KS4 Courses Booklet - Index

Topic or course Page ref Introduction 2 - 12 Art Craft & Design 35 - 38 Art & Design: Graphic Communication 39 - 42 Art & Design: Photography 43 - 46 Biology 24 BTEC Dance 58 - 59 BTEC Sport 56 - 57 Business Education 60 – 62 Careers Education, Information, Advice and Guidance at Wilmslow High School 4 – 6 Chemistry 25 Combined Science – Trilogy 27 – 28 Computer Science 85 – 86 D&T: Food Preparation & Nutrition 93 – 95 D&T: Home Economics: Child Development 96 – 97 D&T: Product Design 89 – 90 D&T: Resistant Materials 90 – 91 D&T: Systems and Control 92 – 93 D&T: Textile Technology 87 – 89 Drama 47 – 49 English Language 14 – 17 English Literature 14 – 17 Entry Level Certificate (ELC) in Science 29 – 30 Geography 63 – 65 History 66 – 68 ICT 83 – 84 KS4 Course Choice Timetable 4 – 6 KS4 Curriculum 11 Mathematics 18 – 19 Media Studies 79 – 80 Modern Foreign Languages 74 – 78 Music / Music Technology 50 – 52 National Careers Service, Information, Advice and Guidance at Wilmslow High School 10 Parents & Carers - preparing for the future 7 Parents & Carers – getting support 8 Parents & Carers – tips on how to help your child choose well 9 PE – Core 20 – 21 PE – GCSE 53 – 55 Personal Studies 12 PHSCE 32 – 33 Physics 26 Religious Studies 69 – 71 Science 22 – 31 Sociology 72 - 73 Statistics 81 - 82 Supporting Choices for Parents 5 - 6 Who is available at school to help you make good choices 4

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Getting Ahead: Preparing for Key Stage 4 and beyond 2016 Introduction Year 9 is an exciting year in which our students get the opportunity to choose the courses that they want to study in Key Stage 4. At Wilmslow, we are very proud of the wide range of courses on offer to our students.

This booklet is designed to give our students and parents information, advice and guidance about how to make balanced and informed decisions at this important point.

Getting the balance right We would advise all our students and parents to be aware of the following:

 Most of our students will not be looking to ‘specialise’ into a chosen field until after university, further education or training; therefore, we would usually recommend that our students choose a broad and balanced curriculum that provides them with plenty of options in the future  For students who are ‘spoilt for choice’ please remember that some courses can be picked up again at A Level allowing students to do a wide range of subjects across their Key Stage 4 and 5 programme of study  Most universities and employers favour students with an excellent work ethic and a broad and balanced education. Therefore, whatever choices students decide to pursue in Key Stage 4, effort and performance are expected and remain important for the whole of Year 9 in every subject

Information on the new GCSEs Students beginning Key Stage 4 in September 2016 will be taking the new GCSEs in many of their subjects. These will be different in the following ways:

 A new grading system with 9-1 replacing A*-G.  The top grade, 9, will be harder to achieve than the current A* grade.  Assessment will be mainly by terminal exam at the end of the two-year course; fewer courses will contain controlled assessments.  There will be new, more demanding content for students to learn and remember.  There will be a greater focus on literacy across all subjects.

To help you to distinguish between ‘old’ and ‘new’ GCSEs, we have labelled all our courses as follows:  ‘Old GCSEs’ - titled as in this example: Statistics (A*-G)  ‘New GCSEs’ – titled as in this example: English Language (9-1)

More information about the new GCSEs can be found in the presentation that we shared with parents at our Preparing for Success Evening in September; this can be found at the following link: http://www.wilmslowhigh.com/year-9-preparing-for-success-evening/

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How do the new grades compare to the old grades?

A*-G GCSE Grade 9-1 GCSE Grade A* 9 This grade will be awarded to the top 20% of students nationally gaining a 7 or above

8 A 7 B 6 5 C 4 D 3 E 2 F 1 G

What does a ‘broad and balanced’ KS4 curriculum look like? At Wilmslow we are proud of our longstanding commitment to a broad and balanced high quality curriculum. In recent years, the Department for Education has used the term ‘English Baccalaureate’ to describe a programme of study that includes English, mathematics, a science (including Computer Science), a language and history or geography.

In order to ensure that our students receive their entitlement to a broad and balanced curriculum we expect the majority of our students to study:  English (both literature and language) and mathematics  Double or Triple Science  At least one additional subject from the English Baccalaureate  Two to three further subjects chosen from the full range of options In addition, all our students continue to receive PE and PSHCE lessons.

