Key Stage 4 Courses
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KIRKBY COLLEGE
Key Stage 4 Courses for Years 9 through to 11 2017 - 2020
Purple Pathway
NAME ______
Tutor group ______
Tutor ______
Principal Mr S A Taylor
Head of School Ms B Blagden
KIRKBY COLLEGE Tennyson Street Kirkby in Ashfield NOTTINGHAM NG17 7DH Tel: 01623 455925
Learn Today Lead Tomorrow Respect Equality Achievement Creativity Hard Work
THE KEY STAGE 4 CURRICULUM
Introduction
The aim of Key Stage 4 at Kirkby College is to meet the individual learning needs of all our students. To this end we offer a broad core curriculum that meets the statutory requirements of the government and also presents a range of additional subjects and courses to help meet the interests and learning styles of our students. The above is structured in a Pathways framework so as to allow each individual student appropriate and relevant subject and qualification combinations.
The Core Curriculum
All Students will follow courses in: English and English Literature Mathematics Science: Combined Science [double GCSE] (including aspects of Health/Sex Education) History or Geography French or Spanish Physical Education Careers (Work related learning and enterprise) PSCHE
During each school week there is a Year Assembly. These are used to enhance moral and spiritual education and to help develop a sense of community.
Additional Subjects
Students may choose further additional courses from the following subjects.
Art and Design Religious Studies Design Technology Hair and Beauty Child Development Construction Food Preparation & Nutrition Computer Science/ICT Business and Enterprise Drama Music
The number and range of subjects offered will depend on sufficient numbers of students AND the availability of resources.
2 Purple Pathway offers you the opportunity to obtain 10 GCSEs.
3 QUALIFICATIONS AVAILABLE
GCSE
GCSE stands for General Certificate of Secondary Education. GCSE qualifications have been used in schools for a number of years. GCSEs are general academic qualifications which build upon the courses studied during Key Stage 3. They are well respected by employers and further education providers.
All GCSEs will be graded from 1 – 9, not A* - G, with grade 9 being the highest.
Other Level 2 Qualifications (Technical Awards)
In some subjects students will study Level 2 qualifications which are recognised as equivalent to GCSE. These include: Cambridge National qualifications in PE.
Vocational Courses
We are offering courses which will give students an opportunity to experience different vocational sectors, including Construction and Hair & Beauty.
These courses will help to develop knowledge, understanding and skills of different vocational sectors, and enable students to carry out practical activities in a vocational context.
Students will study Level 2 qualifications (either BTEC or City and Guilds) which are recognised as equivalent to GCSE.
Progression Routes
All of the qualifications offered in Key Stage 4 are part of the government 14 – 19 framework. They are all recognised by Colleges, training providers and employers. Our aim in offering this wide variety of qualifications is to enable all our students to gain accreditation in whichever way suits them the most and in whatever subject area we are able to deliver. They have been designed with progression routes and qualifications in mind. Of course, to progress to the next level, appropriate success must be achieved first.
4 COMMON CORE OF STUDY Subjects to be studied by all students
ENGLISH LANGUAGE AND LITERATURE CORE
Purpose of Study
The overarching aim of English in the National Curriculum is to enable students to leave school and confidently use all aspects of the English language, fluently and accurately. The skills taught and the knowledge they acquire, in every lesson, are essential to participate fully as a member of society.
Employers today expect to employ independent thinkers who are able to adapt and respond to a constantly changing environment; this new curriculum will develop their social, spiritual and emotional experiences in preparation for this. Students are offered the opportunity throughout Key Stage 4 to work independently, as well as sharing ideas and concepts as a group or class.
Drawing from their study at Key Stage 3 of reading, writing, speaking and listening, students will explore in greater detail a wider range of texts: great dramatists; romance and conflict in poetry; a nineteenth century novel and two plays by Shakespeare. These texts will be:
Romeo and Juliet, William Shakespeare. A Christmas carol, Charles Dickens. Blood Brothers, Willy Russell. A poetry anthology. This breadth of literary influences will equip students with both historical and cultural understanding and promote their enjoyment of literature.
To prepare for examination, students will engage with a range of non-fiction media texts which will give them a critical understanding of different genres and written forms from the media today. Students will analyse material and then adapt and emulate the style to craft their own non-fiction writing. Extending and applying grammar and vocabulary in written and spoken English is crucial for students to become confident in their own linguistic development.
English Literature
Students will read a wide range of classic literature fluently and with a good understanding in order to appreciate the depth and power of English literacy heritage. They will write accurately, effectively and analytically about their reading using Standard English.
This subject is examined by a terminal examination of 2 papers per qualification with an overall grade of 1 to 9 (9 being the highest). Students will also be certified for speaking and listening and will be awarded a grade of pass, merit or distinction.
5 MATHEMATICS CORE
Foundation (grades 1 to 5) or Higher tier (grades 4 to 9)
Where is the student now? Recommended Level Has achieved level 6 at the end of Yr 8 Higher Tier Has not achieved level 6 at the end of Yr 8 Foundation Tier Most likely to achieve 7,8 or 9 Higher Tier Mostly likely to achieve 1, 2 or 3 Foundation Tier
GCSE Maths uses different ways of learning and assessment, including a Functional Skills element, to develop students’ ability to think mathematically and to apply Maths in work, further study and their personal lives.
