTENT: The course builds on a range of relevant skills, knowledge and understanding from Key Stage 3. Students will plan and carry out two fieldwork investigations, collecting data and learning to present it in a variety of ways, including the use of ICT. Students will travel the world from the classroom, exploring case studies in the United Kingdom (UK), newly emerging economies (NEEs) and lower income countries (LICs). Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. Students will study 6 broad themes, each with a number of topics within:
The physical environment - The changing landscapes of the UK - Weather hazards and climate change - Ecosystems, biodiversity and management
The human environment - Changing cities - Global development - Resource management There is also an emphasis on geographical skills within the topics outlined here. ASSESSMENT: Students will be assessed on their exam performance only, with all exams taking place at the end of the course. Students will take three exams, with papers divided into clear sections to help students see which part of the course they are being tested on.
Paper 1: The physical environment- 1h 30 written examination (37.5%) Paper 2: The human environment- 1h 30 written examination (37.5%) Paper 3: Geographical investigations- fieldwork and UK challenges- a 1h 30 written examination (25%) (This will include a section on applying fieldwork knowledge and data as well as use of geographical skills to investigate a contemporary challenge for the UK).
EXTENDED LEARNING: Homework will be set regularly. There will be an emphasis on skills, issues and case studies. As well as the core fieldwork experiences we hope to offer students an optional field trip to Swanage in Dorset in the summer term of year 10.
52
At a glance
HOSPITALITY
CONTENT
Course title
GCSE
Grading
A*-G
Assessment method
XXPPP
EBacc
×
Best 8
What you need to know about this course: This course can be taken as a single award or as a double award with GCSE Catering. You will need ingredients for practical work most weeks but there are times when they will be provided for you. Coursework consists of putting on an “Event” for which you have a 45 hour controlled task. (60%) Written exam at the end of the course – 1 1/4 hours. (40%) You will be involved in fundraising and helping to provide refreshments for different school events as part of the course. You will need to work as a member of a team. The course covers a wide range of topics: the hospitality industry including hotels, guest houses and restaurants; the dietary needs of individuals; food hygiene and safety; table laying and customer service; the preparation and serving of food for different occasions. Students will take part in a number of Hospitality and Catering events such as Macmillan Coffee Morning, preparing refreshments for school occasions including concerts, parents‟ evenings and other charity fundraising events. The final “event” in Year 11 will require students to work in a team to plan, prepare, cook and serve a 3 course meal to invited guests at school.
As part of the course students will also have the opportunity to take the Level 2 award in Food Safety as an additional qualification.
53
At a glance
HISTORY
Course title
GCSE
Grading
1- 9
Assessment method
XXX
EBacc
Best 8
From 2016, students will follow the new OCR GCSE Explaining the Modern World history course AIMS: The course aims to build upon the skills and experiences acquired during Key Stage 3. It will provide students with the opportunity to:
Develop and extend their knowledge and understanding of key events, periods and societies in local, British and wider world history. Engage in historical enquiry to develop as independent learners. Develop the ability to ask relevant questions about the past. Develop an awareness of why people and events have been given historical significance and why there have been different interpretations about them. Organise and communicate their historical understanding.
CONTENT: There are THREE parts to the course: Component Group 1: Period Study - International Relations 1918 2001. Topics will include: The failure to avoid the Second World War, The Cold War (including the Cuban Missile Crisis and Vietnam War) and the new world order up to and including the events of 9/11. Depth Study- Russia 1928-1964: Stalin‟s Russia, The Great Patriotic War and Khrushchev‟s Russia. Component Group 2: Power, Monarchy and Democracy in Britain c. 1000 – 2010 including the Norman invasion, the Tudors and Stuarts, the development of parliament and democracy in the 1800s, the Suffragettes, the Labour Party and recent developments such as the miners‟ strike, Margaret Thatcher and Tony Blair.
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Component Group 3:
The English Reformation 1520-1550. Content includes the role of Henry VIII, the Dissolution of the Monasteries and the impact of the reformation
Castles: Form and Function 1000-1750. This topic looks at the development of castles and gives students a chance to practice and develop their ability to use evidence especially that found at an historical site
ASSESSMENT:
Students will sit THREE formal written examinations at the end of Year 11.
There is only ONE level of paper for History. All students will sit the same papers irrespective of ability.
If the timetable allows, some History groups may be set according to ability.
