Options Booklet

KEY STAGE 4 STUDY PROGRAMME

OPTIONS 2020/2021

CONTENTS

Page Number Introduction 2 Key Stage 4 subjects and option blocks 3-4 People who can help you and Careers Advise 5-6 Qualifications 7 Careers education and guidance 8 Key Stage 4 study programme – core subjects 9 English Language and English Literature 10-12 Mathematics 13 Physical Education and Core RE 14 Science 15 Options – Your choice 16 Art 17 Business Studies 18 Computer Science 19 Dance 20-21 Design and Technology - GCSE Design & Technology 22 GCSE Food Preparation & Nutrition 23 GCSE Art & Design (Textiles) 24 GCSE Art & Design (Graphic Communication) 25 Vocational Award: Hospitality & Catering 26 Drama 27 Geography 28 History 29 Modern Foreign Languages 30 Music 31 Physical Education 32-34 Religious Studies 35 Science 36 Psychology 37 Statistics 38 Options evening hall plan 39 Key Stage 4 Subjects 40 Option block choices 41

KEY STAGE 4 STUDY PROGRAMME

INTRODUCTION

The purpose of this booklet is to provide information for parents and students about the courses on offer in Meole Brace School in Key Stage 4, and at this stage I would encourage you to think about further education/training beyond the age of 16.

In choosing options it can be difficult knowing just where to start. One appropriate starting point would be to look at those subjects which provide most interest. If you enjoy a subject you are more likely to do well in it. It is also often the case that you prefer your stronger subjects so again it makes sense to choose them. At the same time these interests will be beginning g to guide your thoughts as to what you want to do after Meole Brace. The core subjects provide balance and breadth but your options remain important. If you are keen to follow particular courses beyond the age of 16 check on the most suitable subjects and likewise if you have particular career thoughts in mind look at how these match your option choices.

To summarise, in making options consider:

 interests  likes  strengths  career possibilities

Best of luck!

Steve Pierce Deputy Headteacher

KEY STAGE 4 SUBJECTS (September 2020)

The core curriculum is followed by every student and consists of:

Lessons per Lessons per Subject Accreditation fortnight (Y10) fortnight (Y11) English 8 8 2 GCSEs Maths 8 8 1 GCSE PE 4 4 Science 9 9 2 GCSEs PDC 1 1 TOTAL 30 30 5 GCSEs

Options

Option choices have a total time allocation of 20 lessons per fortnight. Students select 4 options.

Please remember that we cannot guarantee every student all her or his preferred choices but will provide a balanced range of subjects.

Subject Lessons per Accreditation fortnight Art 5 1 GCSE Business Studies 5 1 GCSE Computer Science 5 1 GCSE Dance 5 1 GCSE Food Preparation and Nutrition 5 1 GCSE Hospitality and Catering 5 1 GCSE Design Technology - GCSE Design and Technology GCSE Food Preparation & Nutrition 5 1 GCSE GCSE Art & Design (Textiles) GCSE Art & Design (Graphic Communication) Vocational Award: Hospitality & Catering Drama 5 1 GCSE Geography 5 1 GCSE History 5 1 GCSE French/Spanish/German 5 1 GCSE Music 5 1 GCSE PE 5 1 GCSE Product Design 5 1 GCSE Religious Studies 5 1 GCSE Science 5 (+9 from core) 3 GCSEs

Rules for choices (relate to the tables overleaf)

 Chose only one subject from each block  You cannot choose the same subject more than once

NB Please discuss these options carefully with your child. Although we are aware that students can alter their decisions it may be impossible to change some Options after the initial choices have been made.

STUDENTS PICK ONE CHOICE FROM EACH OPTION BLOCK

Option Block A Option Block B Art Business Studies Business Studies Computer Science Geography Drama D&T: Food Preparation & History Nutrition Vocational Award: Music Hospitality & Catering PE French Science (Separate) Geography Religious Studies Science (Separate)

Option Block C Option Block D Art Business Studies Business Studies Dance Art & Design (Graphic Drama Communication) French Art & Design (Textiles) Geography Design & Technology German French History Geography Science (Separate) History Spanish Science (Separate)

Any student who cannot be allocated their choices will meet with Mr Pierce or Mr Langley to discuss alternative options

PEOPLE WHO CAN HELP YOU

The School Careers Leader - Mrs L Richardson Your Head of Year and form tutor Your subject teachers and Head of Department Your parent/guardians

The Careers Adviser, Sue Ratcliffe, can help you to decide on your future career and your GCSE options. Email [email protected] for an appointment to see Sue in school or to ask a question about your plans. Year 9 students can also drop in to see Sue at lunchtime or break on Wednesdays and Thursdays in the Careers Room under the bridge to the Sports Hall.

Kudos All year 9 students will be introduced to Kudos over the next few months to help with option and career choices. Students will be provided with their unique user name and password.

What is Kudos? Key features include: • Career ideas generator based on interests and aspirations • Up-to-date, impartial careers information • Different starting points which reflect student needs • Easy to understand labour market information • Transparent results to aid students’ self awareness • Links school subjects to careers • Structured CV builder • Live Apprenticeship vacancies linked to careers • Post-16 courses which offer progression into each career • Information on the University courses relevant to each career • Real-time job vacancies

Kudos provides young people with a personalised experience which enables them to explore careers and learning pathways based on their interests and aspirations. They can get ideas of careers that they might like, explore their own career ideas, discover where their favourite subjects could take them and uncover a world of opportunities in different areas of work.

Using Kudos each young person will discover why some careers are better suited to them than others as well as developing a greater understanding of themselves and all of their future options. With up-to-date information on hundreds of careers, Kudos equips a young person with everything they need to know to make the best possible career decisions.

Four exploration routes through the program. Kudos is divided into four starting points. These are: 1. Take the My Future quiz to find your perfect career 2. Explore subjects 3. Explore work areas 4. Explore careers

Some students may need careers ideas to explore whilst others may have a clear idea of what career they are interested in. All students can work through the program at their own pace to end up at the stage where they can make informed decisions about their future.

CAREER ADVICE

Year 7, 8, 9, 10, 11 Got a question about Careers, Options, College, Apprenticeships, University?

Need some help?

Drop in at lunchtime or break on Wednesdays and Thursdays or email [email protected] for an appointment.

Careers room between A7 English and the Girls’ Changing room.

Sue Ratcliffe Registered Careers Advisor [email protected]

In school on Wednesdays and Thursdays

QUALIFICATIONS

You are invited to choose subjects for study over the next two years which will lead to the General Certificate of Secondary Education (GCSE).

Grades awarded for qualifications offered.

