Dear Parents and Students s9

January 2013

Dear Parents and Students

This booklet details courses we hope to make available to Year 10 students in September 2013. At the back is a subject options choice form which must be returned to school by Monday 25 th February. Between now and then, students will need to consider their choices carefully, gathering as much information as possible through their PD lessons, from their subject teachers, at the Year 9 Parents’ Surgery on Tuesday 29 th J anuary and, importantly, at the Year 9 Options Information Evening on Thursday 17 th January. They should aim to finalise their choices with their form tutor on the Review Day on Thursday 5 th February.

Much of the content of our curriculum is as laid out in the National Curriculum. There is a compulsory element (60% of taught time) for all students, which involves the study of English, Mathematics, Science, Religious Education, Physical Education, Information Technology, and Personal Development (Citizenship, Careers, and Personal Social and Health Education).

The remaining 40% of the Key Stage 4 curriculum is based on student choice, and is the main focus of this booklet. We aim to provide choices to ensure that all of our students’ individual needs and strengths are catered for. For this reason we use a Pathway approach, which is explained fully on Pages 1 and 2.

All courses are certificated by one of the following awarding bodies: AQA, EDEXCEL or OCR. Where possible, each subject description in the booklet is accompanied by information regarding the chosen examination board and specification.

In addition to the curriculum detailed throughout this booklet we hope to offer other opportunities to all students. These include a co-ordinated programme of one week’s Work Experience for all pupils in Year 10 during the Summer of 2013 and theme days where students spend three days each year concentrating upon one particular area of learning.

Finally, please note that although Science is a compulsory part of our Key Stage 4 curriculum, students will often need to exercise choice in relation to the course(s) that they follow. This is explained in detail under Science in the Compulsory Subjects section.

The staff at school will be happy to answer any questions you may have about the courses. We hope that this booklet proves informative and helpful as you make these important choices.

Yours sincerely

Mr A Oldfield Mrs I Bryce Assistant Headteacher (Curriculum) Headteacher

2 CONTENTS

Proposed 1 List A Courses (Continued) Other Information 45 Curriculu m

Compulsory 3 Geography Special Educational 46 Subjec Needs ts History Trematon Area 46 Resource Base English 4 ICT Options – Creative IT, Technical IT or Professional Advice 47 GCSE IT Mathematics 5 Mathematics (Fast Track) Important 48 Guidelines Science 6 Media Studies Year 10 Choices 49 Form Religious 9 Modern Languages – French and/or Education German ICT 11 Music Personal 12 Physical Education Development (PD) Games 13

List A Courses 14 List B Courses

Art & Design 15 Engineering and Electronics GCSEs Business 16 Engineering BTEC Studies Catering 17 Hair and Beauty Principal Learning Child 18 Development Countryside 19 and Environment BTEC DT- Product 20 List C Courses Design DT- Textiles 21 Technology DT- 3D Design 22 Courses for Vocational Pathway Drama 23

4 YEAR 10 PROPOSED CURRICULUM 2013-2015

We aim to provide choices to ensure that all of our students’ individual needs and strengths are catered for. For this reason we use a Pathway approach - all students are asked to choose one from three available pathways.

The Mainstream Pathway is purely school-based and requires 4 courses (mostly GCSEs) to be studied. It is suitable for students of all abilities, although there are minimum ability requirements for Fast Track Maths and Separate Sciences.

The Applied Pathway includes the study of a substantial applied course. These courses lead to Level 2 qualifications i.e. GCSE grades A*-C equivalent. Learning will take place at Liskeard School or Cornwall College Saltash. Students choosing this pathway must have achieved mostly National Curriculum Levels 4 and 5 or higher on Year 9 Progress Tracker 1.

The Vocational Pathway entails study at Cornwall College Saltash, or Duchy College, on one day per week, leading to a vocational qualification at Level 1 i.e. equivalent to GCSE grades D-G. This pathway is appropriate for students achieving mostly Levels 3 and 4 on Year 9 Progress Tracker 1.

The table on the next page shows how subjects studied depend on the pathway chosen.

The English Baccalaureate

This is a certificate that is awarded to students who achieve GCSE grades A*-C in English, Mathematics, sciences, a language and a humanities subject.

At saltash.net the required range of GCSE subjects needed for the EBacc would be English; Mathematics; Science and Additional Science or any two from Biology, Chemistry, and Physics; French or German; and Geography or History. The EBacc combination of subjects is not compulsory for any of our students. Pathway Compulsory subjects (ppf = periods per fortnight) Optional GCSE subjects Other learning

Mainstrea English Maths Science RE P Games 4 m 6ppf 6ppf 10ppf 2ppf D 2ppf 2 s p u p b f j e c t s f r o m

L i s t A

( 5 p p f e a c h ) Applied English Maths Science RE P Games 2 1 day per week following Level 2 course from 6ppf 6ppf 10ppf 2ppf D 2ppf List B 2 s (10ppf) p u p b f j e c 6 t s f r o m

L i s t A

( 5 p p f e a c h ) Vocational English Maths Science RE P Games 2 1 day per week following Level 1 course from 6ppf 6ppf 10ppf 2ppf D 2ppf List C 2 s (10ppf) p u p b f j e c t s f r o m

L i s t A

( 5 p p f e a c h )

List A List B List C GCSE courses except * Level 2 BTEC courses unless otherwise stated Level 1 vocational courses At saltash.net At SE Cornwall Learning Partnership provider At Cornwall College Saltash or Duchy College

 Art & Design  Geography  Engineering and  Construction (Cornwall College)  Business Studies  German Electronics GCSEs  Catering  History (Liskeard)  Hair & Beauty (Cornwall College)  Child Development  *Creative IT OR *Technical IT OR  *Countryside & Environment BTEC GCSE IT  Engineering BTEC  Motor Vehicle Studies (Duchy College)  Drama  Maths (Fast Track) (Liskeard)   DT Product Design OR Textiles  Media Studies Public Services (Duchy College) Technology OR 3D Design  Music  Hair & Beauty  French  PE Principal Learning  Separate Sciences (Cornwall College)

8 COMPULSORY SUBJECTS ENGLISH

All students in Years 10 and 11 study GCSE English.

In the light of the National controversy surrounding GCSE English last summer, we are currently reviewing the courses we offer.

More information will be provided when we are happy that we can provide the best possible courses to enable all of our young people to achieve the grades they deserve.

10 MATHEMATICS

Edexcel GCSE in Mathematics (Linear) Specification A

This course has been chosen to encourage students to develop a positive approach to Mathematics.

Throughout the course students will encounter a variety of learning methods including whole-class interactive teaching, practical and investigational tasks, calculator and non-calculator work and use of ICT. We expect students to possess their own scientific calculator. Students will be encouraged to apply their knowledge to think and communicate using Mathematics, and to consolidate basic skills and deal with appropriately challenging work.