Students will acquire basic transferable skills, such as the ability to:
Interpret and organize information Ask questions Solve problems Choose a method or technique appropriate to a task Communicate an argument
Kirkby College has one linear GCSE Mathematics specification. Once you child is setted, according to ability, they will follow the Higher GCSE or the Foundation GCSE course.
Linear Specification (Papers 1, 2 and 3) – this means that all the examinations are taken at the end of the course and any part of the specification can be tested on any paper. No calculators are allowed for Paper 2. This specification is designed to be holistic, with a clear structure, and to encourage and motivate students.
All students will sit a mock GCSE exam in October of Year 11. Those following the Foundation GCSE course, if very successful, will go onto study the Higher GCSE course. Students following the Higher course will take the Higher GCSE exam in June of Year 11, aiming for a GCSE grade 6, 7, 8 or 9.
6 Papers Tient Availability Firs SCIENCE CORE
At Kirkby College all students must study GCSE Science until the end of Year 11.
The Science curriculum is designed to give a robust education in the Sciences and to provide students with the best opportunity and qualifications to meet their chosen paths in life, either in continuing in education or in the world of work.
To ensure that all students have the best possible opportunities all students will study GCSE Combined Science, a double GCSE qualification replacing Core and Additional Science. Students will now receive a single double grade rather than two separate grades.
These qualifications are suitable for entry into all Science based 6th Form courses including both vocational courses and A-levels and will allow students who continue in education the opportunity to gain entry to university. They are also suitable qualifications for applying to apprenticeships.
GCSE Science
The aims and approaches of all GCSE Science courses are to deliver Science with a balanced approach based on;
Evaluating evidence and the implications of science for society
Explaining, theorising and modelling science
Procedural and technical knowledge of science
Flexible framework with concept-led and context-led approaches to support, meeting students’ needs by adopting a range of teaching and learning styles
Relevant content that encourages students to engage with and challenge the science they meet in everyday life.
Internal assessment designed to support teaching and learning
Biology Chemistry Physics Topics: Topics: Topics: Cell biology Atomic structure and the Energy Transport systems periodic table Forces Health, disease and the Structure, bonding and the Forces and motion development of properties of matter Waves and matter medicines Chemical Changes Light and electromagnetic Coordination and Energy Changes in Chemistry waves control The rate and extent of Electricity Photosynthesis chemical change Magnetism and Ecosystems Chemical analysis electromagnetism Inheritance, variation Chemical and allied industries Particle model of Matter and evolution Earth and atmospheric science Atomic structure
Assessment
7 Students will begin to study GCSE Combined Science in Year 9 and will be assessed by exam at the end of Year 11. The course comprises of three core topics (Biology, Chemistry and Physics) and a coursework unit that will be run in lessons. The core topics are equally weighted and assessed through exams at the end of year 11. The coursework unit will be worth approximately 10% of the final grade, although this has yet to be published.
8 GCSE GEOGRAPHY CORE
GCSE Geography has a focus on real world issues and understanding the world around us. It is relevant to everyday life and uses current events as case studies. The skills learned in Geography can be applied to a range of other subjects and disciplines allowing students to analyse, interpret and evaluate information.
What will I study?
Living with the Physical Challenges in the Human Environment: Environment: The challenge of natural hazards: Urban Challenges: Global patterns, earthquakes, volcanoes, tropical storms case studies of world cities, and climate change sustainable cities Physical Landscapes in the UK: coasts and The Changing Economic World: rivers Global patterns, closing the The Living World: Ecosystems, rainforests development gap, contrasting and deserts studies of economic development The Challenge of Resource Management: Overview of resources in the UK, global resource security - food and water supply
Geographical Applications: Issue Evaluation: using resources to make a decision Fieldwork: two field studies; one physical and one human. This will include a study of an area of coast or a river and a visit to an urban area. There will be a minimum of two fieldwork opportunities.
9 Why should I study Geography?
Develop your knowledge of people, places, ‘Geographers processes, world issues and global events look at issues from a wide Develop your skills: team working, creative perspective and thinking, problem solving, decision making, develop a range evaluating evidence, data collection, analysis of skills which are Fits with sciences and arts subjects attractive to a very broad range Helps you make sense of the world around you ‘If your career path is to of future be varied you will need employers’ to develop transferable ‘No other subject ‘At a time of growing concern about climate skills and you will need can offer you How will I be assessed?change, shrinking energy resources and to be flexible. such an extensive global poverty, geography is one of the most LivingGeography with the fosters Physical these Challenges in the Human array of skills as relevant courses you could choose to study.’ Environment:qualities and provides a Environment:The independent Geography can’. 35%firm of base the totalfor life-long marks 35% of the total marks 1 exam paper for 90 minutes 1 exam paper for 90 minutes learning’UK Official CAReers Somethepage independent choice of questions (choose 5 out Some choice of questions (choose 4 out of 7 – 2 are compulsory) of 6 – 3 are compulsory) Geographical Applications: 30% of the total marks 1 exam paper for 60 minutes based on resources the exam board provide and your fieldwork
See your Geography teacher or Ms Crookes for more information
10 GCSE HISTORY CORE
Since September 2015 Year 9 students have been following the new History GCSE specification. This exciting course gives you the opportunity to learn more about some of the topics you were taught in KS3 but to explore challenging and interesting areas of history that you may not have yet discovered.