The final assessment will be:
Paper 1
50%
Paper 2
25%
Paper 3
25%
One hour and forty five minutes: International Relations & Russia One hour Power: Monarchy and Democracy in Britain One hour and 15 minutes: The English Reformation and Castles: Form and Function
EXTENDED LEARNING: Students can expect to receive homework on a regular basis. Students will be assessed at strategic times throughout the course through the use of past examination questions and will be expected to revise regularly throughout the two years. There is likelihood that the Castles: Form and Functions unit will include a visit to the specified castle for that year.
55
At a glance
LATIN
From 2016, Latin students will follow the new Eduqas GCSE in Latin.
Course title
GCSE
Grading
1- 9
Assessment
XXXX
EBacc
Best 8
Latin is the main building block of European languages: it is both absorbing to study in its own right and extremely useful as a complement to another foreign language. A knowledge of Latin can make you look erudite and fascinating (well possibly not, but at least you‟ll know that both words come from Latin roots!)
AIMS: The course aims to provide a foundation in linguistic and cultural competence, enabling learners to gain knowledge and understanding of the Roman world through reading and responding to its language and literature. In particular, this specification enables learners to: develop and deploy their knowledge of vocabulary, morphology and syntax in order to read, understand and interpret straightforward Latin develop their knowledge and understanding of Latin literature and its associated values and society through the study of original texts, adapted and abridged as appropriate select, analyse and evaluate evidence to draw informed conclusions from the literature studied to demonstrate knowledge and understanding of the historical, literary and cultural context of a text and identify and appreciate its literary form and impact on the reader develop and apply their critical, analytical and reflective skills to evaluate evidence from a range of sources develop insights into the relevance of the Latin language, its literature and Roman culture to the modern world. It also encourages learners to: deploy their knowledge and understanding of the ancient language to deepen their understanding of English and other languages relate their knowledge and understanding of the ancient world to other disciplines develop research and analytical skills which will empower them to become independent students and enquirers, equipping them for further study in arts, humanities and sciences.
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CONTENT: Students will study the Latin grammar and vocabulary required to confidently translate modern composition and historical writing from Latin into English. This will be extended by consideration, and set within the context, of two complementary topics of Roman social history. These topics are likely to be related to the theme of Roman leisure activities (chariot racing, gladiators, public bathing, theatre) or their broader daily lives.
ASSESSMENT: Assessment will consist of THREE formal written examinations to be taken at the end of year 11. The final assessment subdivides as follows: Paper 1 (90 minutes – 50%)
Paper 2 (75 minutes – 30%) Paper 3 (60 minutes – 20%)
Translation of a piece of Latin prose into English. Answer comprehension questions in English on a piece of Latin prose. Translation of short English sentences into Latin. Show knowledge of Latin grammar and vocabulary. An open book exam. Students will analyse previously studied original writing and images of artefacts on a given theme. Demonstrate knowledge of an aspect of Roman social history, including responding to provided images of artefacts or English translations of relevant passages by Roman writers.
EXTENDED LEARNING: Students can expect to receive homework on a regular basis. The format will vary according to what is being studied at any given time, but will include the regular learning of vocabulary and revision of grammar points.
EDUCATIONAL VISITS: Trips in previous years have included visits to Verulamium (aka St Albans), and Roma et Pompeii (you can probably guess where they are…). It is expected that similar day and residential trips will take place at some point over the two years of the course.
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At a glance
MUSIC
Course title
GCSE
(GCSE)
Grading
1- 9
Assessment method
CCCXX
EBacc
×
Best 8
Clear and coherent structure – the qualification has a straightforward structure with three engaging components, assessed through practical performances, compositions and one externally examined paper. Provides a real music focus – the key content of musical elements, musical contexts and musical language are taught through the areas of study and set works to show real examples of how these are used within different types of music. Holistic understanding of music – students investigate, analyse and evaluate music and its features. Building on this, and by using practical methods, students are encouraged to take a more holistic view of their knowledge, performance and compositional skills. Diverse musical heritage – students will learn to perform, compose and appreciate different types of music, developing critical and creative thinking, cultural, aesthetic and emotional awareness, and the ability to make music individually and as part of a group. Continuous progression – the content builds on the understanding developed at Key Stage 3, avoiding unnecessary repetition while also ensuring that students new to the subject are appropriately supported. Progression to AS and A Level – the content allows students to develop their knowledge and skills of music, enabling them to progress into the AS and A Level qualifications in Music 1. Composing music - Students compose two compositions, of at least three minutes‟ combined duration. One composition to a brief set by Pearson, of at least one minute in duration. One free composition set by the student, of at least one minute in duration. 2. Performing music - Students perform for at least four minutes‟ combined duration. Solo performance: this must be of at least one minute in duration, and may comprise one or more pieces. Ensemble performance: this must be of at least one minute in duration, and may comprise one or more pieces 3. Listening and appraising – a. Section A – Areas of study, dictation, and unfamiliar pieces (68 marks). Six questions related to six of the eight set works. One short melody/rhythm completion exercise. One question on an unfamiliar piece (skeleton score provided) with questions on its musical elements, musical contexts and musical language. b. Section B – Extended response comparison between a set work and one unfamiliar piece (12 marks). One question that asks students to compare and/or evaluate the musical elements, musical contexts and musical language of one set work with one unfamiliar piece of music.