Students will continue to be grouped in sets by ability and prior attainment, and will follow specifications leading to either Foundation or Higher tiers targeting grades C – G and A* - D respectively.

This course is assessed by two examination papers initially taken in the November of Year 11, with the opportunity of a re-sit in the summer of Year 11. Paper 1, which is non-calculator, is 50% of the qualification. Paper 2, a calculator paper, is 50%.

All students may also have the opportunity to sit the Edexcel Award in Functional Skills (reference number: 500/2783/9). This qualification will recognise the ability of learners to apply and transfer skills across a range of contexts. Functional skills are recognised as vital to learner’s personal development, increasing both confidence and effectiveness. This qualification is assessed through a written paper taken at various opportunities during Years 9, 10 and 11, dependant on the ability of the student.

We hope that this brief outline of the courses offered will be useful but, should you require further details, please contact the Key Stage 4 Co-ordinator, Mrs R Lee. SCIENCE

Choices in Year 9 for Year 10

A Science: GCSE OCR 21st Century Science Suite

What does the course involve? This course focuses on the knowledge and understanding that you need to make sense of the science you will meet in everyday life. During the course, you’ll study many of the major theories of science in a way that enables you to appreciate their importance to everyday life. The course also explores how scientific information is obtained, how reliable it is, what its limitations are, and how this information helps society to make important decisions. You’ll be prepared to deal with, and take informed personal decisions about, issues involving science which you may meet, for example, mobile phone safety, decisions about childhood vaccinations, and sustainable use of resources. The course is active with an emphasis on practical based learning.

How will I be assessed? The exact course is yet to be confirmed by the governing bodies it is likely to comprise 3 external exams that contribute 75% of the course and a controlled assessment component that makes up the final 25%.

What could I achieve? 2 x GCSE Science A* - G

What could I do next? A-Level Science or KS5 BTEC Science

12 B Separate Sciences: Biology, Chemistry and Physics (OCR 21st Century Science Suite) This course involves the study of complex scientific concepts- for this reason we recommend that students who choose it have the potential to achieve a level 6 or 7 in Science at the end of Key Stage 3. Students choosing this option must pick the separate science option as one of their four option choices.

What does the course involve? Studying GCSE Biology, Chemistry and Physics as separate sciences provides you with the opportunity to further develop your understanding of scientific explanations and how science works. You’ll be able to study elements of applied Biology, Chemistry and Physics with particular links to the work of professional scientists. These separate sciences cover the content of GCSE Science and GCSE Additional Science with further material from each of the disciplines.

How will I be assessed? The exact course is yet to be confirmed by the governing bodies it is likely to comprise 3 external exams that contribute 75% of the course and a controlled assessment component that makes up the final 25%. Each subject has the same assessment format.

What could I achieve? GCSE Biology A* - G, GCSE Chemistry A* - G and GCSE Physics A* - G,

What could I do next? A/AS Level Biology, Chemistry, Physics, BTEC Applied Science L3 or Psychology.

C BTEC Diploma in Applied Science – Some students will be advised to follow this course as an alternative to Choice A.

Students will complete a series of assignments over two years. This course has a more vocational and applied way of learning which is practical based. There are no examinations, but students build a portfolio of work throughout the year. Students will be able to achieve a Pass, Merit or Distinction. The course equips students for further education on our L3 BTEC in Applied Science which they can follow in the Sixth Form. This course is not an entry pathway for Science ‘A’ levels.

Vocational P athway

Students who follow the vocational pathway will follow the BTEC First Certificate in Applied Science which is the equivalent of two GCSEs. Students will be able to achieve a Pass, Merit or Distinction over two years. The course follows a more vocational and applied way of learning which is practical based and is assessed through assignments recorded in the student’s portfolio. There are no examinations and students will be able to progress to the Diploma which is the equivalent of four GCSEs if they pass the Certificate.

14 RELIGIOUS EDUCATION

AQA GCSE in Religious Studies (4055)

Specification B: Ethics, Philosophy and Religion in Society

This specification meets the legal requirements for Religious Education and the requirements of the Cornwall Agreed Syllabus at Key Stage 4. It also allows Religious Studies to link closely with other subjects, particularly Citizenship and Personal, Social and Health Education, and actively contribute to the spiritual, moral, social and cultural development of all students here at the school. We feel that this active contribution to students’ personal development is a key role within the course. When it comes to Religious Education at saltash.net, we feel we need to ask our students questions, not give set answers.

The course provides opportunities for the exploration of important questions of meaning in a range of contemporary issues. It is taught over eight terms, starting in Year 9. Teachers make use of a variety of teaching approaches, media, resources and speakers to enable the students to have a clearer understanding of the variety of religious belief and practice as well as of the influence of religion in their world.

1 Aims a) To acquire knowledge and develop understanding of the beliefs, values and traditions of religions; b) To consider the influence of the beliefs, values and traditions associated with religions; c) To consider religious and humanist responses to moral issues; d) To identify, investigate and respond with a considered opinion to fundamental questions of life raised by religion and human experience, covering aspects such as prejudice, conflict, animal rights, poverty and abortion amongst many others. e) To develop transferable skills relevant to the study of religion but as importantly, relevant for their future lives and careers. 2 Specification

Unit 1: Religion and Citizenship (40551) Unit 2: Religion and Life Issues (40552)

Topic 1: Religion and Relationships Topic 1: Religion and Animal Rights Topic 2: Religion, Sport and Leisure Topic 2: Religion and Planet Earth Topic 3: Religion and the Multicultural Society Topic 3: Religion and Prejudice Topic 4: Religion and Identity Topic 4: Religion and Early Life Topic 5: Religion and Human Rights Topic 5: Religion, War and Peace

Within these topics the students will, in relation to the area being studied, be expected to:

 Explore a range of ideas and viewpoints.  Demonstrate (where appropriate) an awareness of current legal requirements.  Cover in depth the specific teachings within the religion(s) studied.  Consider the links between religion and action in the lives of the believers.  Consider and evaluate in depth their personal responses to the area being studied using a range of reasoned arguments.  Show a knowledge and understanding of the diversity of viewpoints, which believers may hold within a single religious tradition.

AQA Entry Level Certificate in Religious Studies (5906)

The Entry Level Certificate is designed for students who are unlikely to achieve a Grade G at GCSE. All work is teacher assessed to criteria/mark schemes and externally moderated by AQA.

The specification meets the statutory requirements for RE and the Cornwall Agreed Specification at KS4.

Two levels of Award are available, Entry Level 2 and Entry Level 3.

The students complete a portfolio of work, which is assessed and moderated by AQA.