Topics you will study include: Medicine in Britain, c1250 – present
The British sector of the Western Front, 1914-1918: injuries, treatment and the trenches
The American West, c1835-1895
Anglo-Saxon and Norman England
Weimar and Nazi Germany, 1918- 39 Germany 1919 to 1945 In this course you will study the problems in Germany after World War One and how these problems helped Hitler and the NAZIS come to power in 1933. We look at how the NAZIS used propaganda, racism and violence to convince millions of Germans to elect them to power. But what was life like in Germany when the NAZIS became the Government and Hitler the leader? We look at what life was like in NAZI Germany, the role of women, what it was like to be in the Hitler Youth movement, how the NAZIS persecuted and eventually mass murdered millions of Jews across Europe. American West Cowboy and Indians: myth or reality? You will be given the opportunity to first understand more about the Indians who inhabited the plains, how they survived, their culture and beliefs. We also look at the first inspiration groups who made the treacherous journey across the plains and the dangers they faced and how they survived, with one group resorting to cannibalism. But how wild was the Wild West? You will look at the lives of the first farmers who lived on the plains, the homesteaders, the growth of the cattle industry and the life of cowboys. You will discover that the American West was a lawless and violent place and learn the true stories of legendary outlaws such as Billy the Kid.
Medicine in Britain: 1250 – modern day. In this course we look at the development of health and medicine from the Medieval period to today. This course involves studying important changes in the ideas of the causes of disease from the supernatural to the discovery of germs in 1867. You will investigate how surgery went from being a dangerous, bloody, painful and last resort for many to the modern operation theatres of today.
The British Sector of the Western Front, 1914 – 1918 This course builds on the knowledge you gained in Year 8 about life in the trenches and will allow you to study in detail the trenches system, the weapons developed during World War One and the horrific injuries that these weapons caused. The conditions in the trenches also had an impact on the health of those soldiers and students will be given the opportunity to use primary sources to investigate what conditions were like and to ask questions about the evidence they are provided with.
11 Anglo-Saxon Norman England. Remember William the Conqueror and the Battle of Hastings you studied in Year 7, well he’s back bigger and better! This course gives you the opportunity to find out in greater depth why William won the Battle of Hastings and how a foreigner managed to keep control of England.
How is History studied at KS4 The key to success in this subject is the ability to respond effectively to exam style questions. The department has many years’ experience in helping students focus their studies on effective exam performance. We try to do this in a lively and relevant way so that students are not just seeming to be cramming for exams. We have a range of relevant and stimulating resources to help us achieve success for our students.
Within the course we will use a variety of primary sources from the trenches of World War One and secondary sources discussing Hitler’s leadership of Germany. We also use multimedia, focus heavily on exam and revision techniques and debate key historical issues and cover some fascinating periods in History.
The fact that the course is studied over 3 years allows students to grow in confidence to build on skills developed throughout the course and embark on a thorough revision programme, thus ensuring students are fully prepared with the tools they need to succeed in their Year 11 exams.
To complete this course successfully students must: Have an interest in the areas of study covered above.
Have a reasonably high level of literacy.
Be prepared to work hard at home, as well as in class.
Be willing to ask questions and challenge interpretations about the past.
Assessment Paper and weighting Topic Paper 1: Medicine in Britain c1250 – present with The British Thematic study (20%) sector of the Western Front, 1914 – 1918: injuries Historic Environment (10%) treatment and the trenches. Paper 2: British Depth Study (20%) Anglo- Saxon and Norman England c.1060 – 88 Period study (20%) The American West c.1835 – C1895. Paper 3: Modern depth study (30%) Weimar and Nazi Germany
12 MODERN LANGUAGES (FRENCH) CORE
More and more companies, locally and nationally, are looking for employees with knowledge of one or more foreign languages and it is increasingly likely that today’s school leavers will need to use their foreign language skills in the course of their adult working lives. This is true for an ever increasing range of jobs. Students considering Higher Education should be aware that there are a wide variety of sandwich courses available involving study and/or work abroad. These courses are widely available and popular with both students and employers.
French GCSE
The AQA GCSE course concentrates on developing a range of language skills:
1) Understanding spoken French 2) Speaking French 3) Reading French signs, leaflets, letters, poems, stories, newspaper and magazine articles 4) Writing short messages, letters and reports in French 5) Translation and transcription
The course aims to give students the confidence and language skills they will need to communicate effectively in a French speaking country. The course is divided into three themes:
1) Identity & Culture: Relationships, technology & leisure. 2) Local, national, international & global areas of interest: Home & area, social issues, global issues and travel & tourism 3) Study & Employment: School life, post 16, jobs and career choices.
Students will learn to express their views, describe events and share opinions. They will be expected to speak spontaneously about a given subject and take part in a role play. They will also learn how to find important information when they see or hear a text in French and work out the meaning of unfamiliar language. The written assessment will require students to write accurately about all topics.
In the classroom, students will use audio recordings, French leaflets, brochures and literary texts as well as magazines and newspaper extracts.
