Year 9 Options Booklet 2015 Ysgol Stanwellschool

Ysgol Stanwell School

Year 9

Options

Booklet

2015

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STANWELL SCHOOL

Headteacher: Mr D Jones

Chair of Governors: Mr A Rogers

The Options Team

Mr A Lewis Senior Deputy Headteacher

Mrs C Kynaston Deputy Headteacher

Mrs R Baker Head of Year 8

Mr G Penny Head of Year 8

Mr A Pritchard Careers Advisor

Careers Wales

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C O N T E N T S Page 1. The Options Team 2. Contents 3. Introduction; Options Evening Meeting 4. The Curriculum; How to Choose Your Option Subject Descriptions – Compulsory Subjects 5-7. English and English Literature 8-9. Mathematics 9. Physical Education 10. Religious Studies 11. Science 12. Welsh 13-14. Welsh Baccalaureate 15. Careers Subject Descriptions – Options Subjects 16-17. Art 18-19. Business Studies 20. Child Development 21. Computer Science 22-29. Design & Technology 30. Drama 31-32. Economics 33-34. Engineering 35-36. French 37. Geography 38-39. German 40-41. History 42. Information and Communication Technology 43. Media Studies 44-45. Music 46. Performing Arts (Double Award) 47. Physical Education 48-49. Travel & Tourism BTEC 50-51. Workskills BTEC 52. GCSE Results 2013 53. GCSE Results 2014

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I N T R O D U C T I O N

This handbook gives information on the proposed curriculum to be provided for our Year 9 pupils in September 2015. Year 9 is important for each pupil, as it is the first of the three years leading to the public examinations.

The curriculum provides a breadth and balance of study, which prepares pupils for the opportunities and experiences of adult life. At Stanwell we encourage participation in post- 16 education. The curriculum structure gives each pupil a very wide choice of future courses of study.

The curriculum consists of compulsory subjects which are followed by all pupils and option subjects. After consultation with the pupils the option subjects will be organised into four groups/blocks and the pupils study one of the subjects in each block.

O P T I O N S E V E N I N G M E ET I N G

To help parents and pupils make a more informed choice of option subjects; the school has organised a meeting on Tuesday, 17th March, at 6pm when staff from departments will give brief descriptions of the courses available.

The subject staff, together with the Heads of Year, Careers staff and senior staff will be available to answer individual questions.

The Options Evening Meeting is in addition to the Year 8 Parents’ Evening.

We hope that you will be able to attend on Tuesday, 17th March, and look forward to seeing you.

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T H E C U R R I C U L U M

The curriculum consists of compulsory subjects, which are studied by all pupils, and option subjects, which are chosen by the pupils.

1. COMPULSORY SUBJECTS

All pupils will pursue the following courses: English Mathematics Science Welsh Personal & Social Education Physical Education Religious Studies Welsh Baccalaureate

2. OPTION SUBJECTS

Pupils should choose any four subjects from the option subjects in this book.

HOW TO CHOOSE YOUR OPTIONS

The option choice form, which can be found on Moodle, is to be completed with your child’s four option choices. We will try to ensure that pupils receive their first choice of option subject, however if this is not possible then the pupil and their parents will be informed. The option choices will be available on Moodle until Friday, 17th April.

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C O M P U L S O R Y S U B J E C T D E S C R I P T I O N S

E N G L I S H A N D E N G L I S H L I T E R A T U R E

Pupils in English Language are assessed on the following skills: Reading Writing Speaking and Listening

Assessment objectives Weighting

AO1 Oracy 20%

AO2 Reading 40%

AO3 Writing 40% Pupils develop a range of writing and oral skills for different purposes and audiences. Reading includes a range of fiction and non-fiction texts, including continuous and non- continuous texts.

Most pupils also follow the English Literature course, which widens their experience of poetry, prose and drama.

GCSE grades are composed of external examinations and controlled assessment/non- examination units (assignments completed under teacher supervision.) Controlled assessment/non-examination units (Speaking and Listening) is worth 20% in English Language and 25% in English Literature.

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English Language: http://www.wjec.co.uk/supporting/english-language-gcse-in-wales.html

Pupils will be entered for the GCSE English Language qualification in Year 11.

Understanding of at least one description, one

narrative and one exposition text, including continuous and non continuous texts, assessed through structured questions.

One writing task selected from a choice of two

that could be description, narration or exposition.

Understanding of at least one argumentation,

one persuasion and one instructional text, including continuous and non continuous texts, assessed through structured questions.

One compulsory argumentation writing task

and one compulsory persuasion writing task.

*half of the marks for will be awarded for communication and organisation and the other half for writing accurately.

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English Literature: Legacy specification (unavailable on WJEC website) Unit 1 External Exam Prose: To Kill a Mockingbird Harper Lee or Of Mice and Men John Unit Steinbeck 35% January 2016 Unit 2a External Exam Contemporary Prose: About a Boy Nick Hornby or Heroes Robert Cormier Unit Literary Heritage Drama: 40% An Inspector Calls J B Priestley May 2016

1,500 words – 4 hour assessment Shakespeare: Macbeth or A Midsummer Night’s Dream or Romeo and Juliet linked to selected poetry from the WJEC anthology.

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MATHEMATICS

Mathematics is a compulsory subject and is not involved with your option choices. In September 2015, there will be two new mathematics GCSE courses consisting of 2 papers each (non-calculator and calculator) and 3 tiers of entry:

Higher Tier: Grades A* – C Intermediate Tier: Grades B – E Foundation Tier: Grades D – G.

GCSE in Mathematics – Numeracy

Learners entered for this qualification must sit both papers at either foundation, intermediate or higher tier, in the same examination series. The written paper for each tier will comprise a number of short and longer, both structured and unstructured questions which may be set on any part of the subject content of the specification. Some of these questions will involve different parts that assess different aspects of numeracy but in the same context. Part- questions may vary in level of demand and some questions will use multiple-choice assessment.

GCSE in Mathematics

Learners entered for this qualification must also sit both papers at either foundation, intermediate or higher tier, in the same examination series. The written papers for each tier will comprise a number of short and longer, both structured and unstructured questions which may be set on any part of the subject content of the specification. Candidates entered for GCSE Mathematics will be expected to be familiar with the knowledge, skills and understanding implicit in GCSE Mathematics – Numeracy. Questions may be set on topics that are explicitly listed in the content of GCSE Mathematics – Numeracy and some questions will use multiple-choice assessment.

http://www.wjec.co.uk/qualifications/mathematics/mathematics-gcse

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The following table summarises the way in which the mathematical content will be divided across the two mathematics GCSEs (GCSE Mathematics – Numeracy and GCSE Mathematics):

GCSE Mathematics - Numeracy Mathematics Content Number, Measure and All the Additional Statistics plus some aspects content of Algebra, of Algebra, Geometry and GCSE Geometry Probability Mathematics and - Numeracy Probability Assessment focus The application of the above The content in context - application of the above content in context Procedural skills in situations that are context-free or involve minimal context for all content

P H Y S I C A L E D U C A T I O N

The course builds on the activities followed in Key Stage 3 and aims to develop a commitment to an active lifestyle. Pupils will have the opportunity to develop their knowledge, skills and understanding by selecting areas in Physical Education which will include sports and activities not previously offered, such as Basketball and use of Multi Gym and Free Weights in the Fitness Suite

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R E L I G I O U S S T U D I E S

If you are good at problem solving, have a critical mind and good powers of analysis you have the essential qualities needed to study GCSE Religious Studies. These skills are useful for many career fields including medicine, law, management, business and personnel. Employers look for an RS qualification as they know people will have this range of skills and will be able to work effectively as part of a team.

Religious Studies will enable you to:  explore religions and beliefs engaging with them intellectually and responding personally  adopt an enquiring, critical and reflective approach to the study of religion  enhance your understanding of different cultures in the wider world  reflect on and develop your own values, opinions and attitudes in light of your learning.

In Years 9 and 10 students follow the WJEC GCSE Course in Religious Studies Specification B. Pupils will study a unit called “Religion and Life Issues” which currently consists of four areas of study as follows:

Relationships: Issues of love, marriage and divorce; Our World: Exploring creation and our place in the world; Is it fair?: Issues of justice and equality; Looking for meaning: Issues about God, life and death;

These are set within a Christian and comparative framework. In Year 11 students follow the GCSE Course in Religious Studies specification B. Pupils will study a unit called “Religion and Human Experience” which currently consists of four areas of study as follows:

Religion and Conflict Issues of peace forgiveness and conflict Religion and Medicine Issues of medical ethics and the sanctity of life Religious Expression Issues of expressing one’s faith Authority-Religion and State Issues of law and order in religion and society

These are set within a Christian and comparative framework. http://www.wjec.co.uk/uploads/publications/17199.pdf

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S C I E N C E

Science is a compulsory subject at Key Stage Four and is not involved in your option choices. Pupils will study topics such as Variety of Life, Evolution, Body Maintenance, Earth Science, Energy, Radiation, The Universe, Nanotechnology and Smart Materials.