16 INFORMATION AND COMMUNICATION TECHNOLOGY

Core – Cambridge Nationals (Level 1 and 2)

Core ICT: This is the core ICT course and will be taken by ALL students regardless of any other ICT option choices. The OCR Cambridge Nationals are vocationally related qualifications that take an engaging, practical and inspiring approach to learning and assessment. They’re industry relevant, geared to key sector requirements and very popular with schools and colleges because they suit such a broad range of learning styles and abilities. Assessment: The breakdown of this course is 25% external assessment (exam) and 75% internal assessment (coursework). Students will cover the following units: Unit R001: Understanding Computer Systems (external exam): On completion of this unit, learners will have gained the knowledge and understanding to use computers more effectively in a variety of different contexts including home, school and the workplace. Their regard for their own personal data security and for the security of the data of others will be increased and, overall, learners will be more informed users of computers making them more effective participators in business and social life.

Unit R002: Using ICT to Create Business Solutions: On completion of this unit learners will have extended their capability in the use of applications software.

Unit R003: Handling Data Using Spreadsheets: On completion of this unit learners will be able to interpret requirements for a spreadsheet, take unstructured data, plan how to use it in a spreadsheet, create and populate a spreadsheet, use relevant functions and tools to manipulate the data and produce outputs to present the data graphically to support decision making. This unit will be delivered through the Microsoft Office Specialist (MOS) system and will therefore carry with it an additional, industry-related qualification.

Unit R011: Understanding Technology – A Project Approach On completion of this unit learners will have acquired the transferable skills to work through the cycle of planning, research, presentation and analysis to answer a question, test a hypothesis or to design a product or new concept. The qualification will be graded as follows (equivalent GSCE grades included for reference): Cambridge Nationals GCSE Equivalent Qualification Level 2 Distinction * A* Level 2 Distinction A Level 2 Merit B Level 2 Pass C Level 1 Distinction D Level 1 Merit E Level 1 Pass F/G PERSONAL DEVELOPMENT (PD) (A NON-EXAMINATION COURSE)

(Citizenship/Personal, Social and Health Education/Careers Education and Guidance)

The study of Citizenship aims to give students the knowledge, skills and understanding to play an effective role in society, and to help them become informed and responsible citizens, aware of their duties and rights. Students will learn about our economic, political and legal systems and will be encouraged to respect different national, religious and ethnic identities. Students will learn how to research, obtain and use different types of information, including the media and ICT, and how to evaluate their effectiveness and bias. They will also be encouraged to play an active role in the life of the school, the local community and the wider world.

Citizenship will be taught within PD lessons, but aspects will also be covered across the curriculum and within the wider life of the school.

This is a non-examination course for all students covering the National Curriculum programme of study and learning outcomes.

During PD lessons you will also cover:

 Careers Education Information and Guidance;

 Work Experience, including preparation, feedback from employers and debriefing/reflection.

 Sex and Relationships Education;

 Health Education;

 Drugs and Alcohol Education.

Students will work in a variety of classroom situations aimed at developing individual and group responsibilities as well as their own personal and social skills. An understanding and tolerance of other points of view is encouraged through enquiry and debate. GAMES (NON-EXAMINATION)

During this course students in Years 10 and 11 will cover a variety of sports from many areas of the PE National Curriculum. They will have the opportunity to extend their knowledge and ability in the activities that they may have covered in Years 7, 8 and 9 as well as experiencing new activities. These may include the following activities depending on staffing and facilities available:

Level 1 in Sports Leadership This is a course which gives students the opportunity to obtain a qualification in Physical Education. This award will work on the leadership skills of the students and teach them the basics of how to deliver safe, fun activity sessions to younger students. It will also encourage them to become more enthusiastic and confident about sport. This is a recognised award developed by Sports Leaders UK, in which candidates will receive certificates and pin badges upon successful completion. There is no examination, but students are assessed throughout the course.

Trampolining The trampolining module covers a variety of specific aerial movements requiring agility and fitness, in addition to developing an awareness of the control of one’s body in space and its artistic appreciation.

Table Tennis Students will have the opportunity to play this game which develops hand/eye co-ordination.

Streetsurfing This activity is similar to skate boarding but involves skill development reflecting surfing. Students will learn basic skills in a safe environment, using all the necessary protective equipment, and then develop their skill completing more challenging tasks.

Yoga This module covers the basics of yoga and its benefits to health and well being.

Year 11 Games As well as options in school, the year 11 programme now includes some options to do PE off site. Students can choose to go to the Leisure centre to swim or use the gym. Zero gravity to use the state of the art gymnastics equipment or try Golf lessons from the professionals at China Fleet. LIST A COURSES ART & DESIGN

Art and Design: OCR HS1

In Art and Design students are encouraged to develop practical skills in a variety of media.

They will become proficient in a variety of drawing skills with the emphasis of the course being on direct observation and experimenting with all sorts of materials and techniques.

The approach to studies will be thematic and students will be expected to express ideas and feelings in diverse topics through the use of skills such as: drawing, painting, collage, print-making and IT. Each theme studied will include a history of Art element.

Homeworks will be set to support each topic covered. Whenever possible visits will be made to see exhibitions throughout the country.

At the end of the course students must present for assessment a selection of their Years 10 and 11 coursework which best expresses their skills, visual strengths and expressive abilities. This portfolio of work is worth 60% of the GCSE. The rest of the mark comes from a controlled examination where students have made their own personal response to a set theme.

Mark Weighting:

Coursework (plus homework) = 60% Controlled test = 40% BUSINESS STUDIES

GCSE Examination board – WJEC 4080

Content

1. Business framework – to include business ownership and why people start businesses 2. Businesses and their customers – to include market research, marketing mix and the product lifecycle 3. Producing goods and services – to include forms of production, stock control and break even analysis 4. Human resource planning – to include recruitment, remuneration and motivation 5. The external environment – to include business taxation and legislation 6. Financial control – to include P&L, cash flow, balance sheets, ratio analysis

Assessment

Examination A single 2 hour examination paper in Year 11 covering all grades made up of short answer and longer, written answers. 75% of marks

Controlled assessment A choice of tasks set by WJEC to be researched and then written up under examination conditions. 25% of marks

The course will suit students who are looking for a challenging business course with progression to our highly successful WJEC AS/A2 course. Strong Mathematical and written English skills are highly desirable as is an interest in the what and the why of the business world and the wider economy. CATERING

GCSE Catering: Welsh Board www.wjec.co.uk

Catering consists of practical cooking tasks. It is more practical-based than Food Technology so it would suit the more practically inclined student. It involves both written and practical tasks, as well as classroom based work. It is a demanding course which requires 100% commitment from those who opt for it. All students undertake two practical exams; one in Year 10 and the other in Year 11. Both exams are set by the exam board and worth 60% of the final GCSE grade. The written paper, which is completed at the end of the course, is worth 40% of the final grade.

This course will look at the following areas of study:

 Basic catering skills

 Food preparation

 Health and hygiene

 Menu planning

 Dietary requirements

 Healthy eating

In addition to their GCSE qualification, students will sit a level 2 in Food Safety and Catering which accounts for 25% of an extra GCSE. This qualification permits working with food in the food industry, food-related part-time jobs and helping in any school-based function. We are also hoping to make links/visit the catering department at City College Plymouth.