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This course is suitable for you if you enjoy performing as a singer or instrumentalist. There are some limited opportunities for some students to learn an instrument (including singing) at the start of the course. What do I need to know, or be able to do, before taking this course? You have been introduced to creating music of your own in class and this is developed on the GCSE course as you choose two topics for composition. For example, this could be a popular song and a dance track, a classical piece or some world music. There is a wide choice and it can be tailored to your own musical interests and strengths. You have already listened to a variety of music in class and these skills are developed as you study some set pieces taken from the classical, 20th century, popular and world music Areas of Study. If you enjoy making music, either as a soloist or in a group. The GCSE course encourages you to perform music of your own choosing and in any style, as a soloist and also in a group. To take this course, you must be able to offer at least one instrument/or voice. You will be encouraged to become involved in extra-curricular music activities both inside and outside school as these may count towards your examination. ASSESSMENT: Exam At the end of the course you will take one exam. This is worth 40% Coursework (carried out under controlled conditions set by the board). 2 Performances and 2 Compositions. This is worth 60% and all work will be carried out under controlled conditions as directed by the board. All work will be submitted at the end of the course and there are no options to re-sit units as part of the course. EXTENDED LEARNING: This will be mostly composition exercises but could include work on the areas of study or working on a part for an ensemble or solo performance. Students will be expected to undertake regular practice on their chosen instrument. OTHER INFORMATION: Where possible, and if required students will be provided with peripatetic lessons. The cost of these lessons will be refunded to parents provided that students have fulfilled the termly attendance criteria for both lessons and specified extra-curricular activities. Careers include: arts administration, performing, publishing, teaching, therapy, sound recording and many more. If students are considering taking Music A-level the they will need to take this course and it will provide a good introduction for the Music Tech A-Level as well.
59
At a glance
MUSIC
Course title
BTEC Music First Award
(BTEC)
Grading
PMD
Assessment method
CCCX
EBacc
×
Best 8
CONTENT:
BTEC Music is a vocational qualification with an emphasis on understanding the modern music business. This course is specifically designed to include the key skills of understanding how to create musical products and events as well as understand music technology including sequencing and multi-track recording. The course is split into 4 units. Unit 1: Working in the Music Industry (5 credits) This unit provides an overview of the industry, particularly focusing on the shape of the modern industry and covering the emergence of the role of the self-employed producer, performer and promoter. Unit 2: Managing a Musical Product (5 credits) This unit looks at the development a music product. As well as providing a vehicle for demonstrating skills and learning, it also introduces the role of planning and promotion in the management of a music product. Learners can base their work on a live concert, event, a CD or online product, providing opportunities for both music performers and technologists. Unit 6: Introducing Music Recording (10 credits) This unit encourages learners to become familiar with recording technology and techniques that will reinforce their musical practice as well as developing important skills for progression into the professional world. Students will learn how recording system work and how to place microphones. Students will learn how to edit and improve recorded material and produce a quality product. Unit 7: Introducing Music Sequencing (10 credits) This unit enables learners to use ICT for music making, giving them a valuable vocational skill as well as a grounding in a fundamental aspect of music making in the workplace. Sequencing is creating musical copy of a track and replicating the sounds, FXs and musical performance characteristics. If you are interested in this course you will need to work on your keyboard skills as this is the method used for
60
recording your music into the computers. However, there is no requirement for a specific level to have been reached on the keyboard. External Examination 25% Unit 1 is externally assessed. The students will need to be able to show a clear understanding of the music industry and how each of the components work together to create and promote artists and products. Coursework 75% Each unit is internally marked and has equal value. Pupils will be given as much practical experience with recording and live performance equipment as possible. Also they will use the computer suites to create and edit their work. Depending on the choices of the students there may be extra-curricular opportunities to set up and run concerts or events. Coursework is submitted in a portfolio in either the form of a CD with data/music files on or as written plans, designs and evaluations. Please be aware that as this course is heavily coursework based so there are ongoing written tasks throughout the course as well as many interim deadlines to ensure that all pupils are on track. The results come in the form