KS4 CURRICULUM GUIDE February 2020

HEADTEACHER’S MESSAGE

The subjects and courses our students “The choices you make now, the choose to study from Year 9 onwards can people you surround yourself with, have a profound impact on their life after Lathom. It they all have the potential to affect is important that students choose subjects which your life, even who you are, forever”. they find enjoyable whilst making sure that their Sarah Dessen study time is academically demanding and gives them the best possible chance to progress into higher education and the world of work. Studying “It’s not hard to make decisions a broad range of subjects is essential so that when you know what your values students benefit from a rich curriculum, have greater are options open to them for further study and career Roy Disney choices and are well prepared for adult life.

This KS4 Curriculum Guide is written to provide you with information and guidance to support you in making informed choices about the subjects you choose to study in Key Stage 4. In addition, our Options Events are organised to give you the opportunity to speak to subject teachers, college tutors and careers advisers to help you with this very important decision.

This is a crucial point in your secondary education and if you have any questions at all about your options please ask any member of staff at school and we will be more than happy to help.

Aim high!

Mrs J M Galbraith Headteacher

“THE SECRET OF EDUCATION LIES IN RESPECTING THE PUPIL.”

RALPH WALDO EMERSON

THE ENGLISH BACCALAUREATE (EBACC)

The English Baccalaureate will be mentioned several times during the options process and it is worth explaining exactly what it is before going any further.

Some careers and courses require students to have a broad and balanced range of GCSE qualifications. The Department for Education rewards this breadth of study by giving an English Baccalaureate to any student who gets a recognised grade in all the following qualifications:

• English • Mathematics • Two Sciences (all our GCSE Science courses deliver this. This can also include Computer Science) • A language • Humanities – by taking either Geography or History

In the future, some courses, apprenticeships or degrees may require the English Baccalaureate to start on their programme. By starting on this route now, our students will remove a significant barrier to success in the future. The thinking skills learned in each of these subjects will help our students to do better in all their other option choices.

Students with an interest in taking A levels, or going on to University, should strongly consider the English Baccalaureate as a potential route to follow. Reports suggest that the leading Universities are already using it as a filter for students who apply for places.

During your placement you will be expected to work a minimum of CAREERS GUIDANCE & SUPPORT 30 hours per a week over a period of one to four years depending on your apprenticeship programme. WHAT DO WE OFFER? Useful links: Careers Education, Information and Guidance (CEAIG) is a crucial part of the work we do with our students. We interact with Apprenticeships Information (UCAS) students at key transition points throughout their school life in Apprenticeship Information order to support them in making informed choices post 16. Apprenticeship Information (Prospects) Find Apprenticeships We have a dedicated Careers team in school for students and their families to access every day of the week. Parents are welcome to SIXTH FORM/COLLEGE attend their child’s Careers appointments and can also meet our Careers team during parents evening. At college or sixth form you may choose A-levels, BTECs or vocational qualifications Caroline Pickering – Careers Lead Dionne Paxton – Careers Adviser If you are considering applying for university you should research your subject choices because this may impact on the courses you Our school Careers Adviser completes individual appointments can apply to in the future. with students offering them independent and impartial advice and guidance. We focus on aligning student career prospects with their interests, strengths and motivations to ensure positive outcomes Useful links: for them when they leave us. Each student has an individual action plan to take away from their appointment which details next steps, A-level Information useful information and websites they can access with parents to plan before they start applications. Follow ups are completed once BTEC Diploma Information the students have had time to reflect and review their plans so that they have an opportunity to ask any further questions they may have. SIXTH FORMS AND COLLEGE LINKS:

We have strong links with local colleges including Wigan and Leigh, King George V College West Lancashire College, St John Rigby College, Winstanley College Myerscough College and Southport / KGV College. We work with these colleges to co- Southport College ordinate attendance at events, open evenings and college St John Rigby College interviews so our students have good access to options available to West Lancashire College them. Colleges also come in to do assemblies Wigan & Leigh College Winstanley College We have a dedicated careers area in our school library where students have access to a wide range of information, college CAREER LINKS: prospectus and employer information. Students can also attend lunch time and after school drop in sessions for support with CVs, job applications, college applications and additional advice and www.nationalcareersservice.direct.gov.uk guidance they may need. www.prospects.ac.uk www.barclayslifeskills.com WHAT ARE YOUR NEXT STEPS? www.goconstruct.org www.wherestemcantakeyou.co.uk www.findapprenticeship.service.gov.uk Leaving school gives you a range of options which you should www.careersadviceforparents.org explore before deciding on which is right for you https://www.ucas.com