BTEC equivalent to GCSE New GCSE grading system Level 2 Distinction 9 8 7 Level 2 Merit 6 Level 2 Pass 5 Level 1 Distinction 4 Level 1 Merit 3 Level 1 Pass 2 1

(A more detailed comparison between current and new GCSE grades is found on the next page.)

GCSE General Certificate of Secondary Education. BTEC Business and Technology Education Council.

For some subjects there will be a compulsory controlled assessment component and this covers all types of activity carried out by students which are used for assessment purposes. This activity can form a major part of the students' homework.

The courses are intended to meet the needs of all our students regardless of whether they plan to leave full-time education or to pursue further study or training. Students wishing to follow a course in further education - such as AS and A2 levels - would need to achieve the higher grades.

CAREERS EDUCATION AND GUIDANCE

Emphasis is placed on practical advice and personal guidance as the student moves towards employment or further education. In addition, we aim to increase the individual student's awareness of the world of work and of wider community issues.

During Years 10 and 11, a policy of Careers Education and Guidance will continue to form an integral part of the preparation of our students to take on and enjoy the experience, opportunities and responsibilities of adult life.

Delivery of such material will be through:

1 Individual subjects in a cross-curricular manner with the aim that careers awareness penetrates many aspects of the curriculum

2 During PDC lessons students will discuss CV writing, applications and interview techniques.

3 Individual interviews with personal advisers.

4 The use of post 16 Further Education institutions such as Shrewsbury Sixth Form College, Shrewsbury College of Arts and Technology, North Shropshire College, Youth Training providers and Apprenticeship providers

5 Computer software KUDOS and Internet search engines

6 One to one counselling by form tutors/careers advisors

In addition to the above, opportunity is also provided for parents to play an important part in the careers decision making process of their children.

KEY STAGE 4 STUDY PROGRAMME

CORE SUBJECTS

English

Mathematics

Physical Education

Religious Education

Science

AQA GCSE ENGLISH AND ENGLISH LITERATURE

Your two year English course will focus on developing your skills in reading, writing and speaking and listening. You will study 4 texts: a Shakespeare play, a 19th century novel, a modern novel or play and a collection of poetry linked by the theme of either Love and Relationships or Power and Conflict. At the end of the course, you will sit 4 examinations which will allow you to demonstrate your knowledge, understanding and skills in response to unseen passages of text and in writing about the texts you have studied. You will not have copies of the texts you have studied in the exams and will have to memorise quotations. This guide explains what you will have to do in each examination. Your teachers will explain the assessment objectives (AOs) for each question.

SPEAKING AND LISTENING You will have many opportunities to develop your oral communication skills during the course. As part of the GCSE English Language specification, you will research, plan and deliver a formal presentation which will include you responding to questions from your audience. This is an important skill in most careers and is often expected in interviews for university and employment. You and your teachers will work together to choose an appropriate topic and task to work on which may link to a personal interest. You will be expected to address the audience directly using cue cards/notes as support if necessary. You will be assessed against a set of criteria which your teachers will share with you leading to the achievement of pass, merit or distinction. This outcome will be reported on your final GCSE certificate but will not count towards your final grade award for English Language.

GCSE ENGLISH LITERATURE PAPER 1 SHAKESPEARE AND THE 19TH CENTURY NOVEL 64 MARKS (40%) 1 HOUR 45 MINUTES 15 minutes reading time; 45 minutes for each section. SECTION A 34 MARKS (4 FOR SPAG) SHAKESPEARE There will be ONE question on the play you have studied. There will be a short extract from the play and the question will ask you to write about both the extract and the whole play in reference to the focus given. Assessed for AO1, AO2 and AO3. SECTION B 30 MARKS 19TH CENTURY NOVEL There will be ONE question on the play you have studied. There will be a short extract from the novel and the question will ask you to write about both the extract and the whole novel in reference to the focus given. Assessed for AO1, AO2 and AO3. PAPER 2 MODERN TEXTS AND POETRY 96 MARKS (60%) 2 HOURS 15 MINUTES - 45 minutes for each section SECTION A 34 MARKS (4 FOR SPAG) MODERN TEXTS There will be TWO questions for each text and you will choose ONE. You will respond in essay form to your chosen question. Assessed for AO1, AO2 and AO3. SECTION B 30 MARKS ANTHOLOGY POETRY There will be ONE question for the cluster you have studied. One poem from the cluster will be printed on the exam paper together with a list of all the poems in the cluster. You will be asked to COMPARE the poem printed with ONE other poem of your choice from the cluster. Assessed for AO1, AO2 and AO3. 10

SECTION C 32 MARKS UNSEEN POETRY There will be TWO new poems for you to read in this section and TWO questions to answer. QUESTION 1 24 marks You will write about the first poem only. Assessed for AO1 and AO2. QUESTION 2 8 marks You will be asked to COMPARE the similarities and/or differences in the ways the TWO poets have presented their ideas using details from both poems. Assessed for AO2 only.

ENGLISH LANGUAGE PAPER 1 TIME: 1 HOUR 45 MINUTES EXPLORATIONS IN CREATIVE READING AND WRITING Source: an extract from a 20th or 21st century novel ONE text extract printed as a complete text and then in sections within the question booklet. The question stems will always be the same. The exam time includes 15 minutes for reading the source extract. Q1 AO1 List 4 things – this is a quick comprehension question 4 marks Your focus: identify explicit information and ideas from reading the opening 5 minutes part of the extract. You can use quotes or paraphrase.

Q2 AO2 How does the writer’s use of language……? You will be asked to select examples of interesting language use from a 8 marks section of the text and then comment, explain and analyse the details you select. 10 minutes There will be bullet points to suggest the focus for your answer. Q3 AO2 How does the writer structure……..? You will be asked to write about how the writer has organised the whole 8 marks extract by looking at techniques like narrative voice, sequencing, shifts in focus etc. 10 minutes There will be bullet points to suggest the focus for your answer. Q4 AO4 To what extent do you agree…….? This question involves critical evaluation. You will be responding to a 20 marks statement about part of the extract and will be writing about your response to the extract and the statement with evidence of how and why you feel and 20 - 25 respond as you do. minutes There will be bullet points to suggest a focus for your answer. Q5 You will have a choice of 2 writing tasks and these will always be either WRITING narrative or descriptive or one of each with a link to the themes of the reading source. 40 MARKS There will be a picture to inspire one of the tasks. You will be expected to plan your writing in your answer booklet and it will be 45 minutes important to check the accuracy of your writing.

AO5 24 marks available for content and organisation AO6 16 marks for your use of vocabulary, grammar and accuracy of spelling and punctuation.