Assessment
GCSE French is assessed and marked by the examination board. Students will be tested in all four skills (Listening, Speaking, Reading & Writing). Each skill represents 25% of the final grade
13 MODERN LANGUAGES (SPANISH) CORE
More and more companies, locally, nationally and internationally, are looking for employees with knowledge of one or more foreign languages and it is increasingly likely that today’s school leavers will need to use their foreign language skills in the course of their adult working lives. This is true for an ever increasing range of jobs. Students considering Higher Education should be aware that there are a wide variety of sandwich courses available involving study and/or work abroad. These courses are widely available and popular with both students and employers.
Spanish GCSE The AQA GCSE course concentrates on developing a range of language skills:
1) Understanding spoken Spanish 2) Speaking Spanish 3) Reading Spanish signs, leaflets, letters, poems, stories, newspaper and magazine articles 4) Writing short messages, letters and reports in Spanish 5) Translation and transcription
The course aims to give students the confidence and language skills they will need to communicate effectively in a Spanish speaking country. The course is divided into three themes:
1. Identity & Culture: Relationships, technology & leisure. 2. Local, national, international & global areas of interest: Home & area, social issues, global issues and travel & tourism 3. Study & Employment: School life, post 16, jobs and career choices.
Students will learn to express their views, describe events and share opinions. They will be expected to speak spontaneously about a given subject and take part in a role play. They will also learn how to find important information when they see or hear a text in Spanish and work out the meaning of unfamiliar language. The written assessment will require students to write accurately about all topics.
In the classroom, students will use audio recordings, Spanish leaflets, brochures and literary texts as well as magazines and newspaper extracts.
Assessment
GCSE Spanish is assessed and marked by the examination board. Students will be tested in all four skills (Listening, Speaking, Reading & Writing). Each skill represents 25% of the final grade
14 PHYSICAL EDUCATION (CORE PE)
Cambridge National Certificate in Sport Science
This a new qualification that is being offered at Kirkby College. This course includes core sport/ physical education themes and a sport science sector based focus. It is equivalent to 1 GCSE when all units are completed. The course consists of 4 units, 1 unit is a written theory exam. The units studied are- 1. Applying the Principles of Training
Know the principles of training in a sporting context
Know how training methods target different fitness components
Be able to conduct fitness tests
Be able to develop fitness training programmes 2. Sports Nutrition
Know about the nutrients needed for a healthy, balanced diet
Understand the importance of nutrition in sport
Know about the effects of a poor diet on sports performance and participation
Be able to develop diet plans for performers 3. Sport Psychology
Understand the relationship between personality and sports performance
Know how motivation can affect sports performance
Know how aggression can affect sports performance
Understand the impact of arousal and anxiety on sports performance
Be able to apply sport psychology strategies to enhance sports performance 4. Sports Injuries (written exam)
Understand the different factors which influence the risk of injury
Understand how appropriate warm-up and cool down routines can help to prevent injury
Know how to respond to injuries within a sporting context
Know how to respond to common medical conditions
15 Students are graded on completion of all 4 units at PASS, MERIT OR DISTINCTION
16 CAREERS EDUCATION (Core)
From Years 7 to 13 we offer impartial Careers Education, Information, Advice and Guidance (CEIAG), as part of our careers education programme, which is crucial for preparing students for life after school and beyond.
CEIAG enables students to gain the skills, knowledge and attitudes to plan and manage their own futures. It includes:
Self-Development Students understand themselves and the influences on them.
Career Exploration Students can research opportunities for learning, work and personal development.
Career Management Students can make and adjust plans to manage change and transition.
Students will be assisted by Kirkby College staff including tutors, teachers in PSCHE lessons and the Work Related Learning Co-ordinator through assemblies and Parents’ Evenings.
CEIAG will be delivered through tutor time and PSCHE sessions focussing on careers research, action planning and post 16 pathways. Students will also have the opportunity to use online careers resources such as Kudos and Plotr.
There will be days where outside agencies including representatives from business and education come into school to give students an insight and awareness of different career areas and pathways. Students will also attend local careers and opportunities event(s).
During Year 10 students have the opportunity to experience the real world of work and undertake a work placement for one week in July.
Students have the opportunity to prepare for entering the world of work by experiencing a mock interview with professional people from the business world.
Further CEIAG opportunities include Enterprise activities and events, to equip students for the transition after school.
Students can access further careers advice and guidance through the National Careers Service including access to expert careers advisers. This service can be arranged in school through Mrs Halliday.
People who can help you at school: Head of School: Ms Blagden Work Related Learning and Enterprise: Mrs Halliday Progress & Guidance Co-ordinators: Miss Dove Your Tutor
17 Useful Websites for Students and Parents https://nationalcareersservice.direct.gov.uk/
The National Careers Service provides information, advice and guidance to help you make decisions on learning, training and work opportunities. The service offers confidential and impartial advice, supported by qualified careers advisers. www.parentadviser.co.uk
A website giving advice to parents/carers about the career options for their children, including choosing the right course, college or university, finances, job hunting and more. www.icould.com icould provides career inspiration and information for young people. They show what is possible in work and offer different ways to think about careers through free access to over 1000 personal video stories, detailed job information, plus practical tips, insight and advice. www.plotr.co.uk
Plotr helps 11-24 year olds discover and explore careers they’ll love. It’s built around the Game which uncovers careers matched to their skills, interests and personality. They can explore employer worlds, in depth career profiles, videos, articles and more to get a view of what the world of work is really like and find what inspires them. With the help of expert info, insider hints and tips - and thousands of work experience, apprenticeship and entry level job opportunities - plotr guides them to what they love. www.cascaid.co.uk
KUDOS is an online programme designed to give you career/job ideas. A career matching website where your personal choices are matched into a huge database of careers/jobs and suitable options are suggested. Find out information about specific jobs and careers such as qualifications needed, entry routes, salary information and more. www.startprofile.com
Start is a fantastic online careers learning resource designed to enable you to make excellent choices about your future. www.kirkbycollege.org.uk/careers
The Kirkby College website has a dedicated careers section where you can access further information about in school including Work Experience dates and Apprenticeship information.