How will the course be organised?

During Year 9, all pupils will follow a science course which covers all three science subjects (biology, chemistry and physics). There will be no external examinations during Year 9. Pupils will sit final internal examinations in all science subjects at the end of Year 9. The results from these examinations will inform the school of the most appropriate science course for your child in Years 10 and 11. Currently pupils follow the following courses:

 Separate Science (Biology, Chemistry and Physics)  Double Award  Level 2 Science for Work  Level 2 Applied Science

How is the course assessed?

Pupils following the separate science course will take six external examinations (two in each science) during Year 10 and three external examinations (one in each science) at the end of Year 11. There will be a controlled assessment exercise for each Science subject that will be taken during Year 11. Pupils following the Double Award will take three external examinations (one in each subject) in June of Year 10 and will complete controlled assessment tasks in each of the science subjects during Year 10. The assessments in Year 10 will give the pupils a single grade in Science. In Year 11 pupils will take three external examinations (one in each subject) along with one controlled assessment task to give them a second science grade.

http://www.wjec.co.uk/index.php?subject=77&level=7

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W E L S H S E C O N D L A N G U A G E

The Welsh Second Language GCSE full course will provide experiences which will give all candidates the opportunity to reach their full potential in Welsh according to their ability and needs. The aim is to ensure that candidates are aware of the use made of Welsh in modern Wales, nurturing a positive attitude towards the Welsh language and its culture. The skills of candidates are developed to use the language for effective and purposeful communication. We aim to ensure that students have the opportunity to:  Show interest, pleasure and enthusiasm while studying the Welsh language;  Contribute substantially to discussions, using language that is suitable for the purpose and the audience;  Respond to a wide range of reading materials, including some published material;  Write in a wide range of forms for a variety of purposes, giving attention to purpose, audience and accuracy.

Assessment Summary

Unit 1 Written paper: 1 hour (25%) 4 questions-2 writing (10%) 2 reading (15%) Unit 2 Controlled assessments (25%) Oral 20% Task 1- Individual presentation (10%) Task 2-Role play-Pair work/group (10%) Writing-(5%) Task associated with the role play. Unit 3 Oral exam: 10 minutes (25%) Oral 20% Pair/group exam. Reading 5% Discussing reading material as a stimulus to the oral exam. Unit 4 Written paper: 1 hour (25%) 4 questions – 2 Written (15%) 2 Reading (10%)

www.wjec.co.uk/index.php?level=7&subject=105

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W E L S H B A C C A L A U R E A T E

Aim The central focus of the Welsh Baccalaureate at Key Stage 4 is to provide a vehicle for 14 -16 year olds to consolidate and develop essential transferable employability skills. The programme will require the completion of a Skills Challenge Certificate along with supporting qualifications such as GCSEs at Key Stage 4. The requirements of both the Skills Challenge Certificate and Supporting Qualifications must be met in order to achieve the overarching Welsh Baccalaureate.

The Skills Challenge Certificate consists of four components which are followed by all learners:  Individual Project  Enterprise and Employability Challenge  Global Citizenship Challenge  Community Challenge

Each component of the Skills Challenge will incorporate seven skills which learners need for learning, work and life:  Literacy  Numeracy  Digital Literacy  Critical Thinking and Problem Solving  Planning and Organisation  Creativity and Innovation  Personal Effectiveness

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The Supporting Qualifications include a mandatory GCSE of English Language together with Mathematics and Numeracy. A minimum of a further three GCSEs are also required, of which two may be of equivalent qualifications.

The award will offer two levels of achievement either at the higher National level or the lower Foundation level.

To achieve the National Welsh Baccalaureate learners must achieve the National Skills Challenge Certificate together with the following Supporting Qualifications:  GCSE English Language at grade A* - C;  GCSE Numeracy at grade A* - C;  A minimum of three further GCSEs grade A*- C, of which two may be equivalent qualifications.

To achieve the Foundation Welsh Baccalaureate learners must achieve either the National or Foundation Skills Challenge Certificate together with the following Supporting Qualifications:  GCSE English Language at grade A* - G;  GCSE Numeracy at grade A* - G;  A minimum of three further GCSEs grade A*- G, of which two may be equivalent qualifications.

The following diagram illustrates the routes towards achievement of the Welsh Baccalaureate at Key Stage 4.

For further information follow the link below: http://www.wjec.co.uk/qualifications/welsh-baccalaureate/welsh-bacc-from-2015/

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C A R E E R S

Stanwell School provides the following Careers Education and Guidance opportunities and pupils have access to:  Easily accessible, up-to-date and accurate careers information.  Independent, impartial, confidential advice and guidance.  Access to the ‘World of Work’ and business awareness activities.  Help and guidance at the transition of Key Stage 3 to Key Stage 4; at the end of Key Stage 4, and at the end of Key Stage 5.

In Year 9 the pupils begin work on their own Progress File, which they update throughout their school life. It contains work provided by The Careers Department and any achievements and information that the pupils wish to include. In both Year 9 and Year 10 all of the pupils will be involved in Industry/Skills workshop days.

Throughout their time in Stanwell there is always opportunity for both pupils and parents to meet with the careers staff and the school's Careers Wales Advisor. We have well equipped careers libraries containing all the reference material needed to enable your child to make the wisest possible decisions concerning their future.

Your Careers Adviser is Alun Pritchard Your Adviser is based in the ground floor in ‘The House’ You may obtain information, advice, or arrange an interview with your Adviser, by contacting him directly at School or at Barry Careers Centre:-

[email protected] Tel – 01446 410600 Ext 8609

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OPTION S U B J E C T D E S C R I P T I O N S

A R T A N D D E S I G N

The GCSE Art and Design course demands a positive attitude and a great deal of commitment from the pupils in our charge. On no account should it be regarded as a soft option. We encourage pupils to be self motivated and build on their technical skills developed in Key Stage 3.

The WJEC GCSE Art and Design: Fine Art course and the Art and Design: Textile Design course encourages an adventurous and enquiring approach to the subject. Successful pupils should be able to demonstrate an understanding of past and contemporary art and design practice and the integration of theory and understanding to produce a personal response that embraces a range of ideas.

Each pupil must produce the following components:

Controlled Assessment 1 (Portfolio 60%)

Internally set and developed from personal and/or given starting points. A coherent body of work representing 45 hours of work which must be selected and presented by the candidate for moderation. This is submitted for assessment at the beginning of January in Year 11. Interim internal assessment in Year 9 takes place at the end of the Autumn term and again in the Summer term. This procedure is repeated in Year 10.

Controlled Assessment 2 (Sustained Focus 40%)

The examination paper issued to pupils in January in Year 11, will include images (picture starters), themes (one-word starters) and tasks (An explanation that may be of guidance but which will not be compulsory). Candidates must choose only one assignment and give a clear account of their intentions. There will be a period of preparation of approximately 20 hours and a maximum of 10 hours under controlled conditions. All work must be selected and presented by the candidate for moderation.

Pupils may be able to choose to study ENDORSED FINE ART or ENDORSED TEXTILE DESIGN in the Art and Design option. This is reliant on the number of pupils opting for either Fine Art or Textiles in each option group.

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ART & DESIGN: FINE ART(3690) Areas of study: abstraction, still life composition, manufactured and natural forms through techniques of painting, drawing, print making and sculpture. ART & DESIGN: TEXTILE DESIGN (3650) This course follows a creative approach to the subject concentrating on constructed, dyed, printed fine art and fashion textiles.

Is this the right subject for me? This course is suitable for students who are: keen to develop their visual skills creative, enthusiastic and imaginative able to sustain an investigation able to enjoy visits to galleries and museums willing to experiment and take risks in their work willing to review their progress and make improvements. The GCSE Art and Design course is a dynamic and interesting subject that covers many topics that can be directly related to the world that we live and work in.

st The pool of creative talent for the 21 century is forming now. . Art director . Directors – state, motion picture, television, radio . Graphic Designers . Visual Artists . Animators . Illustrators . Commercial and Industrial Designers . Fashion Designer . Interior Designer . Set Designer . Painters . Product Designer . Cartoonist, Comic book artists . Camera Operator, television, video or motion picture operators . Desktop publisher . Composing room supervisor. Art historian . Exhibition designers Marketing and advertising . Exhibition designers .Marketing and advertising

http://www.wjec.co.uk/uploads/publications/4446.pdf?language_id=1

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B U S I N E S S S T U D I E S

In Year 9 students develop a range of Business enterprise skills that enables them to access the GCSE course. Students are taught using a variety of teaching styles to actively engage them with the study of Business, develop them as effective and independent learners with enquiring minds. Lessons are mainly housed with the Business Centre and the IT rooms. Students will be taught for three periods a week. Topics covered in Year 9 include:

 Managing your money  Big Ideas  The economy  Business and the Environment  The Stock Exchange  Rising Global Powers  The Welsh Assembly  Business Plans  Factors of Production

The GCSE is designed to deepen students understanding of the way in which businesses operate in a dynamic, changing and competitive environment. This is rooted in theory and practice, allowing students to relate to the real world of business.