This GCSE could inspire students to pursue a career in catering, a role as a home economist, TV work, product development, hotel and hospitality, travel and tourism, to mention but a few.

Students who choose catering will be expected to provide their ingredients each week. The school may provide support with this if needed. CHILD DEVELOPMENT

GCSE Child Development : OCR www.ocr.org.uk

This course focuses on the developmental stages of child development from conception to the age of 5 years. Lessons include a great deal of discussion work, and topical issues from the media are used as teaching aids to keep abreast of the changes in society. Topics covered include; the family, pre-conception care, conception, pregnancy, birth and post-natal factors, diet and health in relation to young babies and children, stages and condition of development and support available to the child.

The course is made up of 60% coursework:

Consisting of:

 three short tasks 30%

 a child study of 30%

And an examination element worth 40% of the final GCSE grade

This GCSE could inspire students to go on to further education to study for a whole range of interesting and challenging careers such as Nursery nursing, paediatricians, teaching, child psychologists, social workers and many more.

A requirement of opting for this course is that students know a child aged 4-5 on whom to base their study. COUNTRYSIDE AND ENVIRONMENT

BTEC Level 2 Diploma - EDEXCEL

What does the course involve?

You’ll be able to study units of work covering elements of animals and plant husbandry, conservation of our natural environment, whilst undertaking experience in Land-based industries. The qualifications are aimed at those interested in the management of the countryside and investigation of natural and managed environments. Unit of work covered over the two years will be

 Undertake Work Related Experience in the Land-based Industries  Environmental and Land-based Business  Introduction to Animal and Plant Husbandry  Introduction to Environmental Studies  Conservation and Improvement of British Habitats  Establish and Maintain Plants Outdoors

How will I be assessed?

Students will complete a series of assignments over two years building a portfolio of work for the units above throughout the year. This may include some external assessment.

What could I achieve?

Students will be able to achieve a Pass, Merit or Distinction depending on the standard of work provided within their portfolio.

What could I do next?

BTEC Applied Science Level 3 or a vocational pathway. DESIGN & TECHNOLOGY – PRODUCT DESIGN

Product Design: AQA 4555

Course Overview

This course has been chosen to encourage students to design and make products with creativity and originality, using a range of materials and techniques.

The course aims to develop students’ understanding of the ever-changing world of consumer goods and emerging technologies, building directly on their experience at Key Stage 3.

The course:

1* Is equally appropriate for boys and girls. 2* Provides the opportunity to be creative and imaginative in a range of materials. 3* Explores and exploits new technologies. 4* Helps making value judgements in our modern consumer society. 5* Is exciting and fun, where risk taking is encouraged. 6* Can lead to a range of fascinating careers such as automotive design, animation, engineering, graphical design, advertising and architecture to name a few. 7* It can also provide an excellent route into GCE Product Design at AS and A2 level and the Diplomas in Manufacturing and Product Design, Creative Media or Engineering at Level 3.

There is one tier of assessment covering grades A* to G to cater for students of all abilities.

There are two assessment units:

Unit 1 Written Paper (2 hours) - worth 40% of the total marks – students answer all questions in two sections: Section A: Design based questions on content and Section B: on the content of the course. Unit 2 Design and Making (approximately 45 Hours) – consists of a single design and make activity selected from a range of exam board set tasks.

DESIGN & TECHNOLOGY - TEXTILES

Design and Technology: Textiles Technology: AQA

Course overview

Textiles are all around us and are an important part of our everyday environment. Textiles is open to all students, boys and girls. This course is for people who like fashion or interior design. You will be designing and making textile products to wear or for the home.

The course will involve:

 40% of the total marks on a written paper - 2 hour examination.  60% of the total marks a single design and make activity selected from a choice of set tasks. This will involve a made outcome and a design folder.  Use fabrics as well as new technologies such as SMART fabrics as well as computer programmes on fashion and interior design.  Have an opinion on textiles in the ‘global’ economy looking at ‘Fairtrade’ and other related issues.  Can lead to a variety of careers such as interior design, theatre/costume design, fashion industry and so much more …  There is also a direct link from GCSE to the Fashion course at Plymouth City College.  Above all it is a fun course with a large practical element for those who enjoy being creative! DESIGN & TECHNOLOGY - 3D DESIGN

AQA AS in Product Design (3D – Design) 1551

Students considering this option must currently be in a set 1 for DT taking the short course GCSE. The AQA AS in Product Design consists of one written paper taken in June of year 11 (50% of the marks), and one piece of coursework which may take the form of a simple design and make product, two smaller projects or a portfolio of work (50% of the marks).

Having completed the AS level, students may progress to A2 level in Year 12, subject to a viable class size.

We hope that this brief outline of the courses available for Design and Technology will be useful but, should you require further details, please contact the head of Department, Mr R J Blackhall.

GCSE Drama: Edexcel 1699

Do any of the following apply to you:

 Are you imaginative and creative?

 Do you enjoy and work well with other people?

 Can you express yourself vocally and physically?

 Do you want to take a course which will help you in any job in the future?

 Do you prefer coursework to written exams?

 Do you enjoy exploring ideas by putting yourself in other people’s shoes?

 Do you enjoy creating your own Drama work?

If any of these apply to you then Drama GCSE is the course for you.

During the course we will:

 Explore themes, issues and play texts through the medium of Drama creating and developing performance.

 We will share our work, performing in the lesson to each other and to other people.

 We will share our thoughts on each other’s work evaluating and responding to the work.

What will you actually do?

 Most of the course is practical and you will be assessed on your practical work in the lessons and your ability as an actor.

 You will also be assessed on your ability to work with other people, how well you cooperate and support others and contribute your ideas.

 You will have to keep a written record of your practical work and create a final written set of notes which go towards your final GCSE mark. There is no written exam and your notes can be visual as well as written.  You will also be expected to evaluate and respond to your own and others’ work in the lessons. What will I do during the two years?

The course is divided into three units:

Unit 1 30% - We will explore a theme together creating plays and performances from the theme. Unit 2 30% - We will explore a play together and perform sections of it in several different ways. We will also see a play together at the theatre and write about it. Unit 3 40% - You will work in a small group to create your own performance for an audience this will be marked by a visiting examiner.

How will it help me in the future?

 With confidence, working with other people, making presentations, working creatively and independently.

Please note:

In order to succeed in Drama you will be expected to:

 Work well with other people.

 Attend rehearsals after school when needed.

 Have a good attendance in lessons because other people cannot succeed without you being there. GEOGRAPHY

Students follow the AQA Geography specification A 4030 examination course:

The GCSE course in Geography aims to give students a knowledge and understanding of the world in which they live and an awareness of the issues and challenges that face the modern world. The specification is topical and provides students with a knowledge and understanding of the social and economic influences that will affect their lives today and in the future.