ENGLISH LANGUAGE PAPER 2 TIME: 1 HOUR 45 MINUTES WRITERS’ VIEPOINTS AND PERSPECTIVES TWO sources: an extract from a 19thcentury non-fiction text and a non-fiction extract from either the 20th or 21st century. Both extracts will be printed in a separate insert to allow you to access them when answering the questions in the answer booklet. The question stems will always be the same. The exam time includes 15 minutes for reading the source extracts. Q1 AO1 True/false statements – this is a quick comprehension question 4 marks You will be asked to shade boxes to mark 4 TRUE statements about source 5 minutes 1.

Q2 AO1 Write a summary….. You will be asked to write about the similarities or differences between the 8 marks two sources against a specific focus related to the themes/ideas in the texts. You will need to select evidence – quotations to support what you write and 8 minutes make inferences. No bullet points are given here. Q3 AO2 How does the writer’s use of language……? You will be asked to select examples of interesting language use from any 12 marks part of source 2 and then comment, explain and analyse the details you select. 12 minutes No bullet points are given here. Q4 AO3 How do the writers present…..? This question requires comparison. You will be asked to COMPARE the 16 marks ways writers present their ideas in the two extracts using evidence from both. 20 minutes There will be bullet points to suggest a focus for your answer. Q5 There will be ONE writing task linked to the topic of the reading sources and WRITING inviting you to express your point of view in a formal piece of writing for a given audience and purpose 40 MARKS You will be expected to plan your writing in your answer booklet and it will be important to check the accuracy of your writing. 45 minutes AO5 24 marks available for content and organisation. AO6 16 marks for your use of vocabulary, grammar and accuracy of spelling and punctuation.

MATHEMATICS

In KS4 students will follow the Edexcel Mathematics syllabus. All students will follow the Linear Course at either:

 Foundation Tier (GCSE grades 1 to 5)

 Higher Tier (GCSE grades 4 to 9)

Assessment

Students will sit Examination papers in the Summer Term of Year 11. There will be NO coursework to the Mathematics GCSE.

Course Content

The Mathematics GCSE course follows the Ofqual Guidelines and will cover Using and Applying Mathematics, Number, Algebra, Shape and Handling Data at levels appropriate to each Tier. There is a new emphasis on the PROPORTION aspect of number – this includes, Ratio, Percentages, Fractions & Decimals.

Students will also be given the opportunity to develop their Functional Skills where they will apply their Mathematical knowledge in real-life situations.

Setting

Students will be placed in groups according to their Mathematical ability within each half-year.

Students will sit regular internal assessments (6 per year) the purposes of which are:

 To inform students of their current working grade  To inform students of the topics they need to revise individually  To change students sets as necessary*

*It is not expected that there will be a great deal in movement between the sets in KS4 since most refinement will have been done throughout KS3.

Equipment

All students will need to bring pen, pencil, ruler and scientific calculator to each lesson.

PHYSICAL EDUCATION

The Physical Education (Key Stage 4) programme provides each student with the opportunity to participate in an extending range of physical activities based upon the needs and interests of the individual child.

Year 10

Students will be given opportunities to refine their techniques and skills within their chosen in- depth activities. They will be challenged to adapt their performance by responding to different roles and tactics as well as ensuring they evaluate accurately and make judgements using the relevant technical terms. For the two chosen in-depth activities students will be encouraged to develop the highest possible levels of achievement as well as widening their knowledge of coaching and aspects of health related exercise.

Year 11

Students are given more responsibility in planning and selecting the activities or sports they wish to develop. The range of activities is wide, allowing students both to continue to develop existing interests and to have the opportunity to foster new skills. An intrinsic part of all activities is the development of social and personal qualities together with an awareness of the importance of a healthy lifestyle. All activities, both familiar and otherwise, are designed to be enjoyable, vigorous and purposeful.

CORE RE

It is a legal requirement that all students are given access to RE until they leave school.

These sessions allow students the opportunity to discuss, debate and gain understanding of real life issues. It helps them to develop higher order thinking skills and to consider their personal stance about today’s world in a positive and safe environment.

The RE is delivered through PHSE and a series of themed events throughout the school year.

SCIENCE

Science remains compulsory at Key Stage 4 and it is expected that all students will achieve at least two GCSEs by the end of Year 11. All examinations are in the summer of Year 11. The GCSEs will be assessed on the 9 - 1 grading system, with 9 being the highest grade and 1 being the lowest grade. The examinations are available in two tiers: Foundation tier will cover grades 5 - 1, and Higher tier will cover grades 9 - 4.

The only decision pupils need to make is will they do ‘triple science’ (separate GCSEs in biology, chemistry and physics) or ‘combined science’.

Triple science uses one option. If pupils do not choose to do this they will do combined science, which leads to two GCSE’s.

Triple Science is ideal for those students who are really serious about their science and are maybe looking to take it further, beyond GCSE. Anyone considering taking A levels in any of the science disciplines would benefit from studying GCSE Biology, chemistry and Physics. Students need to have a good understanding of Science and maths e.g. those expecting a 3+ at the end of Year 9. Please see science page in the ‘Options’ section towards the end of the booklet.

1 Triple Science Option- 3 GCSE’s

Triple Science is three separate GCSEs: biology, chemistry and physics. It is ideal for keen scientists particularly if they may wish to do A level Sciences at Sixth Form College. It uses up ONE option.

2 Combined Science – 2 GCSE’s

Examination marks from their exams are added up and lead to the GCSE in combined science, not the separate subjects. It includes biology, chemistry and physics units, but covers less material than the separate sciences. This course will provide students with a broad coverage of science.

Throughout the course students will be expected to complete the sixteen core practical’s, as specified in the syllabus. The practical skills students gain from this work will be assessed, alongside the subject content, in the written examination papers at the end of the course. There is no coursework to be handed in for the GCSE.

The Combined Science GCSE consists of six examinations, each lasting for one hour and ten minutes. Students will receive two grades based on the 9 - 1 scale; for example 7-7, 6-5 or 4-4.

The triple science option is described in more detail in the options section of this booklet.

OPTIONS

In the following pages you will find short descriptions of the subjects you could be taking in the optional section of the study programme. READ THESE DESCRIPTIONS CAREFULLY. Study your latest report, consult some of the people previously suggested in this booklet, and then complete the option form and return it to your FORM TUTOR as soon as you are sure that you have made the best possible choices.

Having made your decisions, you must understand that if you are accepted for a particular subject, it will not be possible for you to give that subject up once you have started upon the course.