of a Pass (C equivalent GCSE) Merit (B equivalent GCSE) Distinction (A equivalent GCSE) and each unit must be passed or the entire course is a result is a fail. Where work is submitted on interim deadlines, feedback will be available for students to improve their work. The work is internally verified and externally moderated. EXTENDED LEARNING: This will mostly be written research and preparation for project work as well as listening research widening understanding of different musical styles. You will also need to learn songs/ tracks to record and you may be offered out of lesson recording sessions on occasions. OTHER INFORMATION: Students, having followed this course, will have a good understanding of recording techniques, will listen to music in a new, less superficial way, will be able to invent and develop musical with confidence. They will have developed social skills through working closely with others in groups, accuracy through having to organise events and plan business opportunities, self-confidence and awareness of others through musical performance. It is hoped that students following this course will have laid the foundations of skills and enjoyment that they will carry with them throughout their lives, whether or not they continue Music Tech to A Level or to a career in music. Careers include Arts administration, performing, publishing, teaching, therapy, sound recording and many more. If students are considering taking AS Music Technology they are strongly advised to complete the BTEC music course first.
61
At a glance
PHILOSOPHY, ETHICS AND RELIGION
Course title
GCSE
Grading
1- 9
Assessment method
XXXX
EBacc
×
Content Best 8 This GCSE specification in philosophy, ethics and religion provides an opportunity for candidates to continue their study of the philosophical and ethical issues raised in religious education lessons from earlier Key Stages. This specification is open to all candidates regardless of gender, religion and ethnic and social background; it is accessible to candidates of any religious persuasion or none. Aims This GCSE in Religious Studies will encourage learners to develop knowledge, understanding and skills to engage in debate and discussion about life in the modern pluralistic society. This includes developing an understanding of non-religious beliefs. Learners will be encouraged to develop and understand personal values and beliefs, with an emphasis on critical analysis and the ability to construct balanced and informed arguments within the context of religious, philosophical and ethical awareness. The specification will encourage learners to: develop knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism develop knowledge and understanding of religious beliefs, teachings and sources of wisdom and authority, including through their reading of key religious texts, other texts, and scriptures of the religions they are studying develop the ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject engage with questions of belief, value, meaning, purpose, truth, and their influence on human life reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community demonstrate knowledge and understanding of two religions demonstrate knowledge and understanding of key sources of wisdom and authority including scripture and/or sacred texts, where appropriate, which support contemporary religious faith understand the influence of religion on individuals, communities and societies
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understand significant common and divergent views within religions and beliefs apply knowledge and understanding in order to analyse questions related to religious beliefs and values construct well-informed and balanced arguments on matters concerned with religious beliefs and values.
Assessment Component Group 1 – Beliefs and teachings & Practices of two religions Learners are required to study two major world religions. The focus of study for each religion is on „Beliefs and teachings‟ and „Practices‟. These religions will be Christianity and Buddhism. Component Group 2 – Religion, philosophy and ethics in the modern world Learners will study different philosophical and ethical arguments and their impact and influence in the modern world from the perspective of one of the religions they studied in Component Group 1. This is divided into four themes of study:
relationships and families the existence of God, gods and ultimate reality religion, peace and conflict dialogue within and between religions and non-religious approaches.
Two one hour written papers for component group 1 and one two hour paper for component group 2, to be taken in May and June of year 11. Extended Learning Homework will be set regularly, as appropriate and include follow up work from lessons, usually focussing on exam practice. The time allowed for the completion of the work will depend on the nature of the task. Educational visit: The department offers year 10 pupils the opportunity to travel to Poland to visit the ex-concentration camp at Auschwitz in conjunction with their studies on prejudice and equality. It is hoped that similar trips will be offered in the future, although this will depend on the interest shown by students and the availability of staff. The number of places on any trip will be limited and no guarantee can be given that all students who wish to go will be able to do so, although we will do our best to meet the demand. This content is taken from the OCR draft GCSE qualification and has not yet been accredited by Ofqual, the detail of the course is therefore subject to change.