APPRENTICESHIP

Apprenticeships can be found in a wide range of fields. Apprenticeship allows you the opportunity to earn whilst you learn and gain real-life work experience. You will be expected to attend college or a training centre during your apprenticeship to build skills outside of the workplace.

www.lathomhighschool.org ENGLISH LANGUAGE ENGLISH LITERATURE AWARDING BODY: EDUQAS AWARDING BODY: EDUQAS

Introduction Introduction Throughout Key Stage Three and Key Stage Four our knowledge rich The study of Literature helps students to develop their view of the curriculum aims to enhance the experiences of students. Students world and their place in it. We aim to establish competent and will take an active part in acquiring the knowledge and skills in order confident readers in order to open up new worlds and allow students to to develop independence. The English curriculum maps the National experience life and cultures beyond their everyday experiences. Curriculum and GCSE Assessment Objectives to ensure progression Studying a breadth of authors and texts, ensures students discover and mastery of skills. The focus of English Language studies aims to unseen treasures and enjoy making connections with the world of Literature. In Year 9, students transition to GCSE content in order to provide the currency and confidence as communicators that build confidence and enable them to have the opportunity to complete students require to ensure they have choices and opportunities for GCSE Literature examinations in Year 10. life after Lathom. Content Content Component 1: Component 1: Shakespeare and Anthology Poetry

20th Century Literature Reading and Creative Prose Writing Component 2: Post-1914 Prose/Drama, Pre 19th Century Prose and Unseen Poetry Component 2: 19th, 20th and 21st Century Non-Fiction Reading and Persuasive Assessment Writing Component 1:

Assessment Section A - Shakespeare – Macbeth (extract and essay) Component 1: Section B - Poetry from 1789 to present day (Anthology based Section A – Reading: Understanding of one extract of literature questions with comparison) from the 20th century Section B – Prose Writing: One creative writing task selected 2 hours examination (40%) from a choice of four titles Component 2: 1 hour 45 minutes examination (40%) Section A - Post-1914 Prose/Drama – ‘A Curious Incident of the Dog Component 2: in the Night-Time’ or ‘Blood Brothers’ or ‘Woman in Black’ Section A – Reading: Understanding of two non-fiction extracts (exploding extract) from the 19th and 20th century Section B - 19th Century Prose ‘A Christmas Carol’ (exploding Section B – Writing: Two persuasive writing tasks extract)

2 hours examination (60%) Section C - Unseen Poetry from the 20th/21st Century (analysis of an unseen poem and then comparison to a thematically linked unseen Component 3: poem) Spoken Language – No examination 2 hours and 30 minutes examination (60%) One presentation/speech - a mark will be awarded but it will be separate from the final grade Career Relevance Career Relevance An English Literature GCSE is essential for those students hoping An English Language GCSE is essential for all students in order to to further their English studies at college or university. It is secure college places, apprenticeships or jobs. English Language another English qualification to complement language and a forms part of the minimum requirements for the majority of study of Literature develops students’ verbal and written employers and FE colleges. Specific English careers include: communication, their understanding of complex ideas and their writers, critics, bloggers, journalists and marketing. independent research skills. Specific English Literature careers include: writers, editors, theatrics, film and researchers.

www.lathomhighschool.org MATHEMATICS SCIENCE AWARDING BODY: EDEXCEL AWARDING BODY: AQA