The GCSE assessment comprises of 2 components:

 Written Examination Paper (75% of the final mark). This paper lasts for 2 hours and consists of short-answered and longer, stimulus response questions.  Controlled Assessment (25% of the final mark). This requires students to carry out primary and secondary research, in order to analyse and evaluate evidence, to complete an investigation. These are based upon business issues within a local context.

What skills will I develop?

Throughout the course students will be involved in a range of learning activities which will allow them to develop important transferable key skills (numeracy, communication, ICT, problem solving, working independently and working with others) as well as develop their understanding of the business world.

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Educational Visits

We aim to ensure that the students have the opportunity to further their understanding of business through educational visits. Previously, in Year 9 students have had the opportunity to visit the Jaguar manufacturing plant in Birmingham, Warner Bros studios, Chelsea FC and the Bank of England. Student Support

Homework club runs twice a week, after school. This gives students the prospect to gain additional support within the subject. Each of these sessions is fully supervised by a member of the Business Department.

All teaching resources can also be accessed on the school moodle site, allowing students to have remote access to all learning facilities.

Will Business Studies help me with my future career?

Business Studies is a diverse and varied course, this means that it can be the foundation for many careers that students may choose to study. Obviously if you want to be the next Richard Branson and run your own business it is very useful.

Other careers and further studies that can be directly linked to Business Studies include Finance, Law, Business Administration, Resource and Environmental Management, Personnel, Sales and Marketing. To be successful in business you need to be well motivated and want to be the best that you can:

“The big secret in life is that there is no big secret. Whatever your goal, you can get there if you're willing to work” Oprah Winfrey

Further information can be found on the WJEC website:

http://www.wjec.co.uk/qualifications/business-studies/business-studies-gcse/

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C H I L D D E V E L O P M E N T WJEC Home Economics : Child Development

This GCSE course is designed to enable pupils to study the development and care of children from conception to the age of five years. It enables pupils to understand the social, emotional, physical and intellectual development of the child through the study of the family, community and the responsibilities of parenthood. The course consists of six compulsory areas of study:- 1. Family & Child (Completed during Year 9) 4. Physical Development 2. Food & Health 5. Intellectual Development 3. Pregnancy (completed during Year 9) 6. Social & Emotional Development The assessment is based on the following: Unit 1: Principles of Child Development (40%) Written Paper : 1½ hours One paper which will be externally set and marked targeted at the full range of GCSE grades. The paper will contain short-answer, structured and free response questions drawn from all areas of the specification and will assess the quality of written communication. The external exam will be taken at the end of Year 11.

Unit 2: Child Study (30%) Controlled Assessment One task to be selected from a bank of three tasks set by WJEC, to include investigation and production focusing on a child’s development Duration 15 hours to commence during Year 10. This task must be completed during lessons in school. The assessment will be handed in during March of Year 10. Internally assessed using WJEC set criteria and externally moderated.

Unit 3: Child Focused Task (30%) Controlled Assessment One task to be selected from a bank of two tasks set by WJEC, to include researching, planning, making and evaluating. Duration 15 hours to commence during year 11. This task must be completed during lessons in school. The assessment will be handed in during March of Year 11. Internally assessed using WJEC set criteria and externally moderated.

http://www.wjec.co.uk/index.php?subject=68&level=

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C O M P U T E R S C I E N C E

This bold and exciting course provides students with a stimulating and motivating study of computer science fit for the 21st century. WJEC’s GCSE Computer Science specification is designed to address concerns expressed by the Royal Society and the Computing at School Working Group about computing education in the United Kingdom. The specification offers students the opportunity to gain an understanding of the way computers work, and to create and review computer programs for real-life purposes based on their own interests. It encourages them to create their own games, applications and other systems, rather than simply use those designed by others.

Assessment is 75% examination and 25% controlled assessment and is divided into three units: 1. Understanding Computer Science (45%) - 90 minute examination to assess understanding of the theory content of the specification.

2. Solving Problems Using Computers (30%) - 2 hour external assessment to assess the practical application of knowledge and understanding through a series of on- screen tasks . Pupils will learn how to program in HTML and Greenfoot in order to complete this assessment.

3. Developing Computing Solutions (25%) - internally assessed and externally moderated 15 hour controlled assessment to develop a piece of work using programming software following a task brief issued by WJEC. There is a choice of two task briefs each year. Pupils will learn how to program in Python in order to complete this assessment.

All assessment will take place between January and June in Year 11.

The depth of coverage means that it provides a solid foundation for either the study

of A level Computing or ICT and employment.

http://www.wjec.co.uk/qualifications/computer-science/

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DESIGN & TECHNOLOGY FOOD TECHNOLOGY

A course in Design and Technology: Food Technology offers an opportunity in the curriculum for candidates to identify and solve real problems by designing and making food products in a range of contexts relating to their personal interests. Design and Technology develops candidates' interdisciplinary skills, all six Key Skills and their capacity for imaginative, innovative thinking, creativity and independence.

The specification being followed will enable candidates to: • actively engage in the processes of design and technology to develop as effective and independent learners; • make decisions, consider sustainability and combine skills with knowledge and understanding in order to design and make food products; • explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions contribute to food; • analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life; • develop decision-making skills through individual and collaborative working; • understand that designing and making food items reflect and influence cultures and societies, and that food products have an impact on lifestyle; • develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge.

Course content:

Areas covered will include: The design process, product analysis, sustainability and legislative issues, designers, commercial food practices, equipment, systems and processes.

Year 9: Students undertake a range of small focussed projects developing the designing and making skills, knowledge and understanding required for this GCSE specification. During the autumn and summer terms formal examinations will be sat in preparation for Unit 1 in Year 11.All submitted work will be assessed and used to attain reporting grades.

Year 10: Students will undertake projects based on the Unit 2 component of the specification. These will be preparatory projects and as such structured guidance and assistance will be provided. During the autumn and summer terms formal examinations will be sat in preparation for Unit 1 in Year 11. All submitted work will be assessed and used to attain reporting grades.

Year 11: Students will undertake one major project based on an examination board set brief. This will be undertaken in CAT conditions as defined in the specification. During the autumn term a formal ‘mock ‘examinations will be sat in preparation for Unit 1 examinations at the end of Year 11. All submitted work will be assessed and used to attain reporting grades

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Unit 2 Controlled assessment – 30 hours (60%)

Part A - Candidates will be required to carry out an analysis of the problem set by the WJEC, write a design specification, generate a range of ideas, develop a solution and produce the details of the final solution. (10 guided hours).

Part B - Plan the making process, carry out the making and evaluate project. (20 guided hours).

Unit 1 Examination (40 %) One paper of 2 hours duration, which tests the knowledge and understanding of Food Technology through questions on designing and making.

Section A - Four compulsory questions related to the world of Design and Technology and Food Technology.

Section B - Four compulsory questions based on the specification content. These questions share a common structure across all focus areas.

http://www.wjec.co.uk/index.php?subject=40&level=

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DESIGN & TECHNOLOGY GRAPHIC PRODUCTS

A course in Design and Technology Graphic Products offers a unique opportunity in the curriculum for candidates to identify and solve real problems by designing and making products or systems in a wide range of contexts relating to their personal interests. Design and Technology develops candidates' interdisciplinary skills, all six Key Skills and their capacity for imaginative, innovative thinking, creativity and independence.

The specification being followed will enable candidates to: • actively engage in the processes of design and technology to develop as effective and independent learners; • make decisions, consider sustainability and combine skills with knowledge and understanding in order to design and make quality products; • explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making; • analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life; • develop decision-making skills through individual and collaborative working; • understand that designing and making reflect and influence cultures and societies, and that products have an impact on lifestyle; • develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge.

Course content:

Areas covered will include: The design process, product analysis, sustainability and legislative issues, designers, commercial graphic practices, 2D and 3D drawing techniques, web design, text, font and lettering design, digital graphic media, materials and components, tools and equipment, systems and processes, and CAD/CAM.

Year 9: Students undertake a range of small focussed projects developing the designing and making skills, knowledge and understanding required for this GCSE specification. During the autumn and summer terms formal examinations will be sat in preparation for Unit 1 in Year 11. All submitted work will be assessed and used to attain internal reporting grades.