63
At a glance
PRODUCT DESIGN
Course title
GCSE
Grading
A*-G
Assessment method
XPCCC
EBacc
×
Best 8 The course enables students to develop their designing and making skills to produce professional outcomes that could be seen in retail environment. Students are given the opportunity to use a variety of new and current technologies that are similar to those found in industry.
Students produce design ideas in answer to given briefs and are then encouraged to prototype these in 3D form using practical workshop skills and CAD/CAM technologies including the Laser cutter and 3D printer. Latest updates in software also mean that students have access to the most recent version Solidworks to design products on screen. Innovation and creative thinking are at the forefront of this course and those who are well organised project leaders do particularly well on the course. There is an even balance on this challenging course of theory and practical work involved. Possible projects covering a variety of material areas can include tea light holders, jewellery, table lamps and portable speakers. Future path ways include industrial design, interior design, product design, civil engineering, modern apprenticeships in industry, and design manufacture to name but a few. This course provides an ideal progression to the A level Product Design course. CONTENT: The key features of this course: suitable for boys and girls; exposes students to creative, design based activities; encourages students to explore and develop experience and express their design ideas; provides a learning experience which is participatory and experimental in nature; values flair and imagination; uses a number of innovative assessment methods; has a modular assessment scheme; portfolio evidence will be submitted via an e-portfolio with video and sound clips; no material bias; encourages the use of new technology and new materials.
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ASSESSMENT: Coursework units will be completed over the two year course and assessed externally.
Unit
Description
Assessment
Course Weighting
1
Developing and Applying Design Skills
Coursework
30%
2
Designing and Making Innovation Challenge
Practical exam
20%
3
Making, Testing and Marketing Products
Coursework
30%
4
Designing Influences
Written Paper
20%
EXTENDED LEARNING: Students will be set a variety of homework tasks related to the subject theory and coursework preparation. All coursework will be completed as a controlled assessment during lesson time. Students are expected to attend weekly support sessions should the teacher feel this necessary. There are a small number of extracurricular opportunities available.
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At a glance
PHYSICAL EDUCATION
Course title
GCSE
Grading
1-9
Assessment method
XXXPP
EBacc
×
Best 8
Introduction: GCSE PE is an extension of the core programme and is suitable for good performers in PE or anyone with a keen interest in Physical Education and Sport. It is a practical course and full involvement and participation is a must. Content: Students will follow a varied programme that covers a full range of activities. There is an expectation that students will participate in all of the sporting activities that are offered and become / remain involved in sport outside of lessons. Students should be willing to participate in extracurricular opportunities that are available to them and represent the school in sporting fixtures and compete regularly to a high level outside of school. Assessment: Practical Their work includes assessment of three practical activities in the role of a performer and also includes an analysis and evaluation of their highest performance (40%). One assessment must be in a team sport/activity, one assessment must be in an individual sport/activity and a third can be from either a team or an individual sport/activity. Students can use three of the following activities to submit to the exam board for their final practical assessment:
Association football Camogie Gaelic football Hurling Rowing
Team activities Badminton Basketball Cricket Handball
Dance Hockey
Lacrosse Rugby League Table tennis
Netball Rugby Union Tennis
Squash Volleyball Specialist team activities Blind cricket Goal ball Table cricket Wheelchair basketball
Amateur boxing Canoeing Diving Equestrian Rowing
Individual activites Athletics Badminton Cycling Golf
Dance Gymnastics
Kayaking Sculling
Rock climbing Skiing
Snowboarding Squash Swimming Table tennis Tennis Trampolining Specialist individual activites Boccia Polybat
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Final grades will be decided and agreed by the subject teacher within the centre and then verified by an external moderator from the examining body. Written Examinations Students will also be externally assessed in two written examinations weighting 60% of their final grade. The examinations will be assessed in May/June 2018 and include multiplechoice, short answer and long answer questions. They measure the students‟ understanding of fitness and the body systems and their relationships with health and performance. Theoretical aspects that are studied include the following:
Applied anatomy, physiology and movement analysis Physical training and use of data Health, fitness and well-being Sport psychology and socio-cultural influences
EXTENDED LEARNING: Some practical activities will have to take place outside of the school curriculum due to facilities and logistics. For activities assessed outside of the centre video evidence is required and students are expected to take responsibility for this with the support and guidance of their subject teacher. Students will be expected to commit themselves to school sport as well as in the community. Homework will be set based on the theory of participation and performances. OTHER INFORMATION: There may the opportunity for students to attend an activity week at an outdoor centre (TBC) which provides an opportunity for them to access alternative sporting activities and assist in raising practical attainment/assessments. This will generally take place during the last week of the school year and cost approximately £300.