Introduction Introduction The purposes of this qualification are to give students the confidence in the Science provides the foundations for understanding the material world. mathematical skills, knowledge and understanding that they will have Scientific understanding is changing our lives and is vital to the world’s future acquired during the course of their study to apply outside of the classroom. prosperity. The Science curriculum at Lathom High will enable pupils to: It will also provide a strong foundation for further academic and vocational • Develop scientific knowledge and conceptual understanding through study and for employment, to give students the appropriate mathematical the specific disciplines of biology, chemistry and physics. skills, knowledge and understanding to help them progress to a full range of • Develop understanding of the nature, processes and methods of courses in further and higher education science through different types of scientific enquiries that help them to answer scientific questions about the world around them. The ability to communicate Mathematics is essential and we encourage our students to develop this skill and to apply it across all curriculum Throughout, pupils will develop and learn to apply observational, practical, areas and in real life. It is expected that all students will gain a GCSE modelling, enquiry and problem-solving skills in the laboratory, in the field qualification at the end of Year 11. and in other learning environments. Pupils will also develop their ability to evaluate claims based on science through critical analysis of the methodology, Content evidence and conclusions, both qualitatively and quantitatively. The Edexcel GCSE in Mathematics enables students to:  develop fluent knowledge, skills and understanding of Content mathematical methods and concepts The AQA GCSE Science qualifications enable students to:  acquire, select and apply mathematical techniques to solve  Delve deeper into the theory and understanding of science problems from previous work at KS3 and therefore extending knowledge  reason mathematically, make deductions and inferences, and  Enthuse students through practical work at a higher level draw conclusions enabling them to explore different concepts, conclude their  comprehend, interpret and communicate mathematical observations and evaluate their findings information in a variety of forms appropriate to the information and context. There are two possible courses of study to follow: 1. Trilogy – Double Award The course will seek to build on the skills developed in Key Stage The course is broken down into modules that are equally divided 3 at a level appropriate to the student’s ability. Covering number, between Biology, Chemistry and Physics algebra, ratio, geometry, probability and statistics. Final Award: 2 Science GCSE’s Assessment 2. Separate Award – Triple Award The qualification is fully assessed at the end of course, there are three This course is considered to be the best route to support students papers to sit: who are considering A-level Science, although, higher grades

achieved in Trilogy are also sufficient. The course is designed to Paper 1 Non-calculator. 1 hour 30 minutes, out of 80 marks stretch the most academic students through depth of content. Paper 2 Calculator. 1 hour 30 minutes, out of 80 marks The course contains extra modules not found in the Trilogy which Paper 3 Calculator. 1 hour 30 minutes, out of 80 marks are designed to increase difficulty and increase understanding.

The marks from each paper are added together to then give an overall Final Award: 3 GCSE’s (Biology, Chemistry and Physics) grade. Assessment Students will sit Higher Tier papers (GCSE grades 4 to 9) or 1. Trilogy Foundation Tier papers (GCSE grades 1 to 5) Six examinations (2 in Biology, 2 Chemistry, 2 Physics) each 1 hour, 15 minutes long and all worth 70 marks each. Career Relevance Students can progress from this qualification to Level 3 The marks from each paper are added together to give 2 GCSE qualifications in numerate disciplines, such as: grades  Core Mathematics  GCE Mathematics and GCE Further Mathematics 2. Separate Award  GCEs in the sciences Six examinations (2 in Biology, 2 Chemistry, 2 Physics) each 1  GCE Geography hours, 45 minutes long and all worth 100 marks each.  GCE Psychology  GCE Economics A GCSE grade in each of the three specialisms is awarded.  other qualifications that require mathematical skills,  knowledge and understanding Career Relevance Qualifications in Science can lead to a broad range of career This qualification also supports further training and opportunities. Here are a selection: employment where mathematical skills are required. Most employers Dentist, electrician, surveyor, airline pilot, chemist, marine biologist, and FE Colleges will ask for a good pass in GCSE mathematics. doctor, nurse, software engineer, space scientist, heating engineer, sports scientist, geologist and the armed forces.

www.lathomhighschool.org FINE ART PHOTOGRAPHY AWARDING BODY: AQA AWARDING BODY: AQA