YOUR CHOICE

Art Business Studies Computer Science Dance D&T: GCSE Design andTechnology D&T: GCSE Food Preparation & Nutrition D&T: GCSE Art & Design (Graphic Communication) D&T: GCSE Art & Design (Textiles) D&T: Vocational Award in Hospitality and Catering Drama Geography History Modern Foreign Languages (French, Spanish or German) Music Physical Education Religious Education Science – Biology, Chemistry and Physics

G G

GCSE ART AND DESIGN n g i s e D d n a A E S C t r

WHAT DOES IT INVOLVE? Studying GCSE Art & Design develops vital transferable skills including self-confidence, time-management and independent learning. Art & Design study at this level encourages students to explore a wide range of techniques in order to respond to a theme. Students will have the opportunity to visit an Art Gallery and to take part in a workshop with an Artist in school to enrich their portfolio work.

ASSESSMENT AT GCSE At GCSE, the overall grade achieved is made up from two components. 1) Portfolio of work - 60% of grade This is the work completed in lessons and at home for homework throughout Year 10 and the start of Year 11. It is made up of one or two projects. 2) Externally set task - 40% of grade This is the exam task set by the exam board in the Spring term of Year 11 involving project work and a 10 hour practical exam to make the final piece that has been planned.

Students’ work will be marked regularly with both verbal and written feedback to help them improve.

Each project follows a structure something like the following: e c a r B e l o e M t a - Mind map/mood board - Developing ideas and materials - Photos linking to the theme - Planning a final piece - Drawings from the photos - Making the final piece - Artist research pages

HOMEWORK @ GCSE Homework will be set regularly throughout each project which may involve research tasks, printing artist images or completing a practical task from lesson.

It is very important that students consistently meet deadlines throughout the course as this is the best way to ensure they can receive feedback and actively work on it to progress.

IN SCHOOL SUPPORT We run an Art Club on Mondays and Wednesdays 3.10-4.00pm where students will receive additional help with their work. They can use this time to complete homework or to add to their classwork.

We expect all GCSE students to attend at least one of these sessions each week to ensure that all work is up-to-date and completed.

SHOULD I TAKE ART? Your Art teacher can have a conversation with you and show you examples of sketchbooks at a range of grades to help you make up your mind about whether to choose to take Art. Let your Art teacher know if you would like to do this. 17

BUSINESS STUDIES – GCSE COURSE OUTLINE

The Business Studies Department will be offering a new course in 2017 which is significantly different, in terms of both content and assessment to the previous course offered. Parents and students should be aware of this change.

OCR J204 GCSE (9-1) Business

Students will follow the NEW OCR GCSE (9-1) Business specification which provides a dynamic, contemporary and exciting opportunity for students to engage with the world of business today.

The course uses a variety of real business contexts to consider issues and challenges facing entrepreneurs and commercial organisations.

Course Content

The course is assessed by 2 written examinations that are both 1 hour 30 minutes long.

Exam Paper 1 looks at business activity, marketing and people in business. This includes learning about the different types of business ownership, business planning and market research, the marketing mix and the role of people in businesses including entrepreneurs.

Exam Paper 2 looks at business operations, finance and influences on business. This includes learning about manufacturing, sales, how to calculate break-even and profit, and how businesses are affected by the world around them.

Induction All YR.9 students opting for Business Studies will need to complete an induction project over the summer term. The project will be submitted and assessed in the first week of the Autumn term.

Grading Students will be awarded a grade 9 to 1 based on their performance in the 2 exams.

What type of student is Business Studies suitable for? This course is particularly suitable for students who are interested in learning more about business. It also allows students to develop skills through the Young Enterprise company program.

Students have the opportunity to develop as enterprising individuals with a practical set of key skills, including problem solving and decision-making, interpreting and analysing data, and more.

If you want to know a little more about the world we live in, are well motivated and able to work independently but also share ideas and co-operate with others, then Business Studies could be the ideal subject for you.

This qualification offers an ideal foundation to gain insight into future career paths in business. It can provide a useful stepping stone to many further education qualifications including A Level Business.

GCSE DANCE

Component 1: Performance and Choreography PERFORMANCE: Set phrases through a solo performance (approximately one minute in duration) x 2 Duet/ Trio performance (three minutes in a dance which is a maximum of five minutes in duration)

CHOREOGRAPHY: Solo or group choreography – a solo (two to two and a half minutes) or a group dance for two to five dancers (three to three and a half minutes)

How it’s assessed: Internally marked and externally moderated Performance 30% of GCSE 40 MARKS Choreography 30% of GCSE 40 MARKS TOTAL COMPONENT OF GCSE: 60%

GCSE DANCE

Component 2: Dance Appreciation

What’s assessed:

Knowledge and understanding of choreographic processes and performance skills

Critical appreciation of own work

Critical appreciation of six professional works:

Professional Dance Work Dance Company Choreographer

Artificial Things Stopgap Dance Company Lucy Bennett

A Linha Curva Rambert Dance Company Itzik Galili

Infra The Royal Ballet Wayne McGregor

Shadows Phoenix Dance Theatre Christopher Bruce

Within Her Eyes James Cousins Company James Cousins

Emancipation of Expressionism Boy Blue Entertainment Kenrick H20 Sandy

How it’s assessed: TOTAL COMPONENT OF GCSE: 40% Written exam: 1 hour 30 minutes 80 MARKS

GCSE: DESIGN AND TECHNOLOGY

AQA Specification Code: 8552 Graded: 9-1

GCSE Design Technology prepares students to participate confidently and successfully in an increasingly technological

world. Students will gain awareness and learn from wider influences on Design & Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making to apply technical and practical expertise. This GCSE allows students to study core technical, designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth. This

qualification is linear, meaning that students will sit all their exams and submit all their non- exam assessment at the end of the course. The new GCSE places greater emphasis on understanding and applying iterative design processes. Students will use their creativity and imagination to design and make prototypes that solve real and relevant problems, considering their own and others’ needs, wants and values.

How it's assessed Written paper Non-exam assessment (NEA)

• Single 2hr exam paper • 30–35 hours (approximately)

• 100 marks • 100 marks • 50% of GCSE • 50% of GCSE

Non -exam assessment (NEA) The NEA in its entirety should take 30–35 hours to complete, and consist of both a working prototype and a portfolio . Students will undertake the single ‘design & make’ project in Yr11, which will arise from investigating one of the contextual challenges set by AQA. This is assessed through an iterative design process, meaning that marks will be awarded holistically where the different skills appear. Please note only 10% of their overall grade is for making the prototype, and this GCSE is not a Resistant Material qualification. The other 40% of the NEA element of the overall grade is achieved by submitting a concise portfolio of approximately 20 pages of A3 paper, equivalent A4 paper or the digital presentation. The portfolio will consist of an investigation into the contextual challenge(s); defining the needs and wants of the user; relevant research to formulate a design specification; design ideas with flair and creativity developed to formulate a final design solution (including modelling); manufacturing specification; final prototype that is fit for purpose and a final evaluation. The task must be of an appropriate level of complexity and contain a degree of uncertainty of the outcome so that students can engage in an iterative process of designing, making, testing, improving and evaluating. Design fixation is to be avoided at all costs.