Within the specification there are three units, each concentrating on the interaction between people and the environment. The units studied are the following:

Unit 1: Unit 2: Unit 3: Physical Geography (37.5%) Human Geography (37.5%) Local Fieldwork investigation (25%) The Restless Earth Population change Task setting - involve fieldwork, collecting Rocks, Resources and Scenery Changing Urban environments primary and secondary data Weather and climate Changing Rural environments Task Taking - work under supervision of a Living world Development teacher Rivers Globalisation Coasts Tourism Ice on the land

Fieldwork plays an integral role in the two years of the course. The students will be involved in two days of field study. The first will normally involve making a detailed study of the features of the River Plym at Cadover Bridge on Dartmoor using a variety of study techniques. These will include using flow meters, clinometers, tape measures and metre rules, while working co-operatively in small groups. A second field day normally involves a detailed study of Looe to assess the impact of tourism upon the town. The themes for fieldwork/coursework will change from year to year and are prescribed with examination board guidance.

Students will be expected to carry out data collection using mapping techniques and questionnaires. The field studies constitute the basis of the coursework component of the GCSE course (25% of the final exam marks).

In the second year of the GCSE course a decision will be made by the Geography department on the suitability of the students to take the examination on the basis of their performance in Year 10 and the result of the mock examination. Students will be entered either for the Higher Tier Examination (Potential grades A* to D) or for the Foundation Tier Examination (Potential grades C to G). Students will sit two terminal examination papers. One paper assesses knowledge, skills and understanding of Physical Geography themes (37.5%), the other assessing knowledge, skills and understanding of Human Geography themes (37.5%) including map work and data response in both papers.

Geography acts as a natural link between the Sciences and the Arts. It should be regarded as a central focus for study in a balanced GCSE programme, as it incorporates the skills used in Mathematics, Science, English and IT in its delivery. Geography is a popular subject at GCSE and many students continue with their studies at A Level and within higher education, and it leads to careers in planning, leisure and tourism, conservation, land management, National Parks, local government, education and many more!

Entry Level Certificate: Geography The content and approach of this syllabus reflects that of the GCSE syllabus. There is a significant reduction in the size and demand of this content to allow positive achievement by this group. The unit titles are the same as the GCSE course as listed on the previous page.

Assessment of the course is through an end of course test, a coursework folder and an oral test. Decisions on entry for this certificate will be made in Year 11 after the mock examination and coursework marking. HISTORY

Edexcel GCSE History B: Schools History Project: 2HB01

The School History Project was developed as an alternative to the more traditional History courses. Rather than focus on a narrow period of time or area, SHP gives students the opportunity to study History in a number of ways: thematically (over a long period of time) or in depth; and in a variety of scales: national, international, regional, European, ancient and modern. Emphasis is placed on the development and use of historical skills as well as the acquisition of knowledge. Something for everyone! You will study: Unit Name Content Weighting Assessment structure Unit 1 Medicine and treatment through time 25% Exam 1hr 15 mins. Development Study Traces the history of medical change from Roman times to the present day. What ideas did Short & extended people in the past have about the cause of ill health, and what cures did they use? What factors answers brought about progress, and what was the rate of change? What impact did medical change have on the rest of society? Unit 2 The American West c1840-1895: 25% Exam 1hr 15 mins. Depth Study The way in which the American West was settled and developed by different groups, and the Short & extended impact that this had on the Native American people. Why were people willing to risk all to settle in answers the unknown, and how did they overcome the problems they encountered? What were the consequences of the clash of cultures and lifestyles? Unit 3 The transformation of Surgery c1845-1895 (links to Unit 1) 25% Exam 1hr 15 mins. Source Enquiry The problems of surgery in early 1800 and how they were then dealt with; this covers 5 source based anaesthetics, antiseptics and blood loss. What factors helped to promote these developments questions and make them possible? Unit 4 Germany 1918 – 39 25% Controlled Representations in Examines Weimar Germany and its problems, the reasons for its collapse and the development assessment. Max 2hrs History of the Nazi State. Examines how the Nazis were able to keep control of Germany through the 30mins use of terror and propaganda. The skills required link to those from unit 3.

In addition the History Department offers an Entry Level Certificate, assessed by a school-based Core Task and coursework units, for those who are unlikely to obtain a GCSE pass in this subject.

The History Department has always placed a high value on study outside of the classroom. Our GCSE students are offered a study visit to London in the past. The study of History is an excellent base for a balanced student because:

 History helps to develop an awareness of the past and the part it plays in today’s world.  History develops sound logical thinking and the ability to make informed judgements.  Historical topics relate to Science, Technology, Politics, Sociology, Media and Geography.  History involves a variety of teaching approaches.  History develops skills of research and essay-writing valued both in post-16 education and in the world of work.  History has been a popular choice over the past ten years at both GCSE and A Level. IT OPTIONS

Students wishing to study IT in addition to the compulsory provision can choose one of the following 3 options:

1. Creative ICT

This option follows the Creative Strand of Cambridge Nationals, providing additional units which ‘bolt on’ to their core ICT units and enable students to achieve an additional GCSE-equivalent qualification. The course is 100% coursework, but is dependent upon students passing the compulsory units R001 and R002, discussed in the Core ICT section.

Units covered:

Unit R004: Handling Data Using Databases On completion of this unit learners will be able to modify an existing database and produce a relational database. They will also be able to create queries to interrogate a database and find specific records and produce reports based on the results of these queries and create a user interface for the database.

This unit will be delivered through the Microsoft Office Specialist (MOS) system and will therefore carry with it an additional, industry-related qualification.

Unit R005: Creating an Interactive Product Using Multimedia Components On completion of this unit learners will be able to show how the interactive product meets both the user needs and extends their capability within the use of applications software such as website development.

Unit R006: Creating Digital Images On completion of this unit learners will be able to create a digital image that communicates the intended message effectively, meeting the client’s needs, and they will have extended their capability within the use of digital editing software packages.

Unit R007: Creating Dynamic Products Using Sound and Vision Movies, animations and sounds bring messages and communications to life. The ability to create, edit and enhance these types of media is an essential business and personal skill that can be used for many purposes. On completion of this unit learners will be able to prepare, create, export and evaluate a timeline-based dynamic product.

The qualification will be graded as follows (equivalent GSCE grades included for reference) Cambridge Nationals GCSE qualification equivalent Level 2 Distinction * A* Level 2 Distinction A Level 2 Merit B Level 2 Pass C Level 1 Distinction D Level 1 Merit E Level 1 Pass F/G

Where next?

The A-Level IT course will accept any students who have taken Creative ICT as an option.

2. Technical ICT

This option follows the Technical Strand of Cambridge Nationals, providing additional units which ‘bolt on’ to their core ICT units and enable students to achieve an additional GCSE-equivalent qualification. The course is 100% coursework, but is dependent upon students passing the compulsory units R001 and R002, discussed in the Core ICT section.

Units covered:

Unit R004: Handling Data Using Databases On completion of this unit learners will be able to modify an existing database and produce a relational database. They will also be able to create queries to interrogate a database and find specific records and produce reports based on the results of these queries and create a user interface for the database.