Introduction Introduction Students taking Art will follow a broad based GCSE course, Students taking Photography will follow a broad based GCSE designed to encourage the development of existing skills and course, designed to encourage the development of existing talent from previous years. Students will use a ‘visual language’ skills and talent from previous years. Students will use a ‘visual to communicate ideas and an understanding through art and language’ to communicate ideas and an understanding design. Strengths such as independence, creativity, imagination through art and design. Strengths such as independence, and practical skills are built up through a variety of experiences creativity, imagination and practical skills are built up through including researching ideas, first hand drawing, investigating a variety of experiences including researching photographers, techniques, making objects, adapting and refining work. developing a range of photography skills, learning how to use a camera and take affective photographs and designing and It is expected that students do extra work outside of the setting up their own photoshoots. normal timetabled hours in school. It is expected that students do extra work outside of the Content normal timetabled hours in school. During the course, students will be expected to develop individual interests and skills through work from some of these directed Content areas: During the course, students will be expected to develop individual  Photography interests and skills through work from some of these directed  Fine Art areas:  Three-dimensional Studies  Photography  ICT  Drawing  Drawing and/or Painting  ICT  Print-making  Instillations  Mixed Media  Graphics  Mixed Media It is essential that students will have shown an interest in the above criteria before choosing Art as an option. Critical It is essential that students will have shown an interest in the investigation, looking at other artists’ work, as well as personal above criteria before choosing Photography as an option. investigation and independent learning, form a vital and Students who choose Photography must have access to a camera demanding aspect of the course. at home, this can be either a digital camera or a camera on a phone. Critical investigation, looking at other artists’ work, as well With the new GCSE course, there is also a larger emphasis on the as personal investigation and independent learning, form a vital written content of students’ work. All students will be expected to and demanding aspect of the course. write about the artists that they have researched as well as With the new GCSE course, there is also a larger emphasis on the writing about their own work. written content of students’ work. All students will be expected to write about the photographers that they have researched as Assessment well as writing about their own work. All students will be required to build up a portfolio of work, the majority of which will be done in Year 10. This makes up 60% of Assessment the overall mark for GCSE. A final examination will be taken in All students will be required to build up a portfolio of work, the Year 11 and this makes up the other 40%. majority of which will be done in Year 10. This makes up 60% of the overall mark for GCSE. A final examination will be taken in Career Relevance Year 11 and this makes up the other 40%. Graphic Designer, Web Designer, Illustrator, Photo Journalist, Advertising Photographer, Transport Designer, Art Historian, Career Relevance Teaching (Primary and Secondary), Footwear Designer, Graphic Designer, Web Designer, Illustrator, Photo Journalist, Fashion Designer, Retail, Pattern Cutter, Textile Technologist. Photographer, Advertising Photographer, Transport Designer, Art Historian, Teaching (Primary and Secondary), Footwear Designer, Fashion Designer, Retail, Pattern Cutter, Textile Technologist.

www.lathomhighschool.org COMPUTER SCIENCE BUSINESS ENTERPRISE AND AWARDING BODY: OCR MARKETING Introduction AWARDING BODY: OCR The Computer Science GCSE will enable students to develop a real, in-depth understanding of how computer technology works, giving Introduction them an insight into what goes on ‘under the lid’ of a computer. An aspiration for many young people is to be self-employed and You will need to think creatively, innovatively and logically to start their own business. The skills required for this, such as being design and program solutions to real-world problems. able to work collaboratively and creatively, solve problems and have an awareness of businesses and customers, are also those Students will investigate the components that make up digital requested by employers. This qualification will allow you to get to systems and how they communicate with one another and with grips with key aspects of running small businesses with a focus on other systems. They will also develop an understanding of the enterprise and marketing. You will gain the right combination of impacts of digital technology to the individual and to wider society knowledge, understanding and skills required for the 21st century entrepreneur. Content Unit 1 – Computer Systems Content This unit covers knowledge of computer systems Unit 1 (Written Assessment 50%)  Systems architecture The first unit underpins the other learning in this qualification. Students will learn about the techniques businesses use to  Memory and storage understand their market and develop products, investigate what  Computer networks, connections and protocols makes a product viable and understand how businesses attract and  Network security retain customers. They will also learn about key aspects of small  Systems software businesses, including ownership and functional activities.  Ethical, legal, cultural and environmental impacts of Unit 2 (Practical Assessment 25%) digital technology In unit 2, students are provided with a business challenge. From this they will create a researched and costed business proposal. Unit 2 – Computational thinking, algorithms and programming Students will need to undertake activities such as conducting This unit covers market research, presenting data, using idea generation tools,  Algorithms seeking and acting on feedback, and costing proposals. This unit will  Programming fundamentals develop students’ self-assessment, collaborative working, creativity,  Producing robust programs numeracy, research and evaluative skills.  Boolean logic Unit 3 (Practical Assessment 25%)  Programming languages and Integrated Development In unit 3, students will prepare for and pitch their own business proposal that they developed in unit 2. Alongside developing a Environments brand identity, students will investigate how to best promote their