Year 10: Students will undertake projects based onthe Unit 2 component of the specification. These will be preparatory projects with structured guidance and assistance. During the autumn and summer terms formal examinations will be sat in preparation for Unit 1 in Year 11. All submitted work will be assessed and used to attain internal reporting grades.

http://www.wjec.co.uk/index.php?subject=41&level=

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Unit 2 Controlled assessment – 30 hours (60%)

Part B - Plan the making process, carry out the making and evaluate project. (20 guided hours).

Unit 1 Examination (40 %)

One paper of 2 hours duration, which tests the knowledge and understanding of Graphic Products through questions on designing and making.

Section A - Four compulsory questions related to the world of Design and Technology and Graphic Products Technology.

Section B - Four compulsory questions based on the specification content.

These questions share a common structure across all focus areas.

http://www.wjec.co.uk/index.php?subject=41&level=

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DESIGN & TECHNOLOGY RESISTANT MATERIALS

A course in Design and Technology offers a unique opportunity in the curriculum for candidates to identify and solve real problems by designing and making products or systems in a wide range of contexts relating to their personal interests. Design and Technology develops candidates' interdisciplinary skills, all six Key Skills and their capacity for imaginative, innovative thinking, creativity and independence.

The specification being followed will enable candidates to: • actively engage in the processes of design and technology to develop as effective and independent learners; • make decisions, consider sustainability and combine skills with knowledge and understanding in order to design and make quality products; • explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making; • analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life; • develop decision-making skills through individual and collaborative working; • understand that designing and making reflect and influence cultures and societies, and that products have an impact on lifestyle; • develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge.

Course content:

Areas covered will include: The design process, product analysis, sustainability and legislative issues, designers, commercial manufacturing practices, materials and components, tools and equipment, systems and processes, and CAD/CAM.

Year 9: Students undertake a range of small focussed projects developing the designing and making skills, knowledge and understanding required for this GCSE specification. During the autumn and summer terms formal examinations will be sat in preparation for Unit 1 in Year 11. All submitted work will be assessed and used to attain reporting grades.

http://www.wjec.co.uk/index.php?subject=44&level=

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Year 11: Students will undertake one major project based on an examination board set brief. This will be undertaken in CAT conditions as defined in the specification. During the autumn term a formal ‘mock ‘examinations will be sat in preparation for Unit 11 examinations at the end of Year 11. All submitted work will be assessed and used to attain reporting grades

Unit 2 Controlled assessment – 30 hours (60%)

Part B - Plan the making process, carry out the making and evaluate project. (20 guided hours).

Unit 1 Examination (40%)

One paper of 2 hours duration, which tests the knowledge and understanding of resistant materials through questions on designing and making.

Section A - Four compulsory questions related to the world of Design and Technology and Resistant Materials Technology.

Section B - Four compulsory questions based on the specification content.

These questions share a common structure across all focus areas.

http://www.wjec.co.uk/index.php?subject=44&level=

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DESIGN & TECHNOLOGY TEXTILES

A course in Design and Technology Textiles offers a unique opportunity in the curriculum for candidates to identify and solve real problems by designing and making products or systems in a wide range of contexts relating to their personal interests. Design and Technology develops candidates' interdisciplinary skills, all six Key Skills and their capacity for imaginative, innovative thinking, creativity and independence.

The specification being followed will enable candidates to: • actively engage in the processes of design and technology to develop as effective and independent learners; • make decisions, consider sustainability and combine skills with knowledge and understanding in order to design and make quality products; • explore ways in which aesthetic, technical, economic, environmental, ethical and social dimensions interact to shape designing and making; • analyse existing products and produce practical solutions to needs, wants and opportunities, recognising their impact on quality of life; • develop decision-making skills through individual and collaborative working; • understand that designing and making reflect and influence cultures and societies, and that products have an impact on lifestyle; • develop skills of creativity and critical analysis through making links between the principles of good design, existing solutions and technological knowledge.

Course content:

Areas covered will include: The design process, product analysis, sustainability and legislative issues, designers, commercial textiles practices, textile manufacturing techniques, material properties and components, tools and equipment, systems and processes, and CAD/CAM.

Year 9: Students undertake a range of small focussed projects developing the designing and making skills, knowledge and understanding required for this GCSE specification. During the autumn and summer terms formal examinations will be sat in preparation for Unit 1 in Year 11. All submitted work will be assessed and used to attain reporting grades.

http://www.wjec.co.uk/index.php?subject=40&level

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Unit 2 Controlled assessment – 30 hours (60%)

Part B - Plan the making process, carry out the making and evaluate project. (20 guided hours).

Unit 1 Examination (40%)

One paper of 2 hours duration, which tests the knowledge and understanding of textile materials through questions on designing and making.

Section A - Four compulsory questions related to the world of Design and Technology and textiles materials technology.

Section B - Four compulsory questions based on the specification content.

These questions share a common structure across all focus areas.

http://www.wjec.co.uk/index.php?subject=40&level=

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D R A M A

Like theatre, drama in schools can unlock the use of imagination, intellect, empathy and courage. Through it, ideas, responses and feelings can be expressed and communicated. It carries the potential to challenge, to question and to bring about change.

Jude Kelly (theatre director and founder of Metal)

When an employer sees GCSE Drama on an application form, they see a person who is confident with excellent communication skills and creative flair. Drama encourages you to work as part of a team, lead and direct ideas, and critically analyse various literature. Drama compliments subjects such as English, History and Art. The subject will help with interviews for Universities and jobs. Employers often select people who can speak clearly, confidently and with dynamism. The GCSE course helps develop these skills. Each option is assessed through 80% practical work (preparatory work and end- product). There is no written coursework. Pupils need to be committed and have a disciplined approach to group work. They also need to remember that preparation for the written examination (worth 20%) is equally as important as practical work and is, therefore, set regularly. Your written examination will be at the end of Year 11. Pupils who choose Drama enjoy their studies for many reasons. There is usually an excellent atmosphere within lessons. Group dynamic is strong and you will enjoy being part of a group or cast. GCSE Drama is enjoyable, relevant and interesting. It allows you to understand yourself and the world around you. It is widely accepted as a valuable qualification for a range of careers and university courses. It is as valid as say History or Art! Do not worry if you feel that you do not have the confidence that is required for Drama. Everybody starts the course at the same level and confidence quickly grows. What you do need is a clear interest in the subject and enthusiasm.

http://www.wjec.co.uk/qualifications/drama/

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E C O N O M I C S

Without realising it, you encounter Economics What is every day. Economics Economics? helps us understand the decisions that we make every single day. Of course, it also considers bigger issues such as the economy, poverty and the environment.

For example:

What makes someone pay £185 for the world’s most expensive paper bag?

What makes you choose going to the cinema with friends instead of buying a t-shirt?

How does the government choose between cuts in the health service and cuts in education?

How does the government lower employment and control inflation?

Economics is not about statistics and certainly does not contain lots of complex mathematical calculations. It is about what motivates us to make choices that we do. Ultimately, we all make our own decisions. However not everyone makes the same choices. In Economics we try and explain these choices, which is why Economics is both challenging and thought provoking.

Study Economics and you’ll find out the answers to the above questions and gain a qualification in one of the most highly regarded subjects.

What skills will I develop?

The study of Economics at GCSE allows pupils to explore the world whilst developing a range of key skills; numeracy, communication, use of ICT, team-working and problem solving. Teaching includes a variety of activities to allow pupils to develop these skills including presentations, debates and simulations. For example pupils have operated hotels, created their own revision videos and Economics themed board games.

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Course Content

The course is broken down into two modules; Unit 11 and Unit 12. The Units include the following topics:

Unit 11 Unit 12 Personal life cycle Managing the economy The world of work The European Union Managing your money The Euro Choosing to spend Current economic issues Choosing to save Unemployment The welfare state

Educational Visits Pupils also have the opportunity to take part in educational visits. Last year students visited the Bank of England, Deutsche Bank, The London Metal Exchange and Chelsea Football Club.

Assessment

Assessment takes the form of two exam papers both sat at the end of Year 11; Personal Economics and Investigating Economic Issues. The papers have equal weighting and are both of one hour and fifteen minutes in duration.

If you would like to find out more please don’t hesitate to speak to Mr Crook in G25. A link to the AQA website is also listed below. http://www.aqa.org.uk/subjects/business-studies/gcse/business-subjects-and-economics-4130

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ENGINEERING (Double Award)

A course in Engineering will offer students a unique opportunity in the curriculum to develop an understanding of engineering principles and apply them in a problem solving situation. During the three years of the course students will develop an experience of material characteristics and engineering principles through a range of specified design and make tasks together with theoretical lessons. Students will develop skills, knowledge and understanding, which will be applied to a major project task in the final year for the assessment in units 1&2. Engineering will allow candidates to develop their potential across the six key skills together with imaginative, innovative thinking in an independent atmosphere.