For students interested in applying to a Russell Group university in the future you may find the Informed Choices document of use: http://russellgroup.ac.uk/for-students/school-and-college-in-the-uk/subject-choices-at-school- and-college/

How are we preparing our students for the new GCSEs?  We are using GCSE grades on Year 9 indicators.  We are using more GCSE-derived assessment tasks during Year 9.  We are expecting our students to explicitly reflect upon and respond to the feedback they get on class work and homework – without this, the effort and hard work put in by students and teachers can lose impact. Wilmslow High School – Key Stage 4 Courses – for teaching from September 2016 P a g e 3

 We are reinforcing the importance of reading with our students with our expectation that students read for at least 30 minutes a day.  We are emphasising the need for students to build their stock of ‘powerful knowledge’ – knowledge held in their minds, ready for recall and use in interpreting the value and significance of information gathered later.

Key Stage 4 Course Choices Timetable

Monday 11th – Launch of Key Stage 4 Course Choice process Thursday 14th A sequence of house assemblies for Year 9 students on the January 2016 Course Choices process Wednesday 20th Key Stage 4 Course Choices Evening: January 2016 A market place format in various locations around school with: 6.00 - 8.00 pm . An opening presentation for parents (6.00 – 6.15pm repeated at 7.45-8.00pm) . All course choices on offer . A careers advice drop-in opportunity Teachers will be available to discuss whether the courses they offer will suit your child. Students should accompany parents in full school uniform. Monday 1st Deadline for submission of Initial Course Choices February 2016 We will use the information students submit through the VLE to: . Provide additional advice and guidance to students regarding the suitability of their initial course choices. . Decide whether there should be any change to course availability. Friday 26th Final Course Choice form issued to students February 2016 This form will contain students’ initial choices submitted online on the Initial Course Choice form, giving parents and students a final chance to discuss their choices. Thursday 10th Year 9 Parents' Evening March 2016 An opportunity to discuss progress in those subjects presently studied and gain further advice regarding which courses to study in Years 10 and 11. Monday 14th Deadline for return of Final Course Choices form to tutors March 2016 Summer term Confirmation of Course Choice letter issued to students

Who is available at school to help you to make good choices? You will want to talk to your parents about the right choices for you, but the following staff at school can also give you helpful advice:  Your form tutor and subject teachers  Your Head of House  Any member of the Leadership Group  Mrs Glover - SENCO  Mr Jones – Careers Education Coordinator  Mr Munro – CTL for PHSCE  Dr Rowe – Independent Careers Advisor

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You should choose courses that:  You think you can do well in, and that you find interesting and challenging.  Provide you with a broad and balanced programme of study providing plenty of future options.  May be useful in your future university, training and career decisions.

You should not choose a course:  Because your friend is doing it.  Because you like, or dislike, the teachers. We cannot say who your teachers will be at this stage.  Because it is new.  Because you think it will be easy. Remember that all GCSEs are designed to be challenging.

So that we can be sure that you have thought about all of this, you will be required to write an explanation for your choices when you submit you’re Final Course Choice Form (deadline – Monday 14th March 2016).

Supporting Choices: Wilmslow High School We recognise the importance of the Key Stage 4 Course Choices as the first time that our students are able to choose the courses that they want to study. We provide the activities and events below in order to support our Year 9 students in making informed choices.

Aspirations Questionnaire (September) – students from all year groups provided details of their ambitions and aspirations, which are regularly updated.

Preparing for Success Evening (September) – a presentation provided information for Year 9 parents on how to achieve success in the new GCSE courses.

Taster GCSE lessons (November) – during the first PHSCE day, Year 9 students experienced lessons in new key stage 4 subjects.

Careers Guidance (November) – Dr A Rowe, Careers Advisor, gave a talk to all Year 9 students on making informed choices; Dr Rowe also provides career guidance to students who require extra support in making their choices.

Tutorial programme (spring term) – during registration sessions tutors will be helping their students to explore how to make appropriate choices.

Key Stage 4 Course Choice Evening (January) – a chance to talk with Key Stage 4 subject teachers.

Supporting choices: parents

1) Talk to your child about their aspirations and ambitions. 2) Use the information in this booklet and online* to guide your child’s choices. 3) Try to remain impartial when considering future pathways. 4) Seek information and help from school where needed.

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*http://www.wilmslowhigh.com/curriculum/careers-education-and-guidance/useful-careers- websites/ *https://nationalcareersservice.direct.gov.uk/youngpeople/Pages/Youngpeople.aspx

To help you in this we have included on the next three pages of this booklet a copy of the Parents and Carers Supplement to the 2015-2016 edition of the careers publication, which way now? How to choose options in Year 9.