product and then plan and prepare their pitch. After delivering their Practical Programming practice and professional pitch they will review their own All students will be given the opportunity to undertake a performance and business proposal. This unit will develop the programming task(s), either to a specification or to solve a problem students’ analysis and self-evaluative skills as well as those relating (or problems), during their course of study. Students may draw on to self-presentation. some of the content in both components when engaged in Practical Programming. Practical Programming skills will be Assessment assessed in part of the second exam paper. Written examination 50% There is one written examination that will include a range of Assessment different types of questions, including multiple-choice, The course will be assessed by two written exams. Each exam is short/medium answer questions and extended response analysis 1hr 30mins long and both are worth 80 marks each. Each exam is and evaluation questions. This unit is externally assessed through a worth 50% of the total GCSE. 1 hour 30 minutes exam, set and marked by OCR. Coursework assignments 50% Career Relevance Both Units 2 and 3 are assessed through an OCR-set assignment Careers in this industry include software development, computer that is teacher marked and OCR moderated. The emphasis is on programming, network manager, web developer, computer learners doing practical activities, showing how they can put their forensics, data administrator, project manager and database learning to use. developer. Career Relevance The skills developed would allow progression onto business apprenticeships or level 3 business qualifications. Career pathways would include business administration, product development and advertising.

www.lathomhighschool.org

D&T: RESISTANT MATERIALS AWARDING BODY: AQA

Introduction This course is designed to develop the knowledge, understanding and skills required to undertake the iterative design process of exploring, creating and evaluating. The majority of the course is delivered through the practical application of this knowledge and understanding. The core course and subject has been split into three sections as follows:

 Core technical principles  Specialist technical principles  Designing and making principles

Aims of the Course This is taught as Design and Technology with a focus on a specific material area. Students will develop knowledge of the technical advances within DT and design and make products suitable for the 21st Century.

Content To design and make products using the focus of Resistant Materials, you will learn about:

 The properties of metals, plastics, wood, composites and

smart materials  The tools and manufacturing processes used to prepare, cut, shape, form, assemble and finish different materials  Appropriate manufacturing processes and techniques including CADCAM

Designing and evaluating prototypes:  Designing and making products for a specialist target group.

Students will use a range of tools and equipment for cutting, shaping, forming, bending, casting and moulding.

Due to the nature of the products made in the GCSE non-examined assessment, a monetary contribution may be required in Year 11.

Assessment Component 1 – GCSE Design Technology - 2 hour written paper (50% of final mark) Component 2 – NEA- non-examined task

Career Relevance Careers in Product Design, Product Development, Engineering and Manufacturing.

www.lathomhighschool.org FOOD PREPARATION & NUTRITION DRAMA AWARDING BODY: AQA AWARDING BODY: EDEXCEL

Introduction Introduction Drama is not just about acting. The skills students learn in This is a GCSE based Food Preparation and Nutrition course. It has a strong focus on the nutritional elements of food and how food is drama are useful for a wide range of careers and life sourced, prepared and cooked. situations. The ability to work co-operatively as part of a group, problem solve and communicate ideas effectively are Content all explored and practiced while students create drama. Students will learn about:  Nutrition Content  Sources of food products (where the food comes from) During the course all students will take the roles of: including foods from around the world  Devising – creating drama through improvisation and  Food choices and influences including sensory properties, script work costs, preferences and religious influences.  Designing – planning appropriate use of costume, make-  Cooking and food preparation up, set design, lighting, sound  Preparation and cooking techniques  Directing – taking a lead role in bringing ideas together  Food provenance and working characteristics  Performing – communicating the drama to an audience  Food science and functional properties of food.  All students are expected to take part in a public performance in Year 10 and 11 Assessment Unit 1 – GCSE Food Preparation and Nutrition external exam - 1 hour Areas of Study: 45 minutes.  Developing character and role  Effective structuring of a play or piece of theatre Unit 2 – Non-examined tasks. This consists of two tasks:  Using different genres (tragedy, comedy, soap opera etc.)  Exploring styles (naturalistic/abstract) Task 1: Students will carry out an investigation into the scientific  Using different strategies to add depth to your work - principles that underpin the preparation and cooking of food. including role-play, mime, hot seating, thought- tracking, still-image and monologues etc. Task 2: Students will plan, prepare, cook and present a 3 course menu. We use a wide range of stimuli as the basis for creative work. This includes formal scripted plays; students’ own ideas, newspaper Career Relevance articles and headlines, poetry, lyrics/music, photographs, ideas Training to become a chef, dietician, working in food product and themes from film and literature. development, teaching, food stylist, food technologist and hospitality industry. Assessment Assessment is through controlled conditions assessment and practical examination at the end of the course.

Component 1 Devising (40%) Component 2 Performance from text (20%) Component 3 Theatre makers in practice (40%)

Of Controlled Assessment:

Two units — ‘Drama Exploration’ and ‘Exploring play texts’ which are worth 60%.