Key subject aims The GCSE in Engineering (Double Award) aims to enable students to:  Engage in a range of engineering processes and develop as effective and independent students  Develop a range of transferable engineering skills that will form a foundation for future learning and progression  Understand engineering and related sectors and the contribution they make to society and the economy  Develop an awareness of emerging technologies and sustainable development in the context of engineering. Course Structure Year 9: Students undertake a range of projects which focus on developing the skills knowledge and understanding required for this GCSE. During the autumn and summer terms formal examinations will be sat in preparation for Unit 3 in Year 11. All submitted work will be assessed and used to attain reporting grades.

Year 10: Students will undertake two major projects based on Units 1 & 2 of the specification. These will be a preparatory project and as such structured guidance and assistance will be provided During the autumn and summer terms formal examinations will be sat in preparation for Unit 3 in Year 11. All submitted work will be assessed and used to attain reporting grades.

Year 11: Students will undertake two major projects based on Units 1 & 2 of the specification. These will be undertaken in CAT conditions as defined in the specification. During the autumn term a formal ‘mock ‘examinations will be sat in preparation for Unit 3 examinations at the end of Year 11. All submitted work will be assessed and used to attain reporting grades.

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Assessment

Unit 1: 30% Engineering Design and Graphical Communication Internally assessed CAT Task Overview of content  Analysing design briefs and producing design specifications and design solutions  Interpreting and producing engineering drawings  Presenting design solutions Overview of assessment  Students to produce a design solution for an engineered product, including interpreting and producing engineering drawings  Controlled assessment task,(23-33 hours) set by Edexcel and internally marked by centres  Centres can contextualise the task to suit local needs

Unit 2: 30% Engineered Products Internally assessed CAT Task Overview of content  Interpreting product specifications and producing production plans  Selecting and using suitable tools, components and processes to produce an engineered product. Overview of assessment  Students to produce a final engineered product that meets design requirements  Controlled assessment task,(23-33 hours) set by Edexcel and internally marked by centres  Centres can contextualise the task to suit local needs.

Unit 3: 40% Application of Technology in Engineering and Manufacturing Externally assessed Written Examination. Overview of content  Investigating the use of information and communication technology (ICT), modern and smart materials and control technology in engineering.  Understanding the impact and advantages and disadvantages of using modern technology in engineering and manufacturing.  Understanding the stages involved in manufacturing a product.  Investigating an engineered or manufactured product that uses modern technology Overview of assessment  Single examination, lasting 1 hour and 30 minutes  A mixture of short- and long-answer questions  Paper focuses on engineering fabrication.  Paper consists of two sections - Section A is made up of general questions about the chosen sector and Section B focuses on a specific product identified in pre-release material. http://www.edexcel.com/quals/gcse/gcse09/engineering/Pages/default.aspx

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F R E N C H

The GCSE course provides a natural progression from the work already done in Key Stage 3. It aims to develop the four language skills and to extend knowledge of the way the language works through the study of grammar. Pupils follow the WJEC specification and study topics which build on their knowledge from KS3 such as family, home life, school and free time.

How is GCSE assessed?

Unit 1: Listening Paper (Foundation-35 minutes or Higher Tier- 45 minutes) - 20% Pupils sit this paper in the main examination period at the end of Year 11. They listen to announcements, dialogues; reports etc and respond to show comprehension.

Unit 2: Speaking (Controlled Assessment) - 30% During the 3 year course pupils complete a number of speaking tasks which take the form of either a structured conversation or a presentation and discussion on various topics. The best one of each type of task is submitted.

Unit 3: Reading Paper (Foundation-35 minutes or Higher Tier- 45 minutes) - 20%

Like the listening, pupils sit this paper in the main examination period at the end of Year 11. They must read notices, letters, emails and articles and respond to show comprehension. It is worth 20% of the overall grade.

Unit 4: Writing (Controlled Assessment) - 30% During the 3 year course pupils complete a number of written assignments which take the form of emails, letters or reports. The best two pieces are submitted. There is no final exam to assess speaking or writing! It is 100% coursework! The provisional timing for Speaking and Writing controlled assessment is as follows (pupils complete a speaking and a writing task on the same topic in the same week):  Spring Term Y10 (March/ April)  Autumn Term Y11 (September/October)  Spring Term Y11 (February)  Spring Term Y11 (March/ April)

http://www.wjec.co.uk/index.php?subject=57&level=7

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Why opt for French at GCSE? Anyone who can speak French can communicate with around 200 million people in their own language; French is not only spoken in France but also in Belgium, Switzerland, Canada, several African nations and in many other countries around the world.

 France is the nearest country to the UK on mainland Europe, and speaking the language is an indispensible tool for a trip abroad. France is the top tourist destination in the world and the possibilities are endless when it comes to holidays!

 If you go on to study French at university you are much more likely to get a job than people with arts, humanities and media-related degrees. Speaking French will enhance your job prospects as many employers will choose the candidate who can speak a foreign language over the one who can’t. One of the main reasons for companies losing business abroad is the inability to communicate in the client’s language.

 Speaking French will allow you to take advantage of your EU citizenship and travel and work within the European Union in countries such as Switzerland and Belgium, as well as France.

 Speaking French gives you a better understanding of France’s rich culture and heritage, as well as its fascinating history.

 The ability to communicate in another language allows you to get to know new people and build new relationships.

Speaking French is a real asset and can be combined with a degree in the sciences, law, business studies or politics. You often have the opportunity to spend a year abroad, studying your main subject in university in France, Belgium or even Canada.

http://www.wjec.co.uk/index.php?subject=57&level=7

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GEOGRAPHY

Statistics show that compared to other subjects Geography graduates are among the most employable. They possess the skills that employers look for. Geography is a combination of the facts of science and the understanding of the arts. “Geography is the subject that holds the key to our future” Michael Palin.

Geographers can... Geographers are... Make a concise report Good communicators Handle data Spatially aware Ask questions and find answers Socially and environmentally Make decisions about an issue aware Analyse material Problem solvers Manage themselves Good team players Solve problems Computer literate Think independently Well rounded, flexible thinkers

GCSE Geography Overview of topics

• Geography provides the opportunity for students to understand more about the world, the challenges it faces and their place within it. • The GCSE course will deepen understanding of geographical processes, illuminate the impact of change and of complex people-environment interactions, highlight the dynamic links and interrelationships between places and environments at different scales, and develop students’ competence in using a wide range of geographical investigative skills and approaches. • Geography enables young people to become globally and environmentally informed and thoughtful, enquiring citizens.

Without Geography you are…. NOWHERE! https://www.gov.uk/government/uploads/system/uploads/attach ment_data/file/301253/GCSE_geography.pdf 37 | P a g e

G E R M A N

This course is a natural progression of the work done in Year 8 leading on to GCSE (WJEC) in Year 11.

The aims of the GCSE German course are as follows:

 To develop understanding of the spoken and written forms of German in a range of contexts;  To develop the ability to communicate effectively in German through both the spoken and written word, using a range of vocabulary and structures;  To develop knowledge and understanding of the grammar of German and the ability to apply it;  To develop knowledge and understanding of Germany and German-speaking countries;  To provide a suitable foundation for further study and/ or practical use of German.

The assessment of the course is arranged in 4 units:

Unit 1 – Listening (20% of total) Pupils will be required to listen to, among other things, instructions and requests, interviews, news items, short dialogues and monologues such as weather forecasts. There will be two tiers of entry: Foundation (35 minute exam at the end of Year 11) or Higher (45 minute exam at the end of Year 11)

Unit 2 – Speaking (30% of total) Pupils will be required to take part in a structured conversation on topics such as, Home Life; Home Town and Region; School; Free Time and Holidays. They will also have to give a presentation to the teacher on a topic of their choice and discuss its content. This assessment is untiered. (2 pieces must be produced during controlled assessments– no final exam)

Unit 3 – Reading (20% of total) The reading test may assess, among other things, the comprehension of magazines or newspaper articles and personal information such as that found in letters, notes, e-mails or messages. There will be two tiers of entry: Foundation (35 minute exam at the end of Year 11) or Higher (45 minute exam at the end of Year 11)

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Unit 4 – Writing (30% of total) The assessment of the writing is through controlled assessment. This consists of two pieces of writing chosen from a task bank. Pupils will have two weeks to prepare and will then complete the piece of writing in class under controlled conditions. Each piece must be produced in one session. Pupils are allowed access to dictionaries and a list of 40 words which they have previously made, and which will be submitted with their work. This assessment is untiered. (There is no final exam for Unit 4: Writing)

Assessment Dates:  Listening and reading will each be assessed in an examination at the end of Year 11.  The controlled assessments will take place in Years 10 and 11.  In Year 10 there will be: o A piece of writing and a structured conversation in the Autumn term. o A piece of writing and a structured conversation o o o in the Spring term.