Should you require any further information on supporting your child in making their Key Stage 4 course choices, please do not hesitate to contact:

Mr P Jones - Careers Coordinator [email protected]

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National Careers Service The government’s website, providing career information, advice and guidance to people of all ages. The below screenshots are of pages specially aimed at young people: https://nationalcareersservice.direct.gov.uk/youngpeople/Pages/Youngpeople.aspx

https://nationalcareersservice.direct.gov.uk/youngpeople/Pages/Dream%20Jobs/DreamJobL

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Key Stage 4 Curriculum

All students will study the following courses: Mathematics English PE PSHCE Science (Double or Triple)

Students will select one subject from the following Ebacc subjects: Computer Science French Geography German History Spanish

Students will select three subjects from the following subjects: (check list against booklet) Art and Design Art and Design: 3-Dimension Design Art and Design: Graphic Communication Art and Design: Photography Business Education Catering Child Development Computer Science Dance Design Technology: Food Technology Design Technology: Product Design Design Technology: Resistant Materials Design Technology: Systems and Control Design Technology: Textiles Drama French Geography German History IT Media Studies Music Music Technology PE PE and Sport (BTEC) Religious Studies Sociology Spanish Statistics

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Personal Studies Personal Studies is for students who require extra support at KS4, and who will opt for only three options at Key Stage 4. This is usually offered to students who have had access to Learning Support during Key Stage 3, and who are on the SEN register. Discussion must take place with the Curriculum Team Leader Learning Support before taking this as an option. Students need to be motivated and well organised in order to benefit from this option. Students are encouraged to bring coursework/homework to Learning Support for these sessions to be successful. Students who do not arrive with work will be set revision work by Learning Support. Students usually attend Personal Studies for three sessions which are held within Learning Support. Students’ progress is recorded and monitored throughout.

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Year 10 and 11 Core Courses- Compulsory

Although we shall try to meet all course choices requests we cannot guarantee it. In case of difficulty either a member of the Leadership Group or the relevant Head of House will discuss the issue with you.

All courses will only run if a sufficient number of students choose to take the course.

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English and English Literature (9-1)

What are we aiming to achieve? During the Key Stage 4 English course students will extend the skills developed in years 7 to 9 through their work on the AQA GCSE English Language and GCSE English Literature examination specifications. The majority of students will take these as separate qualifications and achieve two GCSEs. For some students a single GCSE qualification or an alternative qualification may be more appropriate. We aim to encourage all students to enjoy literature and literary non-fiction, and to develop their own responses and ideas about the texts they read. What is the programme of learning for – GCSE English Language? There are three units that students will study during the course: Unit 1 – Explorations in Creative Reading and Writing The aim of this paper is to engage students in a creative text and inspire them to write creatively themselves by:

• in section A, reading a literature fiction text in order to consider how established writers use narrative and descriptive techniques to capture the interest of readers • in section B, writing their own creative text, inspired by the topic that they have responded to in section A to demonstrate their narrative and descriptive skills in response to a written prompt, scenario or visual image.

This unit is examined externally and carries 80 marks worth 50% of the final GCSE grade. Reading and writing skills are weighted equally within this examination paper.

Unit 2 – Writers’ Viewpoints and Perspectives

The aim of this paper is to develop students’ insights into how writers have particular viewpoints and perspectives on issues or themes that are important to the way we think and live our lives. It will encourage students to demonstrate their skills by:

• in section A, reading two linked sources (non-fiction and literary non-fiction texts) from different time periods and genres in order to consider how each presents a perspective or viewpoint to influence the reader • in section B, producing a written text to a specified audience, purpose and form in which they give their own perspective on the theme that has been introduced to them in section A.

This unit is examined externally and carries 80 marks worth 50% of the final GCSE grade. Reading and writing skills are weighted equally within this examination paper.

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Unit 3 – Non-examination Assessment: Spoken Language The aim of the assessment is to allow students to demonstrate their speaking and listening skills by: • giving a presentation in a formal context • responding appropriately to questions and to feedback, asking questions themselves to elicit clarification • using spoken Standard English

This assessment is separately endorsed and does not carry any marks towards the final GCSE award.

What is the programme of learning for GCSE English Literature?

There are 2 units that students will study during the course: Unit 1 – Shakespeare and the 19th Century Novel

Section A - Shakespeare: students will answer one question on a play chosen by their class teacher. They will be required to write in detail about an extract from the play and then to write about the play as a whole. Teachers may choose from the following list of Shakespeare’s plays:

. Macbeth . Romeo and Juliet . The Tempest . The Merchant of Venice . Much Ado About Nothing . Julius Caesar

Section B - The 19th-century novel: students will answer one question on a novel chosen by their class teacher. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole. Teachers may choose from the following list of novels:

. Robert Louis Stevenson - The Strange Case of Dr Jekyll and Mr Hyde . Charles Dickens - A Christmas Carol . Charles Dickens - Great Expectations . Charlotte Brontë - Jane Eyre . Mary Shelley - Frankenstein . Jane Austen - Pride and Prejudice . Sir Arthur Conan Doyle - The Sign of Four

Assessment is by an external examination of 1 hour and 45 minutes. This paper is worth 64 marks and 40% of the final GCSE grade. This is a closed text examination which means students will not have access to their texts during the examination.