Important things to consider This whole course; and in particular the examination, demands reasonable ability in Science and Maths. Good ICT skills are also needed for the major coursework project. Students will need to demonstrate commitment to both the practical work and the theory. Please also note that the OFQUAL regulations do not allow individual feedback to students by their teacher, and a willingness by pupils to work hard and independently are essential to success.

No child will have to buy anything to study the GCSE, and no child will be disadvantaged due to their parent’s financial situation. However, the final product made by the students remains the property of AQA until ownership passes to MBS in the October following the final exam. If pupils wish to retain their practical work, they must make a contribution to the materials costs and either fully or partially reimburses the school. Alternatively, parents can provide all or part of the materials themselves. 22

GCSE: FOOD PREPARATION & NUTRITION

AQA Specification Code: 8585 Graded: 9-1

The food industry is Britain’s biggest employer offering a wealth of opportunities: Chef Food Science Occupational and Environmental Health Food Retail Consumer Science Nursing & care work Hotel and Catering Management Publican Product Development Hospitality Food writer / critic Dietitian Consumer Scientist Even TEACHING

The new GCSE in Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills, providing students with a thorough understanding of nutrition, food preparation, food provenance & the working characteristics of food materials.

The course covers practical cooking skills and five core topics:

Food nutrition and health: Studying both macro and micro nutrients, nutritional needs, diet & health, nutritional analysis and technological developments.

Food Science: Cooking & heat transfer, functional and chemical properties of food.

Food Safety: Food spoilage & contamination, and the principles of food safety.

Food Choice: Factors which influence food choice, British & international cuisines, and sensory evaluation.

Food Provenance: Environmental impact & sustainability of food, processing and production methods. Practical skills including:  Knife skills including fruit & vegetable preparation.  Use of various pieces of equipment,  Sauce making, including Salad dressings, batters, roux sauce, emulsions, all in one, blended, and veloute.

 Making different types of dough (pastry, pasta & bread)  Preparation & cooking of meat, poultry, fish and meat alternatives. Including filleting fish, marinating & tenderising and portioning a whole chicken.  Methods of cooking: Moist, dry & oil  Pastry making: Shortcrust, choux, and puff pastry.  Food presentation skills such as: garnishing, shaping, piping, and layering.

Assessments 50% One written exam: (1 hour 45 minutes), and 50% Non-exam assessment. (NEA – includes a 3 hour practical exam) The NEA is a food Investigation consisting of the following:

NEA 1: Students will be required to produce a food investigation report, consisting of 1500-2000 words, demonstrating their understanding of the scientific principles that underpin the preparation and cooking of foods.

NEA 2: Students are also required to plan, prepare, cook and present a three course menu within 3 hours, including a 20 page portfolio of their practical work.

Important things to consider This course demands reasonable ability at Science as some of the work covers food science and nutrition. Good ICT skills are needed for the major coursework project. Students also need to demonstrate commitment to the practical work including providing ingredients. 23 x GCSE ART & DESIGN (TEXTILES)

WJEC Eduqas (9-1) Entry Code: C653QS

GCSE Textile Design offers an inspiring programme of study, which will challenge students to refine and develop practical textile skills, understanding properties of materials and creative thinking.

This exciting new course focuses on learning different textile techniques and exploring the work of fashion designers and textiles artists. Students can base their work on any of the below

categories:

o Fashion or Costume design o Printing and dying textiles o Interior design in textiles o Embellished textiles Students will develop their practical skills through learning and applying different techniques to their work. This qualification focuses on the creation of designs and products for woven, knitted, stitched, printed, dyed and decorative fabrics and involves an understanding of fibres, yarns and fabrics. As part of the course students are required to carry out research into the work of historical and contemporary textile designers and makers. Students will therefore have the opportunity to visit a Fashion and Textile Museum and take part in a textile workshop which will help to enrich their portfolio work.

Assessment: The overall qualification grade is calculated from the results of two components: Component 1: Portfolio of work and textile based product – 60% of grade. This is completed in lessons and for homework over three terms in year 10 and at the start

of year 11. Students work will be marked regularly and be provided with both verbal and written feedback to help them improve. Component 2: Externally set task – 40% of grade.

This is a task set by Eduqas. Students will prepare work for this exam in the Spring Term of year 11 and complete a textile product in a 10 hour period.

Progression

This qualification provides a suitable foundation for the study of Textiles, Fashion and Art and Design at either AS or A level.

Successful completion can lead to higher education and career developments into job roles such as: textile designer, textile buyer, fashion designer, fashion forecaster, knitwear designer, milliner, fashion journalist

GCSE ART & DESIGN (GRAPHIC COMMUNICATION)

Eduqas GCSE Art and Design: Graphic Communication - C654QS

Graphic designers are interested in the imagery of the world around them and use this to inform their design ideas for new products. Students must be open-minded, have an interest in creativity and be able to manage their own time

as they will be predominately working on their own projects and portfolio.

Graphic Design is a form of visual communication. It is a process by which visual

information is given form and structure, so as to communicate a message.

Being a Graphic Designer is the profession of visual communication that combines images, words and ideas to convey information to an audience. It involves designing print or electronic forms of visual information for advertisement, publication or website.

Possible areas of study include: • Advertising • Communication graphics • Design for print • Illustration • Interactive design

• Multi-media • Package design • Signage • Typography Work is not limited to one area of study and the work will be covered across four assessment areas AO1: Critical understanding AO2: Creative making AO3: Reflective recording AO4: Personal presentation There are two sections within the subject. Component 1 is a pupil generated portfolio worth 60% of the qualification and Component 2 is an externally set assignment worth 40% of the qualification.

What could this qualification lead to? Successful completion of this qualification will fulfil the entry requirements for relevant academic and vocational study post-16. The knowledge and skills gained will provide a secure foundation for a range of careers including careers the graphic design industry. Learners who achieve this qualification could progress onto A Levels or Level 3 qualifications in topics such as Design and Technology, Graphic Design or Art & Design.

Potential careers include a wide range of design roles such as Architecture, Graphic Design, Product Design, Engineering, Model Making, Web Design and Multimedia.

If you are interested and have any questions please feel free to contact Mr Alexander.

VOCATIONAL AWARD: HOSPITALITY & CATERING

WJEC Level 2 : Hospitality and Catering 5569QA

Graded: Level 1 Pass - Level 2 Distinction

The hospitality & catering sector includes all businesses that provide food, beverages, and/or accommodation services such as restaurants, hotels, pubs and bars. It also includes airlines, tourist attractions, hospitals and sports venues.