No Internet?
Internet access will be available at your local library. If you want to talk to someone about your son or daughter’s options and choices after school, you can talk to Kirkby College staff including Work Related Learning Co-ordinator Mrs Halliday.
18 PSCHE (Core)
What is PSCHE?
P- Personal S- Social C- Citizenship H- Health E- Economic
At Kirkby College all students follow a PSCHE programme at Key Stage 4 which reinforces the knowledge and skills acquired at Key Stage 3.
Students will receive one hour of PSCHE a fortnight and through the units of study students are encouraged to reflect on and clarify their own values and attitudes. By following the PSCHE programme, we aim to equip our students with the knowledge, understanding, attitudes and practical skills to live healthy, safe, productive and responsible lives. The core aims of PSCHE are to equip students with life skills, prepare them for the world of work and help them to become good citizens.
Units of work covered include:
In Year 9 Students will cover: Global Conflicts Sex and Relationships Education Personal Safety Smoking, Alcohol & Cannabis Fair Trade Government & Politics
In Year 10 Students will cover: Careers Sexual Exploitation & Teen Pregnancy
19 Discrimination, Racism & Equality The World Around Me Work Experience Preparation and Evaluation
In Year 11 Students will cover: The World of Work Planning for the Future Finance and Debt Drugs Education Revision Techniques
20 Short Course Religious Studies Edexcel B GCSE - Core Religious education is a compulsory requirement and schools are contractually obliged to make provision for the teaching of RE according to the locally agreed syllabus. At Kirkby College this provision takes the form of one hour a week in year 7 and 8 and a short course GCSE spread over two years, 9 and 10. The taking of the two 50 minute exams at the end of two years will be at the discretion of the subject leader but all students will be internally assessed in the subject according to GCSE grades 9 to 1. Paper 1- Religion and Ethics
Written examination: 50 minutes Students must study all two content areas based upon their chosen religion. ● Religious Belief ● Marriage and the Family Assessment overview Students must select one religion from a choice of seven. (Catholic Christianity, Christianity, Islam, Judaism, Hinduism, Buddhism, Sikhism). ● The assessment consists of two questions. ● The paper may include short open, open response and extended writing questions.
The aim of the course is to develop students’ knowledge and understanding of religions and non-religious beliefs. It will develop students’ ability to construct well-argued and structured written arguments, demonstrating their depth and breadth of understanding. It provides opportunities for students to engage with questions of belief and truth. It challenges students to develop their own values, beliefs and attitudes and contribute to their preparation for adult life in a pluralistic society and global community.
GCSE ART & DESIGN
21
This is a two year course leading to a single GCSE at grades 1 to 9. The final grade is made up of coursework component completed during the two years, and a 10 hour exam component in Spring of the second year of the course, worth 60% and 40% respectively. The coursework will involve working in a wide range of materials and techniques, and on different subject matter. Each unit of work will have a starting point, for example, ‘Fantastic and strange Unit ’, or ‘Encased Forms’, and it will be up to the students to produce research, initial ideas and planning to produce an end result of their choice derived from the starting point.
Component 1 Worth 60% of final grade. (coursework) Work set and marked by the teacher, moderated by the exam board. Completed in class and for homework To include work in a range of media and techniques, 2D and 3D. Each project to include initial thoughts, research, thumbnail sketches, working designs, annotation, developments, final proposals, finished pieces/pieces and evaluations. Component 2 Worth 40% of the final grade. (Externally set Work set and moderated by the exam board, marked by the teacher. task) Initial planning to be completed at home and in class. Final solution to be completed in 10 hours in school, in exam conditions. To be completed in media / technique of your choice. The task must include initial thoughts, research, thumbnail sketches, working designs, annotation, developments, final proposals, finished pieces/pieces and evaluations.
Students will be expected to buy a small selection of Art materials for completing homework, to include A4 sketch book, shading pencils, coloured crayons, fineline pens, water paints, brushes, and a waterproof Art folder to carry their work home in. These can be purchased from school, at cost price, for around £15.
Homework will be set every week, and it will be expected that at least one hour is spent completing it.
After school Art classes and lunch time club will be available to all GCSE students.
Work will be broken down into small units and tight deadlines will be set to ensure that work is completed. This gives students the best chance of achieving their potential.
Students choosing this course should have shown a positive attitude to Art in years 7 and 8, and be prepared to work hard.
22 GCSE Design and Technology
There are two submission options for the non-exam assessment (NEA). These options determine the entries, but do not signify different routes through the qualification. Learners must take either:
• components 01 and 02 for OCR Repository submission option, or • components 01 and 03 for Postal submission option in order to be awarded the OCR GCSE (9–1) in Design and Technology.