This unit will be delivered through the Microsoft Office Specialist (MOS) system and will therefore carry with it an additional, industry-related qualification.

Unit R008: Introduction to Computer Programming On completion of this unit learners will be able to appreciate the range of programming and scripting languages that are used and their applications and will be able to develop, test and evaluate working programs in one language of their choice. Learners will have acquired the skills necessary to help develop their programming further into interactive websites, mobile phone and tablet apps and a range of computer applications and they will communicate technical concepts effectively using terminology appropriately.

Unit R009: Exploring Computer Hardware and Networks On completion of this unit learners will have acquired skills and knowledge that would be beneficial to working with IT systems within different employment sectors or within the home environment and they will communicate technical concepts effectively using terminology appropriately.

Unit R010: Developing Control Systems On completion of this unit learners will be able to explore the different components which can be used to build control systems and the rules which are written to ensure they work properly, and be able to communicate technical concepts effectively using terminology appropriately. Learners will build working control systems using either real components or simulation software to show they understand the concepts.

The qualification will be graded as follows (equivalent GSCE grades included for reference)

Cambridge Nationals GCSE qualification equivalent Level 2 Distinction * A* Level 2 Distinction A Level 2 Merit B Level 2 Pass C Level 1 Distinction D Level 1 Merit E Level 1 Pass F/G

Where next?

The A-Level IT course will accept any students who have taken Technical ICT as an option.

3. GCSE Full Course in IT (WJEC 178 01/02) ‘The Academic Option’

A 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. Those with other interests and aspirations can also benefit from the many transferable skills inherent in the study of Information and Communication Technology.

Assessment

Unit 1: Understanding ICT (20%) This examination paper will assess the 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.

Unit 2: Solving Problems with ICT (30%) This controlled assessment consists of a portfolio of work which shows candidates' attainment in obtaining and interpreting different types of information; using, developing and communicating information to meet the purpose of their studies and presenting the results of their work. This assignment will assess the practical aspects of the functional elements of ICT.

Unit 3: ICT in Organisations (20%) This examination paper will assess the 'application' content of ICT in a business and industry context.

Unit 4: Developing Multimedia ICT Solutions (30%) This controlled assessment will give candidates the opportunity to develop a piece of work using multimedia software following a single task brief issued by WJEC.

Where next?

This GCSE option is offered to cater for students who wish to follow a more traditional, academic route in the subject. This is the preferred option for students wishing to take AS/A2 ICT in Years 12 and 13.

MATHEMATICS (Fast Track)

Edexcel GCSE in Mathematics (Linear) Specification A AQA Level 2 Certificate in Further Mathematics AQA AS/A2 Mathematics Choosing this option in Mathematics will enable a student to sit their GCSE Mathematics and a Level 2 Certificate in Further Mathematics (AQA) by the end of Year 10. They will study AS Mathematics in Year 11.

Throughout the course students will encounter a variety of learning methods including whole-class interactive teaching, practical and investigational tasks, calculator and non-calculator work and use of ICT. We expect students to possess their own scientific calculator. Students will be encouraged to apply their knowledge to think and communicate using Mathematics, and to consolidate basic skills and deal with appropriately challenging work.

The GCSE Mathematics course is assessed by two examination papers in Year 11. Paper 1, which is non-calculator, is 50% of the qualification. Paper 2, a calculator paper, is 50%.

The Level 2 Certificate in Further Mathematics will be assessed by two written papers at the end of Year 10.

The AS course will involve studying three modules, two in Pure Mathematics and one in Applied Mathematics.

Students who choose this option will currently be in a Set 1 Mathematics group and are likely to study Mathematics beyond Year 11. MEDIA STUDIES

GCSE Media Studies - OCR J526

What is special about this subject? According to research, we spend a third of our lives watching films, television, playing computer games, surfing web-sites and reading magazines. But what is the impact of all this? How do these texts work? And how are they made? As people turn more and more to the media to be informed and entertained, shouldn't we equip ourselves with the skills to read and create effective media texts?

Analyse how media texts are constructed and their impact on audiences. Gain practical experience in web and graphic design, as well as photography and filmmaking. Make your own posters, album covers, trailers and webpages. Get your work to look like the professionals, by using industry-standard iMacs, SLR cameras and software such as Adobe Photoshop and Final Cut.

Unit 1 - Individual Portfolio (Controlled Assessment - 30%) Unit 2 - Textual Analysis (Examination - 40%) Unit 3 - Production Portfolio (Controlled Assessment - 30%)

Where next?

The analytical skills you will develop will benefit your study of English, as well as A-Level courses in Sociology, Psychology and Politics, as well as studies in Art and Graphic Design. You will gain practical communication skills which you can apply in a variety of careers, for instance marketing or web-design. MODERN LANGUAGES – FRENCH AND/OR GERMAN French OCR J730 German OCR J731

You can study one language at GCSE or both French and German if you wish. It is only possible to study German at GCSE level if you have taken German in Years 8 and 9. The courses will equip you with the skills necessary to cope in everyday situations whilst in France/ Germany, be it for the purposes of work or leisure. A communicative teaching approach is adopted using role-play, video, audio-tapes and computers as appropriate. You will be encouraged to use as much French/ German as possible in the lessons. The skills of listening and reading will be assessed in May/June of Year 11. For these exams you will be entered at either the Higher level (grades A* - D) or Foundation level (grades C – G). It is possible to be entered for a combination of Higher and Foundation papers, thereby giving you the chance to aim for a B grade or better. The skills of writing and speaking are assessed by controlled assessments. These are tasks which will be completed in lesson time between February and May of Year 11. There are no Higher or Foundation levels in controlled assessments. You will have the opportunity to participate in the French/ German exchanges. The exchanges are not compulsory but they are an ideal way to practise your French/German and they are great fun. In the global society we now live in, languages are a very important subject area and the ability to use at least one foreign language can lead to many exciting opportunities. If you have skills in a foreign language you will have an advantage in the job market. You may decide to learn a new foreign language at some stage in the future. You will find it much easier if you have studied French and/ or German, as you will have learnt the principles which underlie foreign languages. Languages feature prominently in many careers now: science, IT, engineering, business, accountancy, secretarial work, retailing and tourism are but a few. If you intend to go on to Higher Education you will have the chance to combine a language or a period of study in the foreign country with your main course of study, e.g: Exeter Uni: Biology/Chemistry/Physics/Law + Year Reading Landscape Management with Studies in in Europe Uni: Europe Bristol Uni: Business Studies + French/German Uni of Design and a Modern Language Teeside: Nottingham Uni: Chemistry in Europe John Sport, Recreation and European Studies Moores, Liverpool: Leicester Uni: Electronic & Software Engineering with Staffordshir Media Studies + French/German Industry in Europe e Uni: MUSIC

AQA 4270

Students opting to study music to GCSE level will follow a two year course comprising the three musical areas: Listening, Performing and Composing.