According to the British Hospitality Association, hospitality and catering is Britain’s fourth largest industry and accounts for around 10% of the total workforce. Since 2010, over 25% of all new jobs have been within the hospitality and catering sector with the majority of new roles falling within the 18-24 age groups, according to a report by People 1st.

Assessment. Pupils will study two mandatory units.

Unit 1: The Hospitality & Catering Industry. (Examination 40%)  Food nutrition and health. Macro & micronutrients. Special dietary needs.  Food hygiene. Food poisoning micro-organisms.  Health & safety. Procedures within hospitality and catering provisions.  Structure of Hospitality & Catering. Types of catering establishments. Services. Standards and ratings. Job roles within the industry.  Hospitality & Catering operations. Kitchen brigade. Front of house. Service industry.

Unit 2: Hospitality & Catering in Action (Controlled assessment 60%) Pupils will complete one controlled assessment over 9 hours. This will showcase the skills and knowledge they have developed throughout the course. This will be in response to a brief & will require the pupil to plan, justify and make nutritionally balanced meals for a specified client group. Food skills will be assessed during a three hour practical exam. Pupils will produce a portfolio of their work, approximately fifteen A4 pages.

Food practical skills

Pupils need to purchase a chef jacket and hat, embroidered with the school logo and their name. The cost will be approximately £30. They will be laundered in school.

Food practical lessons will take place on a weekly basis, covering a broad range of skills such as;

Advanced level knife skills (Fruit & vegetables). Pastry (Shortcrust. Rough-puff. Filo. Choux)

Sauces (Roux. Bechamel. Fruit & vegetable purees & reductions) Doughs (Shaped bread doughs.

Pasta) Preparation & cooking of meat, poultry, fish and meat alternatives. (Filleting fish. Jointing a chicken) Food styling (Plating up dishes. Garnishing & finishing techniques)

What could this qualification lead to?

Pupils can progress onto A Levels. Further Level 1,2 & 3 qualifications in areas such as Hospitality

Management, Food and Beverage Services and Professional Chef.

Career opportunities

The opportunities in this industry range from ‘Head Chefs’ to ‘Kitchen Assistants’ and ‘Hotel Managers’ to ‘Reception staff’. The qualification would also be beneficial to students wishing to pursue careers within the food industry, including ‘New Product Development’ and ‘Food Retail’.

DRAMA

The Drama Course offers students the chance to expand upon the work they have done in the lower school and to explore new areas they may not have experienced. The course covers the following areas:

 Devised work: students create work using a series of stimuli. In creating these performances, they have the chance to apply new technology, digital video, slides and computers to their work.  Scripted: students will study plays by a diverse range of playwrights and perform sections of the plays for assessment.  Theatre Craft: students also have the chance to study lighting design, mask making and theatre make-up.

The course gives students the opportunity to explore their world and make choices for themselves. They have a large degree of personal input into their work and this leads to close and productive relationships within the group.

Assessment

The course is fully assessed throughout both years. Students take part in a range of performances from which, their best mark is submitted. They must provide a portfolio of their work and experience to accompany the practical performances to further support their grade.

The majority of work will be assessed internally, with one module assessed by a visiting examiner.

GEOGRAPHY

Specification: AQA Specification A.

This course consists of six modules, three based on the natural world and three on how human activity impacts on the natural world.

The course contains a wide range of topics including:

Rivers. Why do rivers flood, can we ever really control a river?

The Arctic. How do humans, plants and animals adapt to such harsh conditions.

Settlements. What are shanty towns really like and can their problems ever be solved?

Coasts. Why does it cause a problem if a tourist resort decides to make its beach bigger?

Volcanoes and Earthquakes. Where do they occur, why here, and what can people do to protect themselves?

Globalisation. Can we grow enough food to feed the world without harming the environment?

As you can see in Geography you will tackle real-life issues concerning the world today and in the future. You will see that such issues, both local and global, concerns us all.

There are three exams, all of which are the end of year 11.

Students will build upon skills and knowledge already gained and developed in Years 7 – 9 and will appreciate that there is often more than one way of tackling real-life problems.

Should you have any further questions about the course, please see either:

Mr Grime (Head of Department), Mr Leece, Mrs Wrench, Miss Carlyle or Mrs Pickering.

GCSE HISTORY

We study the AQA course which consists of four sections as detailed below.

Britain: Health and the people A fascinating and often gruesome study of how health and medicine have changed throughout time. For instance, how did WW1 and WW2 help health? What impact have individuals, chance, religion or technology had on medicine? Would this man (picture) survive the amputation?

American West 1840-95: Expansion and Indian scalping a dead consolidation cavalryman, 1892 (picture). This period study focuses on the development of America during a turbulent half century of change. Were Plains Indians savages? How does the Hollywood image of the Wild West compare to the evidence

The new course includes two new elements on the following topics:  British Depth Study: Elizabethan England 1568-1603 incorporating the study of a specific historical environment eg Hardwick Hall or The Globe Theatre.  Conflict and tension in the 20th Century

Trip to London An action-packed two day trip to London for Year 10 students where activities include; a workshop at the Hunterian Museum of Surgery, a guided tour around the Wellcome Collection of images/artefacts relating to the history of medicine, as well as a tour around Hampton Court Palace and the Globe Theatre specified in the Elizabethan England syllabus and experiencing the thrill of live theatre with tickets to a West End show on the history of medicine, experiencing the thrill of live theatre with tickets to a West End show.

We use a wide variety of activities and learning techniques, including role plays, board games, making posters, designing job applications, discussion work and of course, writing notes and essays.

How useful is History?

The skills and knowledge you learn will help you to understand and take part in the world in which you live. History is also directly relevant to careers in journalism, film, theatre, archaeology, politics, tourism, law, teaching, banking, finance and business, to mention just a few.

MODERN FOREIGN LANGUAGES

FRENCH - SPANISH – GERMAN

The course has been developed to help students of all ability to develop a passion for languages, through a culturally engaging content.

It is an inspirational course of study that will enable students to manipulate and use the target language effectively, independently and creatively, so that they have a solid basis from which to progress to A level or employment.

1 Assessment overview The Edexcel GCSE (9-1) in Languages consists of:  four externally examined papers based on the following skills: listening, speaking, reading and writing-weighing each 25%  Students must complete their speaking assessment in April/May and all other assessments in May/June.  Each paper is available at Foundation tier or Higher tier.

2 Subject aims and learning objectives  Develop understanding of the spoken and written forms of languages in a range of contexts and real –life topics  Develop the ability to communicate effectively and confidently in a foreign language.