 In Year 11 there will be: o A piece of writing and an oral presentation in the Autumn term o *A structured conversation and/ or piece of writing in the Spring term, if necessary.

Why learn German?

 German is easier to learn than you think because it’s related to English. With a reasonable amount of effort any average student can expect to do well.  Studying German makes you appreciate other cultures as well as your own  A knowledge of German improves your opportunities on the job market  Universities are keen to take pupils with a Modern Foreign language  German is the most frequently spoken native language in Europe  German is useful when travelling all over Europe and can help you make friends  As a member of the EU you have the right to live and work anywhere in Europe – German can help you  Learning German can help you develop your communication skills  Learning German can help you with other subjects such as History

http://www.wjec.co.uk/index.php?subject=62&level=7

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H I S T O R Y

History has values and skills which are important in many areas of life and is highly regarded by employers and universities. History provides a very good basis for a variety of careers including: law, journalism, business and finance, publishing, editing, management, politics, teaching as well as many other career paths. History is a very popular and successful subject at GCSE and a wide range of teaching methods and learning activities are used to ensure the work is interesting and rewarding. These include visual, auditory and kinaesthetic strategies, traditional methods and the use of ICT and Power points. Assessment takes place on a regular basis throughout the course to support pupils’ development as historians. The best reason to choose History at GCSE is because you are interested in History and you enjoy studying about the past.

WJEC GCSE History Route A

Unit 1 Study in Depth - USA: A Nation of Contrasts 1910-29 (25%) Examined in the summer of Year 11  Problems and Challenges; immigration, gangsters, prohibition, Ku Klux Klan, religion, fear of communism.  The American Economy; causes of the boom, prosperity, the car industry, poverty in the 1920s, the Wall Street Crash 1929 and the Depression..  Culture and Society; the Jazz Age, Hollywood, role of women, sport, fads and crazes

Unit 2 Study in Depth – Britain: A Nation in Transformation 1951-1979 (25%) Examined in the summer of Year 11.

 What were the main issues facing the people of the UK in the 1950 and 1960s?  What were the main changes in popular entertainment and leisure in this period?  How far did the lives of women and young people change in this period?  How did attitudes to authority change in the 1950s and 1960s?  What were the main political and economic issues to emerge in the 1970s?

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Unit 3 Outline Study- The Development of Germany 1919-1991 (25%) Examined in the summer of Year 10  The main features Germany’s political and economic development; the Weimar Republic, the rise of Hitler and the Nazis, the division of Germany; East and West Germany, reunification.  Life in Germany; 1920s, Ruhr, life under the Nazis, opposition, youth, the Final Solution, post- war Germany, capitalism, communism, the Berlin Wall.  The role played by Germany in world affairs; Impact of WW1, League of Nations, Hitler and steps to war, WW2, post war treaties and events, Berlin Blockade, NATO, Germany, Europe and the Cold War.

Unit 4 Britain and War in the Twentieth Century Controlled Assessment (25%) Completed in the autumn term of Year 10 and autumn term of Year 11 This entails a two part historical investigation on the effects of war on Wales and England in the twentieth century. The assignments are taken from World War One and World War two in two year cycles. Pupils are assessed on their understanding of the uses and reliability of sources and how the past has been represented. Educational Visits At present in the summer term of Year 9, pupils have the opportunity to visit the battlefields of France to complement their controlled assessment investigation. It enables them to further their historical understanding and broaden their cultural experiences.

At present, in the Easter holidays of Year 10 pupils have the opportunity to visit Berlin to explore locations relevant to the history of Germany and the Cold War including:  Sachsenhausen Concentration Camp  House of the Wannsee Conference  Reichstag  Checkpoint Charlie  Olympic Stadium  Berlin Wall  Brandenburg Gate.

http://www.wjec.co.uk/index.php?subject=20&level=7

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I N F O R M A T I O N A N D C O M M U N I C A T I O N TE C H N O L O G Y

Having good ICT skills are crucial for pupils success; whether the plan is to go to university or seek employment. This WJEC course in Information and Communication Technology offers a unique opportunity in the curriculum for candidates to identify and solve real problems by designing information and communication systems in a wide range of contexts relating to their personal interests. Information and Communication Technology develops candidates' interdisciplinary skills and their capacity for imaginative, innovative thinking, creativity and independence. The course consists of four units and assessment is 60% controlled assessment and 40% examination :

Unit Title Assessment Description

1 Understanding ICT External Assessment: 1½ hrs This examination paper will assess the 80 Marks (40 UMS) requirements of the Key Stage 4 Programme of Study for Information and Communication Technology and the functional elements of ICT in a home and school context.

2 Solving Problems with Controlled Assessment: 22½ hrs This controlled assessment consists of a portfolio ICT 80 Marks (60 UMS) of work which shows candidates’ attainment in obtaining and interpreting different types of information; using, developing and communicating information and presenting the results of their work. This assignment will assess the practical aspects of the functional elements of ICT.

3 ICT in Organisations External Assessment: 1½ hrs This examination paper will assess the 80 Marks (40 UMS) 'application' content of ICT in a business and industry context.

4 Developing Multimedia Controlled Assessment: 22½ hrs This controlled assessment will give candidates Solutions 80 Marks (60 UMS) the opportunity to develop a piece of work using multimedia software following a single task brief issued by WJEC.

The depth of coverage means that it provides a solid foundation for either the study of A level ICT and Computing or employment.

http://www.wjec.co.uk/qualifications/ict/information-and-communication-technology-gcse/

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M E D I A S T U D I E S

The media are a central element of modern life in technological economies. They have a crucial role in such economies by providing information about the world, creating opportunities for commerce and offering pleasure and entertainment in mediated forms. Starting in the familiar and media saturated world of the student the course allows students to study media production through both the work of media organisations and through their own work in creating meanings. Media Studies encourages the recognition of the complexities of the relationship between the student as a receiver of media products and as a maker of personal meanings from media texts.

What is Media Studies? Media Studies is a course offering pupils the chance to learn about mass media forms – Film, Television, Radio, Magazines, Newspapers, Comics and Popular Music. They will learn about the history and organisation of the media institutions themselves and also about the process by which different programme, editions, songs etc. are actually made. One thing all pupils enjoy is the chance to critically analyse the media texts which interest them, using exciting new concepts and terminology, because it increases their previous understanding and enjoyment of them so much.

Why study Media? The mass media provide a ‘window on the world’. They provide our biggest source of information and education on other countries, cultures and socio-economic systems, as well as keeping us up to date with the events happening immediately around us. They also give us a sense of ‘belonging’ and identification with our own culture, as we see areas of society we recognise reflected in the media. Such an important part of our everyday lives is worthy of a serious programme of study. We also have a multi-media suite that enables all pupils to study and produce coursework in digital, interactive formats.

How is it assessed? The GCSE examination in Media Studies is assessed through an exam paper (40%) and three pieces of controlled assessment work (60%). One must be a production piece and two are textual investigations on different media areas. Pupils are given opportunities to create controlled assessment work that reflect their own areas of media interest and specialism. The department has an excellent record of examination results, which greatly exceed national averages in the subject.

What about future opportunities? Media is a constantly expanding subject area. The study of the media in school may well point the way to future employment and the media industries employ many thousands of people in hundreds of specialist areas. Many Universities and Colleges include Media Studies (or related studies) as a degree course, and there are many more vocational courses in specialist areas all over the country. Media related degrees at the best universities are regarded highly by the media industries.

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M U S I C

GCSE Music is designed to offer all pupils a valid and interesting course, and at Stanwell we follow the course as specified by the WJEC. This provides opportunities for a) already accomplished musicians to develop their talents and intensify their studies; b) all pupils who may have enjoyed the subject in KS3 and are now keen to further their interest and improve their musical skills.

Through performing, composing and appraising, this specification requires candidates to develop aural perception, musical knowledge and understanding of:

• the use of musical elements, devices, tonalities and structures; • the use of resources, conventions, processes, music technology and relevant notations including staff notation; • the contextual influences that affect the way music is created, performed and heard, including the effect of different intentions, uses, venues, occasions, available resources and the cultural environment.