Assessment of all three areas will take place during as well as at the end of the course:

Candidates will explore five Areas of Study through three strands of learning. Areas of Study for the whole specification are based on the Musical Elements:

1. Rhythm and Metre 2. Harmony and Tonality 3. Texture and Melody 4. Timbre and Dynamics 5. Structure and Form.

These will be explored through three stands:

(a) The Western Classical Tradition (b) Popular Music of the 20th and 21st Centuries (c) World Music.

LISTENING A written examination marked externally. Candidates respond to questions based on short musical excerpts (presented on a CD) drawing on music from all five Areas of Study.

PERFORMING Candidates will be required to: a) play (or sing) a piece of music of their own choice on any instrument of their choice (including electronic keyboard, drums, electric guitar). b) play (or sing) a piece of music in a group of two or more people.

This paper is internally assessed and externally moderated.

COMPOSING Candidates will compose their own music throughout the course. Two pieces of work will be submitted for assessment. (Music may be composed and/or notated using ICT if the candidate wishes).

Why Study Music? Music is both an art and a science. The study of GCSE Music will develop the following skills:

 Instrumental skills  Literacy skills  Numeracy skills  Analytical skills  Social skills

What you need to study Music:

A real enjoyment of music and a positive attitude towards your work are definitely the most important requirements for this course. If you are interested and would like to know more please speak to Mrs Haighton or Miss Ladwiniec. PHYSICAL EDUCATION

OCR J586 This GCSE course is designed to provide a means by which individuals who are motivated sports players can both further their interest and improve their practical and theoretical knowledge of physical activity. It would be of value to the school leaver who is interested in pursuing a career in the leisure industry and also as an appropriate foundation course for those hoping to take a GCE in Physical Education possibly leading to sports based degree courses in higher education.

During the two year course students will complete modules in at least six different activities covering invasion games, striking games, net/wall games, gymnastic activities, martial arts, dance activities, athletic activities, outdoor and adventurous activities, swimming activities along with a new option of coaching/officiating in many of the activities within the above categories. The actual activities on offer will depend on staffing and facilities. The students are assessed in all areas with their highest four submitted. The submitted areas must be from at least two of the different activity categories. Students who are very able in other activities which are not covered in the curriculum can be assessed on an individual basis even if they are activities in which they are coached/taught outside of school.

The course includes a significant amount of theory areas which are very in depth with students needing to know many technical terms along with an understanding of how skills are performed and improved. There is at least one theory lesson per week throughout the course. The theoretical aspects of the course cover four areas:

1. The healthy and active body 2. Exercise and training the body for an active, healthy lifestyle 3. Acquiring movement skills and motivation for involvement in physical activity 4. Opportunities and pathways for involvement in physical activity.

Assessment of the course is as follows: Written examinations: Unit B451: An introduction to Physical Education: 1 hour multiple choice and short answer questions worth 20% of total GCSE mark. Unit B453: Developing knowledge in Physical Education: 1 hour multiple choice and short answer questions worth 20% of total GCSE mark. Unit B452: Practical performance and developing fitness: two practical performances from two different activity areas in addition to an Analysing of Lifestyle Task for one activity. This is a written document and combined with the two practical performances is worth 30% of the total GCSE mark. Unit B454: Practical performance and developing skill: two practical performances from two different activity areas in addition to an ‘Analysing Skill Performance Task for one activity. This is a written document and combined with the two practical performances is worth 30% of the total GCSE mark. LIST B COURSES GCSE ENGINEERING AND GCSE ELECTRONIC PRODUCTS

Examination Board: AQA Specification GCSE Engineering (Single Award) 4852 Examination Board: AQA Specification GCSE Design and Technology: Electronic Products 4542

Engineering and Electronics These GCSE’s are designed to provide you with a general understanding and knowledge of the Engineering profession. In this course you will investigate different Engineering sectors and engineering roles.

You will also undertake a range of activities including the following: Investigating the role of the design engineer, designing and prototyping a product for a client, investigating the role of the production engineer, manufacturing an engineered product to a given specification

During the Engineering course you will study the following 2 units: Unit 1: This will be in preparation for the exam on Materials, technologies and design considerations. Unit 2: The coursework portfolio will be either a mechanical or pneumatic or electronic project using designing, communicating and manufacturing skills/processes.

During the Electronics course you will study the following two units: Unit 1: This will be in preparation for the exam on Materials and Components, Electronic System Blocks, Using Computer Aided Design (CAD), Computer Aided Manufacture (CAM), Processes and Manufacture. Unit 2: The coursework portfolio will consists of a single design and make activity selected from a range of board set tasks

The course is focused on engineering/electronic design, the engineering profession and materials and processes used. The course will also provide you with the opportunity to develop useful skills that will serve you equally well in an engineering or other career. Students wishing to undertake this course should have a good KS3 background in science and mathematics.

How will you learn: The Engineering/Electronics GCSE’S provides an exciting and motivating programme of study with a significant degree of ‘learning through doing’. The combination of contextual activities supports a range of learning styles and encourages students to take responsibility for their own learning through problem solving, analysing and researching.

Method of assessment: Both GCSE’s are assessed through 2 units. One of these units is marked within school and assessed through written coursework. The other unit is an externally assessed examination.

Pathways after Year 11

Further Study Career Routes Successful completion of the Engineering and Electronics The range of engineering careers is too numerous to list but can include working in GCSE, can lead to Level 3 study in an Engineering specialist industries such as: Aeronautical, Marine, Automotive, Mechanical, Electronics, field, A-levels or an apprenticeship and associated training. Telecommunications, Computer systems, Robotics, Health, Construction, Energy and many, many more. ENGINEERING BTEC

Examination Board: Edexcel Specification: 600/6628/3 BTEC Level 1/2 Certificate in Engineering

The course is designed for students with little or no engineering experience who are considering a career in engineering. Units include:  The Engineered World  Investigating an Engineered Product  Interpreting and Using Engineering Information  Mathematics for Engineering  Health and Safety in Engineering  Engineering Assembly  Machining Techniques

The course will also cover welding and motor vehicle systems

How will you learn: Lessons are workshop, classroom and IT based and are designed to stimulate interest and make learning enjoyable. The course is delivered in a well-equipped mechanical engineering workshop.

Method of assessment: You will be formally assessed throughout the two years, 25 per cent of the qualification is externally assessed, Edexcel sets and marks these assessments. Also by practical assessments, written assessments and workshop observations per unit, students will have the chance to complete practical tasks relating to the units before the final assessments.