3 Subject content Five relevant, contemporary and cultural themes:  Identity and culture – customs – media and technology  Local area, holiday, travel and tourism- experiences- destinations  School - trips – events – exchanges – celebrating successes – rules and pressures  Future aspirations, study and employment - volunteering  International and global dimension – bringing the world together – sports events- music events- campaign and good causes - environmental issues

4 Conclusion The qualification has been designed to enable students of all abilities to engage with languages and achieve their potential.

Should you have any further queries Please do not hesitate to contact a member of the MFL team:

 Miss Cheyronnaud : Subject Team Leader  Mr Hogben  Mrs Langley  Mrs Whitmore  Miss Williams  Miss Muñoz Bermúdez

MUSIC

The Course

The GCSE music course is a very practically based course open to any student with an interest in any genre of music. The course will be split into five ‘Areas of Study’:

My Instrument The Concerto throughout time Film Music Rhythms of the World Conventions of Pop

The Examination

Listening to and Appraising Music. Written paper of 1 hour 30 minutes - 40% of final mark.

The last 4 areas of study will be included in the examination, along with the musical elements.

Performing Music. Controlled Assessment - 30% of final mark.

Candidates are required to produce 4 minutes of performances minimum. This must include solo and ensemble performances. (At least 1 minute of your performance portfolio must be ensemble).

Composing Music. Controlled Assessment - 30% of final mark.

Candidates are required to submit two compositions. Compositions must be recorded and notated. One composition is free, but the other must link to a brief set by the exam board.

Why choose GCSE Music?

Inspires creativity – Students are encouraged to broaden their musical horizons and understanding with areas of study that motivate and challenge.

Offers choices to appeal to you as an individual musician – The range of topics will allow for practical experimentation, and are designed to cater for a wide range of interests, instruments, personalities and directions.

Combines the traditional and modern – There are exciting opportunities for you to study diverse and traditional fields, as well as develop an interest in all aspects of your musical heritage.

Encourages you to experiment – There’s plenty of opportunity to work on your own performing, composing and listening.

PHYSICAL EDUCATION

Physical Education

In the PE department we offer two different qualifications to students in KS4. We offer the AQA GCSE Physical Education course as well as the OCR Cambridge National in Sports Studies. Both courses are worth a GCSE or equivalent. Should you decide to choose PE as one of your options, the PE department will make a decision of which course is best suited to you.

GCSE Physical Education

Exam Assessment Written exam: 1 hour 15 minutes Paper 1: The Human body and 78 marks movement in physical activity and sport Content: Applied Anatomy and Physiology, movement analysis, physical training and use of data 30% of the qualification

Exam Assessment Written exam: 1 hour 15 minutes Paper 2: Socio-cultural influences 78 marks and well-being in physical activity and sport Content: Sport psychology, socio-cultural influences, Health fitness and well-being and use of data 30% of the qualification

Non exam assessed For all Awarding bodies, a student must be assessed Practical Performance in physical in three different activities (1 team, 1 individual and 1 activity and sport. from either list) as a performer. The list of acceptable 3 activities, each activity being sports for assessment has been limited in worth 10% of the qualification comparison to recent years.

Total weighting = 30% 75 marks in total. 25 marks per activity.

Non exam assessed Analysis and evaluation of a performance Performance Analysis assessment 10% of the qualification as a 25 marks written controlled assessment. Analyse and evaluate performance of self or another person, giving 2 strengths and 2 weaknesses of performance (15 marks) and produce an action plan to improve weaknesses (10 marks)

GCSE PE now focuses on the theoretical element and the science behind sport. The headline figures are that the course will be assessed on 70% theory and 30% practical. Pupils considering the course should understand they need to have a good dedication to sport and an interest in science in order to perform well.

OCR Cambridge National in Sports Studies

The Cambridge Nationals in Sport Studies take a more sector-based focus, whilst also encompassing some core sport/Physical Education themes. Students have the opportunity to apply theoretical knowledge about different types of sport and physical activity, skills development and sports leadership to their own practical performance. They will learn about contemporary issues in sport such as funding, participation, ethics and role models, and sport and the media. Students will develop an appreciation of the importance of sport locally and nationally, different ways of being involved in sport and of how this shapes the sports industry.

Students are assessed via 4 units. One unit is an assessed by an examination. The other 3 units are assessed via coursework and practical assessment.

Unit R051: Contemporary issues in sport - 1 hour written paper. (25%) Students will explore a range of topical and contemporary issues in sport, relating to participation levels and barriers, the promotion of values and ethical behaviour through sport and the role of high-profile sporting events and national governing bodies in advancing sports’ attempts to positively impact upon society and showcase their worth beyond providing entertainment. Students are able to resit this unit during the two years.

Unit R052: Developing sports skills - Centre assessed task. (25%) Students will develop their skills, techniques and use of tactics / strategies / compositional ideas in both an individual and a team sporting activity, as well as their understanding of the rules to allow them to act in a number of officiating roles within an activity. They will also consider the use of different practice methods in order to improve their performance

Unit R053: Sports leadership - Centre assessed task. (25%) Students will develop some of the knowledge, understanding and practical skills required to be an effective sport leader and plan, deliver and review safe and effective sporting activity sessions themselves. They will be encouraged to consider and evaluate their delivery and by doing so develop their ability to communicate with an audience verbally and through practical demonstration, and adapt to developing situations and the different needs and abilities of those they are leading.

Unit R056: Developing knowledge and skills in outdoor activities - Centre assessed task. (25%) Students will know about the range of outdoor activities that are available in the UK and be able to identify organisations that provide access to these activities. They will also be able to appreciate the reasons why people become involved in these activities and the risks they face when participating. Students will consider how to plan an outdoor activity and be able to participate in one. They will gain an understanding of health and safety and risk assessments in outdoor scenarios, of detailed planning for a group activity with multiple variables, and they will develop their communication, decision making and leadership skills in challenging scenarios and environments.

r both AQA GCSE and OCR Cambridge National Cambridge OCR GCSE and AQA r both

fo Practical Sports Accepted

GCSE Religious Studies Exam Board: AQA

Opinions – Debates – Analysis – Critical Evaluation – Debate – Questioning – Interpretation – Empathy – Clear & Logical Thinking – Literacy & Oracy – Negotiating – Organisation – Problem solving – Research – Working to Deadlines – Questioning – Essay Skills – Thinking – Big Concepts

Topics you will study: Year 10 – Themes RS covers a wide range of Human sexuality and sexual issues that affect millions of relationships before and outside of Religion, people around the world. It marriage; Contraception and family Relationships and widens your awareness of the planning, Same-sex marriage, Families surrounding world and teaches cohabitation, purpose of marriage; people to communicate their Families and Gender Equality own views on many different Good & Evil Actions; Causes of Crime; topical areas. It reflects the fast Religion, Crime & Aims of Punishment; The Punishment of changing world you live in. Punishment Criminals; Capital Punishment; Justice and Forgiveness. How will I be assessed? Peace and Conflict, Terrorism, Just War Religion, Peace and  The course will be Theory, Holy War, Evil & Suffering, examined through 100% Conflict Pacifism. exam Religion, Human Human Rights; Social Justice; Freedom  Students will sit two papers Rights and Social of Expression; Prejudice; Wealth and of 1 hour and 45 minutes Justice Poverty Year 11 - Christianity and Islam  Each paper will examine Christianity beliefs Nature of God, Problem of Evil, skills of knowledge and and practices Creation, Beliefs about Jesus, Death understanding and skills of evaluation. and Resurrection, Salvation, Grace and Atonement. How Christians show these through What skills will I develop? their worship, Sacraments, Festivals and Pilgrimages.  Write well informed Islam beliefs and Nature of God, Freewill, Life after death, arguments. practices Prophet hood and Muhammad.  Apply knowledge in order How Muslims show these beliefs to analyse questions through the 5 Pillars and Festivals. related to religious beliefs and values.