Content Performing The department encourages performances of a wide variety of musical styles, from music of the sixteenth century to pop! Improved skills in performance will enable pupils to participate in the wide range of activities found both in school and in the community. They are encouraged to sing or play both individually and as part of a group, performing pieces of their own choice at the end of the course. * It is not essential for pupils to receive private instrumental tuition, but all GCSE pupils are expected to participate in departmental extra-curricular activities. This helps develop musicianship and improve ensemble skills. Composing The music room has two music computer suites in addition to a fully equipped recording studio. All pupils are encouraged to experiment with electronic equipment and record their work using a computer workstation. The course aims to develop the ingenuity, inventiveness and imagination of pupils in exploring sound, relating their ideas to the areas of musical study. Several contrasting pieces are composed or arranged during the course from which two are selected for final submission. Appraising This develops aural awareness through the understanding of music alongside an appreciation of relevant notation, musical traditions and developments in a variety of styles - Rock, Classical, Jazz, Folk, and Popular.

http://www.wjec.co.uk/index.php?level=7&subject=92

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GCSE Music Assessment Details The assessment for GCSE Music is untiered, i.e. all composnents/units cater for the full range of ability and allow access to grades A*- G for the subject award.

60% Controlled Assessment 40% External Assessment UNIT 3: UNIT 2: Written exam (40%) UNIT 1: Composition (30%) Performance (30%) 1½ hour listening / written Two contrasting examination based on Two contrasting compositions. unprepared musical extracts performances. One solo and Total playing time of both under each of the Areas of one as a member of an compositions should be at Study, and an evaluation of a ensemble. least 5 minutes. performance / composition Total performance time Each composition should be undertaken during the course. must not exceed 10 minutes. linked to a different Area of Areas of Study: One piece should connect Study at MUS3. 1. Music in Wales with an Area of Study at Pupils must complete a 2. Music for Stage and Screen MUS3. composition log. 3. Music Evolution Teacher assessed and Teacher assessed and externally moderated by a externally moderated in 4. Musical Forms and Devices visiting examiner in APRIL / MAY Assessed externally in FEBRUARY / MARCH YEAR 11 MAY / JUNE YEAR 10 OR 11 YEAR 11

Music is an art form that engenders concentration, teamwork, individual confidence and self-discipline. It is a source of pleasure and a means of expression for many young people and a widespread recreational activity for adult life. An active interest in, and a genuine enthusiasm for practical music making is an essential requirement for this course. It provides an excellent balance with all other subjects as it is a creative, practical, technological, analytical and academic subject.

http://www.wjec.co.uk/index.php?level=7&subject=92

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P E R F O R M I N G A R T S

GCSE Performing Arts is designed for students who have a genuine interest in the Performing Arts industry along with an aptitude for music performance, acting, dance or the technical aspects of theatre. Stanwell School follows the WJEC specification that provides opportunities for students to:

 Develop a realistic understanding of job roles within the industry  Perform in a variety of contexts, both individually and a group  Systematically improve an aspect of their chosen performance skill  Work imaginatively; generating, developing and creating ideas

GCSE Performing Arts is for you if:

 You are interested in the Performing Arts industry and want to know more about it.  You enjoy performing!  You are committed to extra-curricular activities; this is required to enrich your understanding of the course.

Scheme of assessment:

Unit 1 – Controlled Assessment Tasks (40%) 1. A written skill Unit 2 – Themed Showcase development plan Performance (40%) 2. A study of job roles within A performance that is a the Performing Arts industry response to a theme set by the 3. A plan for a large scale centre. performance including details of the venue and costs involved.

The Performing Arts course provides students with a number of transferable skills; the ability to think creatively, to collaborate with others, to present ideas effectively and imaginatively and to plan strategically. The course compliments that of the other Arts subjects and is ideal for those students who have an interest in the Performing Arts as a whole.

Further information can be found at:

http://www.wjec.co.uk/uploads/publications/16182.pdf

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P H Y S I C A L E D U C A T I O N

Pupils opting for this WJEC full course GCSE will experience a wide range of practical activities and will have opportunities to learn about how the body functions mentally and physically and how it is affected by exercise and training. They will study the components of fitness and will learn how to monitor and develop their own personal fitness. They will study the ways in which the structure of sport and leisure have changed over recent years. Pupils will also learn about diet and nutrition. The course structure consists of 4 lessons a week. Three lessons will be practically based, one of which will be their core PE lesson with the rest of their year group. The fourth lesson will be classroom based and will consist of written work, supported by regular homework. This full course GCSE is suitable for boys and girls who have a keen interest in sport and wish to learn more about all aspects of physical education.

Improve personal Understand the importance of regular fitness exercise and a healthy diet Enjoyment

Develop technical skill and improve Learn new performance activities WHY DO PHYSICAL

EDUCATION?

Increase Relaxation and self-esteem stress relief

Improve confidence Develop team work & sociability Improve health and co-operation

http://www.wjec.co.uk/index.php?level=7&subject=94

DATES OF ASSESSMENT

The theory examination takes place in the May/June of Year 11, with the Practical Assessment, which is internally and externally assessed in March of Year 11

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T R A V E L A N D T O U R I S M

What does it take to be a successful travel agent, tourist information representative, cruise ship steward or museum marketer? The thriving travel and tourism industry provides exciting opportunities requiring a wide range of skills including self-management, team working, business and customer awareness, problem solving, literacy, numeracy, IT and communication skills.

BTEC Firsts in Travel and Tourism provide a practical, real-world approach to learning and develop specific knowledge and skills you need to work successfully in the industry, such as:  Understanding travel and tourist destinations and investigating the appeal of UK tourist destinations  Presenting information about the key developments over time and how they have moulded and influenced UK travel and tourism into the sector it is today  Developing business and customer awareness by understanding the importance of customer service to travel and tourism organisations.

You will also be able to present your work in a variety of ways, including:  Producing leaflets and posters  Taking part in role-plays and discussions  Face-to-face or audio-visual presentations  Online media such as websites.

The BTEC Level 2 First Certificate in Travel and Tourism from Edexcel is for you if you have an interest in the travel and tourism industries and would like to study for a qualification which is equivalent to two GCSEs but without the pressure of exams. Learning should be fun, not daunting. In our experience, students enjoy BTEC programmes because they can specialise in areas of learning linked with work that they are interested in. The course taps into what you enjoy, feel good at and find familiar.

Advantages of taking a BTEC qualification

♦ Education and training for travel and tourism employees

♦ Individual units have been designed to meet specific skills gaps identified by employers

♦ No exams, assessed through coursework

♦ BTEC qualifications are recognised by employers and education institutions

♦ Provides a good progression route to more advanced qualifications e.g. BTEC Nationals

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You will study two core units which are:

Unit 1: The UK Travel and Tourism Sector (30 GLH) Have you ever thought about how many different types of tourism there are, and how important the travel and tourism sector is to the UK economy. Travel and tourism is one of the UK’s largest sectors, currently employing over 2.5 million people. In this unit, you will gain an understanding of the range of organisations involved with different types of tourism in the UK, including their roles, how they work together and how they use technology to meet changing customer needs.

Unit 2: UK Travel and Tourism Destinations (30 GLH) Do you know the major tourist destinations in the UK? And how they appeal to different types of visitors? Can you locate major UK airports? Do you know where other gateways, such as UK seaports, are located? The travel and tourism sector is one of the largest and fastest growing in the world. An understanding of this sector is essential for anybody looking to pursue a career in travel and tourism, and knowledge of travel geography has been identified by employers as being a very important asset for working in the industry. This unit will give you an understanding of what the UK travel and tourism industry has to offer to tourists. It will enable you to identify and locate tourist destinations, major UK airports and seaports, as well as to discover sea routes and three-letter airport codes.

Two mandatory units, for the certificate award. The units could include:

Unit 4: International Travel and Tourism Destinations(30 GLH) There are over 190 countries in the world. How many will you visit in your lifetime? Working in the travel industry provides opportunities to explore some of these countries, so why not start dreaming now, and look at some of the fascinating destinations that exist? This unit is particularly relevant for anyone who wishes to work in retail travel or tour operations and it will broaden their knowledge should they wish to work overseas, perhaps as a holiday representative or flying the world as cabin crew.

Unit 7: Travel and Tourism Business Environments (30 GLH) Have you ever thought about how many businesses and types of businesses are involved in the travel and tourism sector? In this unit you will gain an understanding of the range of businesses in the travel and tourism sector, and their structures and functions.