67
At a glance
INFORMATION AND COMMUNICATION TECHNOLOGY
Course title
GCSE
Grading
1- 9
Assessment method
XXCCC
EBacc
×
Best 8
ICT skills are essential for success in higher education and employment. They are part of the fundamental skills required by employers. Content Unit 1: Living in a Digital World (written paper 1½ hours) 40%: Students explore how digital technology affects the lives of individuals, organisations and society. They will learn about current and emerging digital technologies and the issues raised by their use in a range of contexts. Students will develop awareness of the inherent risks of using ICT and the features of safe, secure and responsible practice. Areas covered: Personal digital devices Connectivity Operating online Online goods and services Online communities Issues Unit 2: Using Digital Tools Controlled Assessment (centre assessed) 60% This is a practical unit whereby students use a range of digital tools and techniques to produce effective ICT solutions in a range of contexts. Students will learn to reflect critically on their own and others‟ use of ICT and to adopt safe, secure and responsible practice. Areas covered: Research and information gathering Modelling (spreadsheets and databases) Digital publishing Evaluating outcomes Working efficiently and safely Extended Learning Students are expected to develop their skills and understanding outside of lessons in their own time. Other Students are encouraged to use the remote applications via redborne.com. There is no need to buy any software to complete this course. Useful web link: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/ict-2010.html 68
At a glance
TEXTILES
Course title
GCSE
Grading
A*- G
Assessment method
CCCXX
EBacc
×
Best 8
CONTENT: This exciting and creative two year course enables students to develop their knowledge and understanding of materials and processes in order to design and make high quality textiles and fashion products. We begin the course with a practical project making a day dress for the charity „dress a girl around the world‟, which is then donated to children in countries such as Uganda. This is followed by workshop based projects which allow students to experiment with a wide range of construction and decorative techniques. These skills will then inform the work completed for controlled assessment projects as well as providing an excellent basis to the theoretical knowledge required for the exam unit. ASSESSMENT: The assessment for this course is composed of 3 units. Controlled Assessment 1 (Year 10 Coursework) Introduction to designing and making (30%) Students will select a starting point, research it and come up with a design brief and detailed specification. This product is then developed, modelled, made and tested. Controlled Assessment 2 (Year 11 Coursework) Making quality products (30%) Students will further develop their skills in order to design and make a fully functional quality product The majority of Controlled Assessment projects must be completed within lesson time.
Exam Paper (Year 11) Sustainability and Technical aspects of designing and making (40%) The exam focuses on the knowledge, skill and understanding underpinning the design and manufacture of textile products both in the classroom and in the textiles Industry. EXTENDED LEARNING: Homework tasks will reflect the variety of the course and include follow up work from lessons, practice exam questions, preparation for practical assignments and project work. Students will be expected to spend around 2 hours a fortnight on homework. OTHER INFORMATION: Practical work is a compulsory element of the course and students will be required to provide the fabrics and threads for the products they will make.(In some circumstances we would provide them) This course leads into our very successful BTEC Fashion Design and Production course in the sixth form.
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At a glance
SPORT STUDIES
Course title
CNAT
Grading
PMD
Assessment method
XCCC
EBacc
×
Best 8
CONTENT: This vocational qualification is suitable for students across the ability range. It suits those students who are successful with coursework as the focus of many of the units is on producing portfolios for assessment. There is, however, one compulsory examined unit on this course. Sport takes up one option and can be taken alongside PE GCSE, with students being actively encouraged to carry out independent research. Sport is a high-profile and expanding industry and, as such, there is a growing need for qualified professionals and capable volunteers. This can be anything from sport scientists assessing how nutrition, environment and training programmes can optimise performance, through to a sports coach having to develop the skills, tactics and strategies of a team or an individual. The importance of regular participation and involvement in sport and physical activity is widely recognised and increasingly reflected in government education and health policies, which aim to encourage exercise and proper nutrition and underline the benefits to society of an active and healthy population. Cambridge Nationals in Sport offer students the solid foundation required for further progression in to the industry. This qualification prepares students for employment in job roles where they will be involved in elements of delivering sports opportunities to the public. It is also suitable for those wishing to progress to further study in sport or PE. The course accredits students‟ abilities to carry out a range of tasks and has been designed to accredit their achievements in a modern and practical way that is relevant to the workplace. The aims of the course are to:
develop students‟ knowledge and understanding of sport; develop students‟ skills in contexts that are directly relevant to employment situations, thereby enhancing their employability within the sports sector; develop students‟ ability to work effectively in a sports context; encourage progression by assisting in the development of skills, knowledge and understanding that students will need to access further education opportunities or work-based training; promote interaction between employers, centres and students by relating teaching and assessment to real settings.