A written exam which forms 40% of the total

Career Relevance Script writer, director, cameraman, actor, teacher, performer, dancer, musician, stage technician, wardrobe manager, costume dresser, publicity officer, learning and participation officer, film producer, production designer, creative career coach, film editor, music editor, set designer

www.lathomhighschool.org GEOGRAPHY AWARDING BODY: AQA

Introduction “The study of Geography is about more than just memorizing places on a map.” Barak Obama

The study of Geography is a gateway to understanding the world around us. We aim to provide students with opportunities to appreciate and try to make sense of the world around us and develop a sense of place. Students are encouraged to ask as well as answer questions, and at the heart of our geographical study is engaging students with the global issues of today, such as the threat of climate change, and how we can manage and protect our world in a sustainable way.

Content The subject content includes the physical geography of the UK, including rivers and coasts. The human geography of the UK, including population change and urban environments. Students will study world geography including volcanoes and earthquakes, flooding, development and environmental issues.

All students will complete two geographical investigations, one in a human environment and one in a physical environment. They will collect data, which they present using their geographical skills and understanding. This will be examined at the end of the course.

Assessment 100% of the course is assessed through written examinations at the end of Year 11. Questions will look at all aspects of the course including geographical skills and investigations.

Career Relevance Geography is a subject that is highly regarded for its broad range of skills and wide curriculum. GCSE Geography can help students access AS/A2 and BTEC courses and can lead to careers such as business management, law, leisure and tourism, architecture, town planning, marketing, teaching, banking, computer game design, risk management, surveying, coastal and river engineering, the civil service and the armed forces.

www.lathomhighschool.org HISTORY IMEDIA AWARDING BODY: EDEXCEL AWARDING BODY: OCR

Introduction Introduction “Study the past if you would define the future.” Confuscius Students gain knowledge in a number of key areas in the media field, from pre-production skills to digital animation, and offers a History is the study of people and the world they lived in. The study of hands-on approach to learning. iMedia will provide opportunities to History allows students to develop an understanding of the complexity develop useful transferable skills such as research, planning, and and diversity of human experience. Students will explore the process review, working with others and communicating creative concepts and challenges of change, the relationships between groups of people and how evidence can be found in a range of forms; and through this effectively. come to a more informed understanding of the world around us. Content Content The modules offered include 2 compulsory units including Pre- You will study four topics: production skills and Creating digital graphics with a further two  Crime and Punishment in Britain from 1000AD to units including website design and storytelling. current day  Anglo-Saxon and Norman England c1060 – 88 All units covers four Learning Objectives that follow the same  Weimar and Nazi Germany 1918 – 39 structure for each unit: • LO1: Investigation of relevant products and technologies  Conflict in the Middle East, 1945 - 95 • LO2: Pre-production and planning stage

• LO3: Collection and creation of assets, producing the final product Assessment • LO4: Self-evaluation of the completed product Three written examinations at the end of Year 11

Career Relevance Assessment The skills developed in the History course are useful in most Written examination 25% careers. They are particularly useful in work requiring the use of There is one written examination that set and written by OCR evidence such as the Police or the Law, also in any work requiring includes questions on the pre-production unit. investigation and report writing such as Journalism or the Media. Coursework assignments 75% There are three assignments based on the units above. These include digital graphics, web design and storytelling.

Career Relevance Creative iMedia is effective preparation for a range of qualifications including IT or Digital Media Level 3 qualifications. Careers in broadcasting, web development, journalism, photography, editing and multimedia.

www.lathomhighschool.org MODERN LANGUAGES PHYSICAL EDUCATION AWARDING BODY: EDEXCEL AWARDING BODY: OCR

Introduction Introduction K Our vision in the Modern Foreign Languages department is that The combination of physical performance and academic all language learners develop the skills and confidence to consider challenge provides an exciting opportunity for students. They themselves as ‘World Citizens’ who belong in a multicultural, will learn about physical education through a range of different mutually respectful world. We aim to support students to contexts and the impact it has on everyday lives. understand other countries and cultures so that they can be more Content open and adaptable to new experiences. The department is The course consists of both theoretical and practical committed to developing strong, lifelong linguistic skills and to elements. Students will study applied anatomy and physiology, encourage students to become curious and interested in the physical training, social-cultural influences, sports psychology, world. Ultimately, we want our students to have a love of health, fitness and wellbeing in the theoretical units. The languages, and aim to achieve this by nurturing a linguistic students will be assessed practically in both team and individual curiosity and an intrinsic motivation to explore and respect other activities. Their strongest three activities will contribute to their cultures and people. We endeavor to inspire all MFL final grade. Students will have the opportunity to develop their practitioners/peers through collaboration, support and modelling skills in a range of activities like football, netball, badminton exceptional practice- no matter what stage of career journey. etc. Students also have the opportunity to be assessed in activities which they participate in outside of the school At KS4 students have the option to continue studying Spanish or curriculum such as rock climbing, snowboarding and golf. Some begin the GCSE French course. students will study the alternative sports science/BTEC pathway.