 Reflect on and develop

your own values, beliefs and attitudes.

SCIENCE

TRIPLE SCIENCE - BIOLOGY, CHEMISTRY AND PHYSICS

Studying these GCSEs only requires ONE option choice.

Students will study one of the Sciences in the options time and the other two during the core time – when other students are studying combined science.

This demanding and rigorous course is ideally suited to those students who think they might like to take ‘A’ levels/BTEC’s in biology, chemistry, physics, human biology, environmental science, electronics or geology. The latest information from examination boards is that students who are going on to science A levels really should study triple science.

Meole Brace school has a long history of successfully delivering biology, chemistry and physics GCSEs and our triple science pupils are certainly highly regarded by the science department at Shrewsbury sixth form college

It could lead to many different careers including:

 medicine  chemical engineering  veterinary science,  forensic science  biology,  manufacturing industry  chemistry,  pharmaceutical industry (developing  physics, new medicines)  engineering,  horticulture and agriculture  environmental science  and many many more.

It is essential that students on this course enjoy science – three GCSE subjects involve a lot of lessons! It is also important that students have a good understanding of maths.

Throughout the course students will be expected to complete the core practical’s, as specified in the syllabus. The practical skills students gain from this work will be assessed, alongside the subject content, in the written examination papers at the end of the course. There is no coursework to be handed in for the GCSE. Each GCSE is assessed by two examinations of 1 hour and 45 minutes each. Students will receive a GCSE grade for each subject, independent of the others.

Students who wish to be considered for this course should discuss it with their science teacher and should be expecting to achieve at least a grade 3+ in Science and maths at the end of Year 9.

ADDITIONAL GCSE OPTIONS OFFERED OUTSIDE CURRICULUM TIME EDEXCEL GCSE PSYCHOLOGY

The school is pleased to be able to offer a two-year GCSE course in Psychology. This will be taught outside the school day, on a Monday evening 3.15 – 4.30 pm and will also require independent study and completion of a weekly homework.

Assessment is by two written exams at the end of Year 11 which include multiple choice questions, some short answer questions and some extended writing.

Is this the right subject for me?

If you enjoy:

• understanding why people behave the way they do • developing your ability to think scientifically • learning about the treatments and therapies used to help people • finding out what psychologists do then the GCSE Psychology course is the subject for you.

You will be looking at answers to the following six topics:

1. How did you develop? 2. How does memory work? 3. How would psychological problems affect you? 4. How does your brain affect you? 5. How do others affect you? 6. How do you carry out psychological research?

You will also study two topics from:

• Criminal psychology – Why do people become criminals? • The self – What makes you who you are? • Perception – How do you interpret the world around you? • Sleep and dreaming – Why do you need to sleep and dream? • Language, thought and communication – How do you communicate with others?

Please see Mrs East-Erskine for further details or to express your interest in the course

STATISTICS

The school is pleased to be able to offer a one-year Statistics course to students who are currently in Maths sets 9G1 and 9Y1. This will be taught outside the school day beginning at the end of June this year. Lessons will be on a Wednesday evening 3.10 – 4.10 pm.

Edexcel recommend that this be taught as a full 1-year or 2-year GCSE. However, we will complete the course in approximately 35 teaching hours so students need to be willing to undertake independent study and completion of a weekly homework.

Assessment is by 2 end of year exams each worth 50% of the total mark. Exam questions vary in length and require some element of written answers and interpretation of statistical data.

The course and full GCSE assessments take place at the end of year 10 so that they do not distract from full GCSEs in year 11.

Is this the right subject for me?

Statistics are being used at an increasing rate in business, politics and science. In the real world we are constantly bombarded through the media with graphs, economic data and other statistical statements.

Biology, psychology, economics, geography, engineering and archaeology are among the many subjects that rely, at times, on an understanding of statistical data. You might also use these skills to make decisions about things in your own life such as investing savings, choosing electrical equipment and buying cars.

If you want to learn about the role statistics plays in all aspects of everyday life and how to interpret and use statistical statements, then this is for you.

What will I learn?

- how to collect, summarise and represent unbiased data - the skills necessary to read, analyse and interpret data and various diagrams and statistical statements accurately - to develop your ability to reason and discuss results - how to predict what will happen in the future by making forecasts based on statistical results and considering the probability of something happening

Please see Mr Owens for further details or to express your interest in the course

PLAN FOR OPTIONS EVENING

Hall Foyer B1 Learning Hub

6th Form Art Drama Geography

SCAT Business Studies Music History

Computer Science

Religious Studies

Modern Foreign

Languages

A1 A2 A3

Maths Design & Technology Physical Education Statistics Food Preparation & Nutrition Dance Psychology Art & Design (Textiles) Art & Design (Graphic Communication) Science Hospitality & Catering

KEY STAGE 4 SUBJECTS (September 2020)

The core curriculum is followed by every student and consists of:

Lessons per Lessons per Subject Accreditation fortnight (Y10) fortnight (Y11) English 8 8 2 GCSEs Maths 8 8 1 GCSE PE 4 4 Science 9 9 2 GCSEs PDC 1 1 TOTAL 30 30 5 GCSEs

Options

Option choices have a total time allocation of 20 lessons per fortnight. Students select 4 options.

Please remember that we cannot guarantee every student all her or his preferred choices but will provide a balanced range of subjects.

Rules for choices (relate to the tables overleaf)  Chose only one subject from each block  You cannot choose the same subject more than once

Name: Tutor Group:

STUDENTS PICK ONE CHOICE FROM EACH OPTION BLOCK

Any student who cannot be allocated their choices will meet with Mr Pierce or Mr Langley to discuss alternative options

Once filled in, please remove and return to your Form Tutor by Wednesday 4th March 2020

Thank you