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ASSESSMENT: Students will complete 4 units of work in order to qualify for the award: Unit 1 – Contemporary Issues in Sport (Exam) Unit 2 – Developing Sport Skills (coursework) And two of Unit 3 – Sports Leadership (coursework) Unit 4 – Sport and the Media (coursework) Unit 5 – Working in the Sports Industry (coursework) Unit 6 – Outdoor Activities (coursework at an outdoor activity centre) The weighting for each unit is equal and contributes 25% to the overall qualification. Points given for each assignment will determine whether students gain a Level 1 or Level 2 qualification. Units are graded Pass, Merit or Distinction for Level 1. Level 2 students have the same grades, but with a new grading of Distinction* to allow aspirational students to achieve more. EXTENDED LEARNING: Homework will be set regularly contributing to their coursework. The course is very demanding on students‟ time and they will be expected to work hard from the start, manage their time effectively and complete tasks on time. OTHER INFORMATION: There may also be an opportunity to gain extra qualifications while following this course such as a Basic First Aid Certificate, Coaching Awards or Officiating Awards. There may be a small cost involved but it will give the students greater employability and help them with their assignments. However, they are not a compulsory part of the course and it will not affect their overall grade if students choose not to take them. A visit to an outdoor activity Centre is an optional extra unit (Unit 6). This excellent opportunity to gain an extra grade will allow students to pick their best grades overall and achieve a better final grade for their Sport qualification. Students will experience a range of outdoor activities in order to meet the for one whole unit and all activities are geared towards helping them pass the unit. They participate in practical activities during the day and experience talks from visiting instructors in the evening
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At a glance
TRIPLE SCIENCE
Course title
GCSE
Grading
1- 9
Assessment method
XXXX
EBacc The units taught in year 9 form part of the assessment for both the triple and Best 8 combined science courses. Students opting for triple science will gain three GCSE qualifications, one in each of the three separate sciences. The courses followed are AQA Biology (8461), AQA Chemistry (8462) and AQA Physics (8463).
Modules to be studied are listed below: Biology: Cell biology; organisation; infection and response; Bioenergetics; homeostasis and response; inheritance, variation and evolution; ecology Chemistry: Atomic structure and the periodic table; bonding, structure and the properties of matter; quantitative chemistry; chemical changes; energy changes; the rate and extent of chemical change; organic chemistry; chemical analysis, chemistry of the atmosphere; using resources Physics: Forces; energy; waves; electricity; magnetism and electromagnetism; particle model of matter; atomic structure Scheme of Assessment This course will lead to three GCSE qualifications being gained. This GCSE will be graded on the new 1 to 9 grading scale. Assessment for this course will be 100% written exams. There will be two 1 hour and 45 minute exams for each qualification, with an equal weighting put on each exam. Students will be able to sit either the higher or foundation tiered paper. Foundation tier students will be able to achieve grades from 1 to 5, equivalent to a B/C on the lettered grading system. Higher tier students will be able to achieve a grade from 3 to 9. The papers will comprise a combination of multiple choice, structured, closed short answer, and open response questions. All exams will be sat in the summer of year 11. Extended learning This will involve extension work from lessons, including textbook or worksheet extensions, and completion of experimental reports. Other information While the full range of GCSE grades is available, we are expecting most students who follow this option to take the higher paper, and therefore it will be particularly suitable for students who have indicator grades of 5 or above.
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Notes page: List the subjects that you are thinking of doing next year and make sure that you go and see all of these subjects on the options evening on February 9th My short list: 1. 2. 3. 4. 5. 6. 7. 8. Use this table to list possible subject combinations when you get your option blocks on February 4th.
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