Unit title and description Assessment and duration Weighting This component brings together the learners ‘core’ and ‘in-depth’ knowledge and understanding. Core’ knowledge of Design and Technology principles Principles of Design and demonstrates learners’ broad understanding of Technology* 50% principles that all learners should have across the (01) subject. of total 100 marks In-depth’ knowledge allows learners to focus more directly GCSE on at least one main material category, or design 2 hours engineering. Written paper (9–1) The question paper is split into two sections. A minimum of 15% of the paper will assess learners’ mathematical skills as applied within a design and technology context. This component offers the opportunity for learners to demonstrate understanding of and skills in iterative designing, in particular: Iterative Design Challenge* the interrelated nature of the processes used to identify (02, 03) 50% needs and requirements (explore) 100 marks of total creating solutions to meet those needs (create) Approx. 40 hours evaluating whether the needs have been met (evaluate). Non-exam assessment GCSE As an outcome of their challenge, learners will produce a (9–1) chronological portfolio and one final prototype(s). It is through the iterative processes of designing that learners draw on their wider knowledge and understanding of Design and Technology principles. Contextual challenges will be released on 1 June each year.
These specifications provide innovative and imaginative suite of qualifications rewarding flair and imagination and reflecting the contemporary use of materials and information technology.
Students will have the opportunity to work with design concepts and materials in ways which recognise the need for wise choices being made in terms of meeting the needs of people, society, and the environment.
23 GCSE CHILD DEVELOPMENT
This course is designed to cover a wide variety of Child Development topics such as ‘Family and Parenting’, ‘Nutrition and Health’ and ‘Intellectual, Social and Emotional Health’. This qualification focuses on the development of a child from conception to the age of five, developing knowledge and understanding in all aspects of child development.
We’ve summarised the course details and the assessment objectives for GCSE Home Economics: Child Development.
Unit title and description Assessment and duration Weighting
Unit B011: Child Development Short Tasks
60 marks (20 marks per task) Candidates must select a theme from a theme set by OCR. 30% Internally assessed Candidates will undertake 3 different short tasks in the form of Controlled assessment 21 hours (7 Hours per Short Task) Controlled Assessment Coursework.
Unit B012: Child Study
This unit focuses on the observed development of a child through 60 marks 30% a set team e.g. The development of Creative Play. Internally assessed Controlled assessment Candidates must select a theme from a theme set by OCR. 22 hours
Unit B013: Principles of Child Development
This unit focuses on the knowledge, skills and understanding of 80 marks 40% all the taught aspects of this course including – 1 hour 30 mins written paper Family and parenting Externally assessed Preparation for pregnancy and birth Physical development Nutrition and health Intellectual, social and emotional Development Community support
Please note that you MUST have a child who will be no older than 5 years of age in your second year on this course to enable you to complete your Child Study.
24 GCSE Food Preparation and Nutrition
This new GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students' practical cookery skills and give them an understanding of nutrition. Areas of study include; Food, nutrition and health Food science Food safety Food choice Food provenance. Upon completion of this course, students will be qualified to go on to further study, or embark on an apprenticeship or full time career in the catering or food industries. Assessment Assessment Weighting Non-exam assessment (NEA): assessment (NEA) What's assessed Task 1: Food investigation 15% of Students' understanding of the working characteristics, functional and chemical GCSE properties of ingredients.
Task 2: Food preparation assessment 35% of Students' knowledge, skills and understanding in relation to the planning, GCSE preparation, cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.
How it's assessed Task 1: Written or electronic report including photographic evidence of the practical investigation. Task 2: Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included. Written Paper 1: Food preparation and nutrition 50% of GCSE What's assessed Theoretical knowledge of food preparation and nutrition from Sections 1 to 5 above.
How it's assessed • Written exam: 1 hour 45 minutes • 100 marks
25 ICT - Pearson Edexcel Certificate in Digital Applications
(CiDA)
Aims
The Pearson Edexcel Level 2 Certificate in Digital Applications has been designed to engage and enthuse young people with an interest in creative computing, for example digital graphics and animations, interactive multimedia products and computer games. The course will teach digital design skills and enable young people to use digital tools to express their creativity in an informed and responsible way.
Progression
This qualification provides a broad and solid foundation for further study of various aspects of creative computing, such as graphic design, web design, computer games design and interactive media.
What will I study?
Person Edexcel Level 2 Certificate in Digital Applications (CiDA) Unit Mandatory Unit Assessment GLH 1 Developing Web Products Practical 30 This unit aims to give you the knowledge and skills you examination need to produce attention grabbing web products using web authoring software, multimedia assets and navigation features
Units Optional Units GLH Students must complete one of the three optional units
2 Creative Multimedia Summative 90 This unit aims to give you the skills to use the tools and Assessment techniques provided by multimedia authoring software to design and create effective multimedia products for specified purposes and audiences.
3 Artwork and Imaging Summative 90 This unit aims to give you the skills to use the tools and Assessment techniques provided by artwork and imaging software to design and create effective graphic products for specified purposes and audiences
4 Game Marking Summative 90 In this unit you will learn about different types of Assessment computer games, investigate what makes a game successful and learn how to plan, design and create great games for others to play.