Assessment Content Theoretical Assessment is worth 60% of the total marks. They Work will be centered on 5 main themes: will sit 2 theory exams at the end of Year 11.  Identity and culture  Local area, holiday and travel Practical Assessment is worth 30% of the total marks. This is  School assessed continuously throughout the course by PE staff and then  Future aspirations, study and work moderated by an external examiner.  International and global dimension

Analysing and evaluating performance is worth 10% of the total The aims of the course are to encourage students to: marks. These are assessed by PE staff and then moderated by an external examiner.  Develop understanding of the spoken and written language  Develop the ability to communicate effectively in both Career Relevance spoken and written forms, using a range of vocabulary This course will help any student considering a career in the and structures following:  Develop knowledge and understanding of the

grammar of the chosen language and the ability to Teaching, Armed Forces, Public services, Physiotherapy, Sports apply it Administration, Coaching and many other occupations.  Apply their knowledge and understanding of countries where the chosen language is spoken  Develop positive attitudes to Foreign Language learning

The course will provide a suitable foundation for further study and/or practical use of the chosen language.

Assessment Foundation or Higher – in each of the following skills: Listening – 25%, Speaking – 25%, Reading – 25%, Writing – 25%

Career Relevance Having a language qualification increases opportunities for successful job procurement in many fields e.g. Tourism, Leisure, Hotel/Catering Industry, Journalism, Internet/ICT, Banking, Commerce/Retailing and Teaching. For those continuing into Higher Education many courses now combine Language studies with other subjects.

www.lathomhighschool.org RE SPORTS SCIENCE AWARDING BODY: AQA AWARDING BODY: OCR

Introduction Introduction Religious Studies gives students an opportunity to explore the The Cambridge Nationals in Sport Science offer learners the world around us through learning about contemporary issues opportunity to study key areas of sport science linked to fitness, where there is real-world debate. The curriculum is Religious health, injury and performance; the science of training and the application of training principles. Studies has been designed to inspire and challenge students to They will learn about how sport and nutrition has developed with question the world around them and the diversity of beliefs and technology and develop an understanding of how to plan and practices, to explore philosophical issues and formulate perform exercise training programs. informed opinions about ultimate questions. Students will reflect on and develop their own beliefs and values based on the Content range of beliefs and issues studied. The course consists of both theoretical and practical elements. Students will study theoretical units on Nutrition in sport where Content they will look at the importance of nutrition in different Students will study two sections, each with an examination at the end of activities. They will also complete a unit on Sports technology Year 11. where students will look at how technology has developed and its benefits to sporting performance. They will also complete a Section 1 – the study of religion, beliefs and practices from 2 religions – unit on the principles of training where they will complete a Christianity and Islam. range of fitness tests and design and perform their own personal training program. The final unit will be an examined unit on Section 2 – four philosophical and ethical themes: Sports injuries.

 Relationships and families Assessment  Religion and life Sports technology Unit 25%  Religion, crime and punishment Principles of training Unit 25%  Religion, human rights and social justice Sports Nutrition unit 25% Sports Injuries Exam unit 25%

Assessment Career Relevance Two final examinations, each 1 hour and 45 minutes. This course will help any student considering a career in the Career Relevance following: The skills developed in RE are useful in a wide range of careers from Military Services, Health and Social Care such as counsellors, Teaching, Armed Forces, Public services, Physiotherapy, Sports social workers and family support workers, Education, Administration, Coaching and many other occupations. Immigration, Politics, NGOs and other charitable organisation’s and overseas work.

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ENJOY•BELIEVE•ACHIEVE

Lathom High School Glenburn Road Skelmersdale Lancashire WN8 6JN T: 01695 725653 E: [email protected] www.lathomhighschool.org

www.lathomhighschool.org