Pathways after Year 11:

Further Study Career Routes On successful completion of this qualification, you will be able to A career in Engineering. These may include the following: Mechanical undertake further studies as follows: Engineer, Motor Mechanic, Engineering in the Forces, Aircraft Engineer, Chemical Engineer, Offshore Engineer, Sheet Metal  BTEC First Diploma (Level 1/2) or BTEC National Diploma Fabricator, Plumber or Agricultural Engineer. (Level 3) course in Engineering or Motor Vehicle depending on their area of interest.  NVQ level 2 on a day release basis.  Modern Apprenticeship in Engineering or Motor Vehicle Maintenance. CITY & GUILDS LEVEL 2 PRINCIPAL LEARNING IN HAIR AND BEAUTY STUDIES

Examination Board: AQA Specification: 600/6482/1

What is special about this subject?

This course provides a new approach into the world of hair and beauty. You will take a trip into the past, where you will study how hair and beauty played its part in ancient cultures and explore what has influenced hair and beauty in society today. You will then travel into the present where you will see the science and technology that goes into hair and beauty produce research, design and developments that are driving the sector forward.

You will study:

You will study all the six industries that make up the hair and beauty sector: hairdressing, barbering, and African – Caribbean hairdressing, beauty therapy, spa therapy and nail services. This will give you a good foundation of understanding of how each of them relates to other industries. You will develop a good level of skill in English, Maths and ICT by studying them in work like situations related to the world of hair and beauty sector.

You will learn:

You will gain an insight into the world of hair and beauty to help you choose the appropriate career pathway, including progressing onto a higher level course in the same or a different sector. You could also move onto employment, apprenticeship, trainee customer services assistant, salon junior assistant receptionist, a salon assistant, or a junior stylist/therapist.

Assessment:

Internally set and marked research assignments:

- External exams that are set and marked by AQA and City and Guilds. - Presentations. - Practical observations. LIST C COURSES COURSES FOR VOCATIONAL PATHWAYS

Students who gain a place on the Vocational Pathway will choose one course from those detailed below. (Students on the Vocational Pathway will study a course at college on one day per week.)

At the present time, the exact course details are not final. However, we plan to make all courses Level 1 i.e. equivalent to GCSE grades D-G. These courses are appropriate for those achieving mostly Levels 3 and 4 on Year 9 Progress Tracker 1.

Places on vocational pathways may be limited. A good past history of behaviour, attendance, and punctuality will be required. Students wishing to be placed on a vocational pathway will be interviewed in school along with a parent or guardian. In most cases the colleges will also wish to hold an interview to ensure suitability.

Construction City and Guilds Introductory Certificate in Basic Construction (Cornwall College) Hair & Beauty Level 1 Diploma in Salon Services (Cornwall College) Motor Vehicle Studies ABC Level 1 Certificate (Duchy College) Public Services NCFC Level 1 Certificate (Duchy College)

Further information can be found from Mrs Boulton, the Work-Related Learning Administrator, at the school. OTHER INFORMATION AND CHOICES FORM SPECIAL EDUCATIONAL NEEDS – MAIN SCHOOL

In Key Stage 4, students with Special Educational Needs are mainly supported in class by teaching assistants. A few students are still given regular small group literacy tuition. Support and advice from the SEN department is available at the Transitional Review (for students with Statements of SEN) or at the Year 9 Options Evening. In exceptional circumstances, support for college or work placements for those on the vocational pathway can be arranged.

TREMATON AREA RESOURCE BASE

Students who have a placement in the Trematon ARB follow National Curriculum programmes of study, working within the levels appropriate to their ability and individual needs. Key Stage 4 students follow ASDAN course at Bronze and/or Silver level and may also enter GCSE Entry Level or Certificate of Achievement qualifications as appropriate. Integration into some mainstream classes may be arranged at the discretion of the teacher in charge of the ARB. Work experience placements and college visits are arranged for students in KS4 as preparation for the wider society. PROFESSIONAL ADVICE AVAILABLE AS FOLLOWS

1. For individual students from subject teachers.

2. At the Options Information Evening on Thursday 17th January.

3. By appointment with Mr M Oakes (Head of Year 9) or Mrs K Snowdon (Assistant Head of Year 9)

4. Information on careers via Mrs P Wadsworth (Careers Co-ordinator) - details through your child.

5. For individual parents from subject teachers, by appointment and preferably at the Year 9 Parents’ Surgery on Tuesday 29 th January.

6. For individual students and parents from form tutors, by appointment on the Review Day on Thursday 5th February.

7. Information on the vocational pathway is available from Mrs T Boulton. IMPORTANT GUIDELINES

For the first time in your school career you are able to make some decisions about the subjects you wish to study. You need to think carefully about these decisions because by not choosing certain subjects you will be affecting your career choices at a later stage. Consequently, make sure that you consider the following things when making your choices (these may be discussed at your interview with your tutor) and, if unsure, seek advice from your subject teachers, your tutor, Head or Assistant Head of Year or the Head of PD.

If you are certain about a future career, have you selected the correct subjects? If so, are you capable of achieving the required GCSE grade in those subjects e.g. in the case of most A level subjects you will need to have gained at least a GCSE grade C to continue to A level.

1. At this stage it would be sensible to study a range of subjects. It is advisable not to make too narrow a choice.

2. Although no longer compulsory, choosing a foreign language is strongly advised, especially if you intend to go on to Further and Higher Education (e.g. Sixth Form and University). Even if you are not intending to do so, a foreign language is of great benefit in all walks of life.

3. Do not choose a subject because (a) ‘you like the teacher’ – he or she may not take you next year or (b) ‘my friend is doing it’ – you may be in different groups.

4. If you choose the separate science option, you will also take two separate sciences in the ‘compulsory’ science block. You should expect to achieve a level 6 or 7 in your Science assessment by the end of Year 9.

5. You may choose the ‘fast track’ Maths option only if you have received approval to do so from your current Maths teacher. You should currently be in a Maths Set 1.

6. The Religious Education element in the curriculum is subject to parents’ rights under the appropriate legislation.

7. It is only possible to study one of the DT courses- ie Product Design OR Textile Technology OR 3D Design.

8. You may choose DT 3D Design only if you are currently in a set 1 DT class studying the short course GCSE.

9. You may choose only one List A IT Course, ie, Creative IT, or Technical IT or GCSE IT.

Year 10 Choices Form Student’s Name: ...... Form......

This form must be returned to your form tutor or Mr Oakes between 5th and 25th February.

Please refer to the Proposed Curriculum outlined at the start of this booklet. Tick your preferred pathway, and then complete that column only. (In each case you are asked for more choices than are actually needed- this is to provide reserves where we cannot exactly match your preferred choices.)

Mainstream Applied Vocational Pathway Pathway Pathway Choose 5 subjects from List A. CChoose 1 course from List C, and 5 from List A.

My choices from List A in order of preference MMy choice from List C is: are: MMy choices from List A in order of preference are: 1 1 1 2 2 3 2 3 4 5 3 4 4 5 5 Complete the following: I understand that the school reserves the right, following consultation, to place my/our child in subjects not covered by the choices indicated above:

Signed: ...... (Student) ...... (Parent/Guardian) Date: ......

I verify that I have checked and discussed this form with the named student:

Signed: ...... (Form Tutor) Date: ......