26 GCSE Computer Science (9-1)
Students will study the OCR GCSE Computer Science (9-1 ) We all live in a world full of technology and this subject looks at how this technology works and the effects it has on both our daily lives and areas like commerce and communication, politics and the music industry. This is a well-recognised and valued qualification which will get students ready for their next steps, whether that may be college, university or employment. So, whatever career path students are thinking of choosing, Computer Science will help them get the future they want.
Students learn to Understand and apply principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation. Analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs. Think creatively, innovatively, analytically, logically and critically Understand the components that make up digital systems, and how they communicate with other systems. Understand the impacts of digital technology to the individual and to wider society Apply mathematical skills relevant to Computer science
How is Computer Science assessed? There are 3 components in total, two of which are exam based and one that is an externally moderated controlled assessment.
(01), Computer Systems (03/04) Programming Project 1 hour and 30 minutes- Written paper 40 % of total GCSE (9-1) Non-Exam Assessment Totalling 20 hours 20% of total GCSE
(02), Computational thinking, algorithms and programming 1 hour and 30 minutes – Written paper 40 % of total GCSE (9-1)
For more information, please speak to Mr A Khan [Teacher of Computer Science]
27 NCFE Level 2 Technical Award in Business and Enterprise
Aims The qualification is designed for learners who want an introduction to business and enterprise which includes vocational and hands-on element. It has been developed to enthuse and inspire learners about a career in business and enterprise. The study of business and enterprise involves understanding the functions of business, data analysis, the importance of other influences in the external environment, the characteristics of being an entrepreneur and a real insight into running your own business.
Qualification : Equivalent to GCSE grades 9-4
Progression The qualification will appeal to leaners who wish to either set up their own business, move into employment, or progress to further study.
What will I study? NCFE Level 2 Technical Award in Business and Enterprise Unit Mandatory Unit Assessment GLH 1 Starting a business or enterprise Internally and 15 This unit aims to give you the knowledge and skills externally you need to set up a business or enterprise, the assessed entrepreneurial characteristics and skills required and the purpose and sections of a business plan. 2 Market research and analysis Internally and 25 Learners will understand market research, business externally markets, business costs, how businesses identify assessed their target and the marketing mix. 3 People, operations and recruitment Internally and 25 Leaners will understand the organisation and externally management of people for business and enterprise. assessed 4 Finance for business and enterprise Internally and 25 Learners will understand the sources of finance externally available when starting a business; the costs assessed involved when starting and running a business; how to create a break even charts and cash flow forecasts, and how internal and external influences affect a business. 5 Produce a business plan for a business or Internally 25 enterprise assessed Learners will choose an idea for a business or enterprise and develop a business plan for this idea, to include company description, market analysis, marketing, people and operations, financial plan and forecasts. 6 Evaluate a business plan Internally 5 Learners will evaluate the process they went assessed through in creating their business plan, identifying the strengths and weaknesses of their research, their use of business concepts and techniques, the feasibility of their business idea and the overall presentational quality of their plan. Assessment Description Contribution to final Marks component grade 1 Internal Portfolio of evidence covering all learning outcomes 50% N/A assessment 2 External Invigilated question paper assessing application of 50% 90 assessment knowledge and skills
28 GCSE DRAMA
The GCSE Drama course is designed for anyone interested in acting or technical aspects of theatre such as lighting, sound or set design.
You take three units during the course:- Devising Drama, Performing from a Script & a written exam based on a play.
If you enjoy acting either in class, in school productions or out of school then this course is for you. GCSE Drama encourages you to explore different aspects of theatre in a range of styles.
Unit One Unit Two Unit Three Devising Drama Performing a Script Theatre Makers
You will create a piece You will rehearse and You will explore a of drama of your own. perform two extracts different play by from a play. performing extracts for it. You will be assessed on the final performance of You will be assessed on Your understanding of the piece and a folder of the final performance. the play will then be work showing how it has assessed in a written been created. exam.
The folder can be made You will also go to see a up of videos of you live performance and be talking about the work if asked questions about you don’t feel confident that too. in writing it down.
29 GCSE MUSIC
The GCSE Music course is designed for anyone interested in performing on an instrument (or singing) and creating Music.
You take three units during the course:- Performing, Composing & Listening.
GCSE Music encourages you to perform music of your own choosing and in any style, as a soloist and in a group.
To take this course you must be willing to play (or learn to play) an instrument or you can choose to sing instead.
However, you don’t need to worry if you are shy as all your playing can be recorded by you in class when you are working on your own.
Unit One Unit Two Unit Three Performing Performance from Text Theatre Makers
You will need to play You will need to create You will sit a 90 minute one solo piece and one two compositions. written exam with group piece. questions on the 8 One from an idea set by different pieces of Music The two pieces must be the exam board and one you will have studied. 4 minutes in total. of your own choice. Questions such as these are asked:-
‘Name the instrument playing the solo.’ ‘Give a musical reason why you like or dislike
30 this piece.’