Four optional specialist units, tailored to your needs. The units could include:

Unit 5: Factors Affecting Worldwide Travel and Tourism Unit 6: The Travel and Tourism Customer Experience Unit 9: Travel and Tourism Employment Opportunities Unit 10: Organising a Travel and Tourism Study Visit

Student Progression BTEC Level 2 First offer direct progression on to BTEC National programmes. On completion of a BTEC National, students can progress to a BTEC Higher National or BTEC Foundation Degree programme. A BTEC First also prepares students for employment in their chosen career.

http://www.edexcel.com/quals/firsts2012/travel-tourism/Pages/default

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W O R K S K I L L S

Workskills is a BTEC qualification focused on practical learning rather than written exams. You achieve the qualification by achieving CREDITS in completing Tasks for each Workskills unit. Year 9 pupils will study the BTEC Level 2 Money and Finance Skills course run by Edexcel in Partnership with the Nationwide Building Society. It is a short course and is equivalent to 0.5 ‘B’ grade GCSE. The six units that the pupils will study are

Autumn Spring / Summer 1. Working and Earning 4. Using Methods of Payment 2. Saving and Spending 5. Using Money Abroad 3. Borrowing Money and 6. Economic & Business Methods Managing Risk

Year 10 pupils will study the Edexcel BTEC Level 2 Workskills course. It consists of different units with each unit assigned a credit, the credits can be 1, 2 or 3 depending on the unit. To achieve the Certificate qualification which is equivalent to ‘B’ grade GCSE, pupils must achieve 13 credits. The Units are all about practical issues which help you prepare for getting a job and keeping it. In Year 10 the focus is on preparing pupils for the world of work and a work experience placement towards the end of Year 10.

Year 10

Unit Unit Name Period Credit(s) Number (Term) 1 Alternatives to Paid Work Autumn 1 2 Working as a Volunteer Autumn 2 3 Managing Money Autumn 2 4 Searching for Employment Spring 1 5 Applying For a Job Spring 1 6 Preparing for an Interview Spring/Summer 1 20 Investigating Rights and Summer 1 Responsibilities at Work 21 Managing Your Health in Work Summer 1 26 Preparing for Work Experience Summer 1

27 Learning from Work Experience Summer 2

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Pupils undertaking a litter pick at Porthkerry Park with the Vale of Glamorgan Visible Team

In Workskills you will be expected to:

 Undertake a voluntary placement  Take part in trips to different work places  Experience interviews  Meet people from the world of work  Work in a team

In Year 11 Pupils will use the Workskills lessons to improve their Numeracy & Literacy skills.

FACT: Employer’s rate strong workplace skills and relevant work experience among the most important factors when recruiting new staff.

If you are interested in real life, real jobs and real people, Workskills could be the option for you.

http://www.edexcel.com/quals/workskills/level2/Pages/default.aspx

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2013 STANWELL SCHOOL YEAR 11 EXAMINATION RESULTS Percentage of pupils achieving 5 or more Level 2 passes is 93%. Percentage of pupils achieving 5 or more Level 2 passes including English and Mathematics is 75%. GCSE A* A B C D E F G U/X Total Art 14 16 14 28 5 1 0 0 0 78 Biology 14 45 52 42 34 2 1 0 0 190 Business Studies 14 19 29 42 20 13 4 0 0 141 Chemistry 27 47 41 39 23 3 0 0 0 180 Child Development 0 7 5 11 7 5 0 0 1 36 DT – Graphics 3 6 11 3 0 0 0 0 0 23 DT - Resistant Materials 4 10 6 9 6 5 2 0 1 43 Drama 17 24 21 17 2 1 2 1 1 86 Economics 1 8 16 5 4 1 1 0 0 36 English Language 32 74 75 61 47 14 7 0 0 310 English Literature 35 82 75 54 26 0 0 0 0 272 Food 1 10 9 2 5 4 0 2 2 35 French 38 23 19 17 7 6 2 0 0 112 Geography 26 33 15 17 11 3 2 0 0 107 German 6 16 15 12 5 0 0 0 0 54 History 57 63 43 25 14 9 1 0 0 212 Mathematics 78 55 55 60 35 15 7 2 1 308 Media Studies 6 21 32 30 4 3 0 2 0 98 Music 10 8 6 1 0 0 0 0 0 25 Physical Education 0 12 19 21 12 13 4 0 0 81 Physics 24 44 47 37 32 3 1 0 0 188 Religious Education 37 66 59 45 27 17 9 3 3 266 Science 0 2 4 22 22 1 1 1 0 53 Science Additional 0 0 1 17 16 7 2 0 0 43 Statistics 1 9 20 36 25 9 1 0 1 102 Textiles 11 11 3 8 0 0 0 0 0 33 Welsh 21 58 40 79 27 23 14 6 1 269 Total 477 769 732 740 416 158 61 17 11 3381 Percentage 14 23 22 22 12 5 2 1 0 100 Cumulative Percentage 14 37 59 80 93 97 99 100 100 100 GCSE Short Course A* A B C D E F G U/X Total Physical Education 5 13 25 31 13 12 5 0 0 104 Vocational - GCSE Equivalent A* A B C D E F G U Total Additional Mathematics 0 39 27 15 0 0 0 0 25 106 Additional Science/Science for Work 0 0 0 107 0 0 0 0 0 107 Construction 0 0 0 9 0 0 0 0 0 9 Engineering 0 0 0 8 0 0 0 0 0 8 IT 54 209 147 206 0 0 0 0 10 616 Public Services 0 0 0 5 0 0 0 0 0 5 Vehicle Inspection 0 0 28 0 0 0 0 0 0 28 Work Skills 0 0 44 0 0 0 0 0 0 44 All GCSEs & Vocational Subjects Total 531 1017 978 1090 416 158 61 17 36 4304 Percentage 12 24 23 25 10 4 1 0 1 100 Cumulative Percentage 12 36 59 84 94 97 99 99 100 100

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2014 STANWELL SCHOOL YEAR 11 EXAMINATION RESULTS Percentage of pupils achieving 5 or more Level 2 passes is 95%. Percentage of pupils achieving 5 or more Level 2 passes including English and Mathematics is 82%. GCSE A* A B C D E F G U/X Total Art 13 22 10 11 5 0 0 0 0 61 Biology 20 56 51 40 14 2 0 0 0 183 Business Studies 8 16 34 44 44 30 8 2 2 188 Chemistry 27 47 47 47 12 2 0 0 0 182 Child Development 1 6 6 6 9 2 2 0 0 32 DT – Graphics 1 6 6 6 2 0 0 0 1 22 DT - Resistant Materials 2 4 7 12 0 1 0 1 0 27 Drama 7 31 29 19 5 2 0 1 0 94 Economics 1 6 10 4 1 1 1 0 1 25 Engineering 0 0 5 11 4 8 9 3 2 42 English Language 28 68 86 84 26 7 3 1 2 305 English Literature 42 66 86 51 19 3 1 1 1 270 Food 0 2 12 10 8 2 5 0 2 41 French 8 20 21 18 11 0 0 0 0 78 Geography 33 21 26 25 13 3 0 0 0 121 German 12 15 17 9 11 3 0 0 0 67 History 33 55 43 30 20 8 5 0 1 195 Mathematics 51 57 48 106 21 12 3 4 3 305 Media Studies 9 19 24 22 11 6 1 0 1 93 Music 6 13 8 8 2 1 1 0 0 39 Personal Finance 0 2 0 0 0 0 0 0 1 3 Physical Education 6 10 15 18 20 9 4 0 0 82 Physics 12 44 49 54 18 4 0 0 0 181 Religious Education 55 66 73 42 18 7 4 4 2 271 Science 0 0 1 68 17 2 4 0 0 92 Science Additional 0 0 1 16 23 3 0 0 0 43 Statistics 0 1 3 3 4 0 0 0 0 11 Textiles 8 6 0 1 1 3 0 0 0 19 Welsh 23 46 49 72 27 23 18 7 1 266 Total 406 705 767 837 366 144 69 24 20 3338 Percentage 12 21 23 25 11 4 2 1 1 100 Cumulative Percentage 12 33 56 81 92 97 99 99 100 100 GCSE Short Course A* A B C D E F G U/X Total Physical Education 6 9 10 17 11 9 0 0 0 62 Vocational - GCSE Equivalent A* A B C D E F G U Total Additional Mathematics 0 40 27 15 0 0 0 0 25 107 BTEC Science 0 0 0 32 0 0 0 0 0 32 Construction 0 0 0 4 0 0 0 0 0 4 Facial Massage and Skincare 0 0 13 0 0 0 0 0 0 13 IT 54 209 147 21 0 0 0 0 0 611 Performing Arts 20 16 12 30 0 0 0 0 4 82 Public Services 0 14 2 0 0 0 0 0 0 16 Travel and Tourism 0 0 6 4 0 0 0 0 0 10 Vehicle Inspection 0 0 36 0 0 0 0 0 0 36 Work Skills 0 0 10 0 0 0 0 0 0 10 All GCSEs & Vocational Subjects Total 480 984 1020 1123 366 144 69 24 49 4259 Percentage 11 23 24 26 9 3 2 1 1 100 Cumulative Percentage 11 34 58 85 93 97 98 99 100 100

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