31 GCSE RELIGIOUS STUDIES – FULL COURSE
This course builds on the short course GCSE that you study in year 9 at Kirkby College. It gives you a chance to further your knowledge and open your minds to the wider world whilst teaching you many important skills, including:
develop your knowledge and
understanding of religions and non-
religious beliefs
develop your ability to construct
well-argued, well-informed,
balanced and structured written
Areas of Study arguments You will study two out of the following three areas: challenge you to reflect on and 1. Religion and Ethics: Belief in God, develop your own values, beliefs Matters of life and death, Living the and attitudes in the light of what Religious Life and Marriage and the Family you have learnt and contribute to your preparation for adult life 2. Religion, Peace and Conflict: Beliefs in
God, Crime and Punishment, Living the demonstrate knowledge and Religious Life and Peace and Conflict understanding of sources of 3. Religion, Philosophy and Social Justice: wisdom and authority including Belief in God, Religious Experience, Living the Religious Life and Equality scripture and/or sacred texts
The two areas of study will cover two of the understand the influence of main seven religions Catholic Christianity, religion on individuals, communities Christianity, Islam, Judaism, Hinduism, Buddhism or Sikhism. and societies
apply knowledge and understanding
in order to analyse questions
related to religious beliefs and
32 Why should I study it? It is a fact that from the beginning of time, humans have engaged in activities that we now call religion, such as worship, prayer, and rituals marking important life passages.
Human understanding: Moreover, religions have always asked fundamental questions, such as: What is the true meaning of life? What happens to us after death? How do we explain human suffering and injustices?
Cultural influences: We also study religion in order to learn more about how different aspects of human life—politics, science, literature, art, law, economics—have been and continue to be shaped by changing religious notions of, for example, good and evil.
Global Insight: The chances are that you can find a temple or mosque within a few miles of where you live, and it is almost certain that you will meet someone from any of these religious traditions on the street. This makes it even more essential that we cultivate our ability to understand and interpret other people’s religious traditions.
Broad Opportunity: The study of religion helps you to learn how to think critically, listen empathetically, speak thoughtfully, and write clearly—all skills that will be of great use no matter what you go on to do in life. It will also help you to better live and work in our increasingly diverse society and global world.
Assessment This course consists of three Areas of Study from which students study two, which are then assessed through two externally set examination papers. Each paper is worth 50% of the GCSE and both exams last 1 hour and 45 minutes. Both exams have to be sat in the same year.
33 34 City and Guilds- Level 2 Award in Technical Hair & Beauty Studies
This is a brand new course on offer at Kirkby College. The course will be delivered in our own on site professional salon. You will study how hair and beauty has developed from ancient times to the present day and develop hair styling, make-up and manicure technical skills to produce your own photographic image. You will explore ethics of product testing, effects of ingredients on hair and skin and how disorders of the hair and skin can impact services. This qualification has three units: exploring the world of hair and beauty science of hair and beauty design in the hair and beauty sector
The qualification develops the following knowledge, understanding and skills: specific services carried out within the hair and beauty sectors, roles and responsibilities and typical working patterns evolution of hair and beauty from use in ancient times to the mid 90s how technological advancements, changes to the economy, and social factors have influenced the sector chemistry of cosmetics and biology related to hair and beauty uses of design and images for business use technical hair styling, make-up and manicure skills.
How is this course assessed? This course is equivalent to one full GCSE. The course is assessed externally through a formal written examination and also a number of externally assessed practical assignments. Which subjects will compliment this course? GCSEs in Science, Additional Science, Computer Science, Business Studies and Graphic Design. Progression opportunities: Your understanding and skills can be developed further through progression to other qualifications such as: The Level 2 Technical Certificate in Hair and Beauty, A levels or other vocational courses in hair and Beauty. Students who successfully complete this course have a number of options, they would be able to enter employment at a junior level, enrol on an apprenticeship or could pursue further study in other areas at post 16.
For more information please see Mrs Newell.
35 BTEC Level 2 Construction and the Built Environment
Level 2 Award, Certificate, Extended Certificate and Diploma
Course content Assessment and duration
Core units The core units within these qualifications ensure that all learners will A majority of develop knowledge that underpins learning in other units in the coursework qualification: Construction Technology (Externally assessed) With two externally Construction and Design. assessed units Maintenance and Adaptation of Buildings Sustainability in Construction (Externally assessed) Scientific and Mathematical applications for Construction Construction Processes and Operations The Construction Industry
Optional Units 6 more including; Carpentry and Joinery operations Brickwork and blockwork operations 100% coursework Plumbing operations Electrical operations Roofing principles and techniques Painting and decorating Plastering and dry lining
Assessment will be carried out a number of ways;
Practical assessments completed in the workshop. 2 externally assessed units Completed portfolio of coursework unit booklets.
Most assessment is completed internally and verified externally.
36 Purple Pathway Choice Indication Form 2017 - 2020
Name …………………………………………………….. Tutor group ………………….
These are the choices additional to your Core subjects of English, Maths, Science, PE, History or Geography, French or Spanish, PSCHE and Careers (work related learning).
The choices you are indicating on this form are provisional and dependent upon the number of students choosing the subject. If your first choices are not available then your second/reserve choices will be allocated.
INSTRUCTIONS 1. You must select two subjects from the Options list below. 2. You should tick the boxes next to your preferred choices. 3. You must also select two reserve subjects by putting [R] in the relevant boxes. (R1 for 1st reserve, R2 for 2ND reserve choice).
In addition to your standard options you must also choose to study either History or Geography and French or Spanish GCSEs by ticking in both of the relevant boxes below.
Choose either History or Geography History
Geography
Choose either French or Spanish French
Spanish (You may only choose this if you studied it at KS3)
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