Unit 2 – Modern Texts and Poetry

Section A - Modern texts: students will answer one essay question from a choice of two on their studied modern prose or drama text. Teachers will choose one from a choice of 12 texts covering both modern prose and drama:

Drama:

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. JB Priestley - An Inspector Calls . Willy Russell - Blood Brothers . Alan Bennett - The History Boys . Dennis Kelly - DNA . Simon Stephens - The Curious Incident of the Dog in the Night-Time (play script) . Shelagh Delaney - A Taste of Honey

Prose . William Golding - Lord of the Flies . AQA Anthology -Telling Tales . George Orwell - Animal Farm . Kazuo Ishiguro - Never Let Me Go . Meera Syal - Anita and Me . Stephen Kelman - Pigeon English

Section B - Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster. There is a choice for the teacher of two clusters, each containing 15 poems. The poems in each cluster are thematically linked and were written between 1789 and the present day. The titles of the two clusters are:

• Love and relationships • Power and conflict.

Students should study all 15 poems in their chosen cluster and be prepared to write about any of them in the examination.

Section C - Unseen poetry: Students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem. In preparing for the unseen poetry section of the examination students should experience a wide range of poetry in order to develop their ability to closely analyse unseen poems. They should be able to analyse and compare key features such as their content, theme, structure and use of language.

Assessment is by an external examination of 2 hours and 15 minutes. This paper is worth 96 marks and 60% of the final GCSE grade. This is a closed text examination which means students will not have access to their texts during the examination.

Assessment Summary:

English Language:

 2 x external examinations of 1 hour 45 minutes, each counting for 50% of the GCSE grade  No controlled assessment or coursework.

As a reformed GCSE, English Language will be graded on a nine-point scale: 1-9 where 9 is the highest grade.

English Literature:

 1 external examination of 1 hour 45 minutes counting for 40% of the GCSE grade

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 1 external examination of 2 hours 15 minutes counting for 60% of the GCSE grade  No controlled examination or coursework  All examinations are closed text.

As a reformed GCSE, English Literature will be graded on a nine-point scale: 1-9 where 9 is the highest grade.

Tiers of Entry:

As of 2015, there are now no tiers of entry for either English Language or English Literature. All students will follow the same course and will sit exactly the same examination papers.

How are students grouped within English lessons?

In recent years, students have been grouped in ability bands and have studied courses that were subtly different depending upon their tiers of entry. With the removal of tiers of entry and the development of new specifications, we are currently considering the approach that we believe will work best for our students. We will notify all students of their teacher for GCSE and their new group prior to the summer holiday at the end of Year 9. Details of the final decisions of our policy regarding grouping will be made available via letter and published on the school’s website at this time.

Homework:

Homework is set once a week and will be a single, substantial piece of work. Tasks will include reading, writing and preparation of spoken work. Students will need to be responsible for planning effective use of this time, since the ability to meet deadlines is an essential requirement of the course.

What websites do we recommend? The current examination board specifications can be found at: http://www.aqa.org.uk/subjects/english/gcse/english-language-8700 http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702 Students looking to consolidate, enrich or extend their knowledge and understanding might start at: http://www.bbc.co.uk/schools/gcsebitesize/english/ http://www.bbc.co.uk/education/subjects/zr9d7ty http://www.bbc.co.uk/schools/gcsebitesize/english_literature/ http://www.bbc.co.uk/education/subjects/zckw2hv http://www.englishbiz.co.uk/

Mr D Spence Curriculum Team Leader, English

Mathematics (9-1)

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"To those who do not know mathematics it is difficult to get across a real feeling as to the beauty, the deepest beauty, of nature ... If you want to learn about nature, to appreciate nature, it is necessary to understand the language that she speaks in."

-Nobel-prize winning Physicist Richard Feynman What are we aiming to achieve? GCSE Mathematics is a qualification which serves different purposes at different levels. For students who achieve a grade 3 or below, the qualification equips you with the numerical, statistical and reasoning skills you need for modern life and tells future employers that you have reached a level of competence in calculation and understanding figures and diagrams. For those who achieve higher grades it is a sign of the capacity to deal with abstract reasoning, the ability to learn and use theory and formulae about numbers, shape and space, handling data and algebra. For students intending to go on to A-Level Mathematics it provides a foundation for the greater depth, breadth and rigour of more advanced mathematics. What is the programme of learning? As in Year 9, students will have 4 lessons of mathematics per week, as well as 2 pieces of homework that will be particularly important, and should take 30 to 90 minutes every week depending on the amount set. There will be no requirement to do coursework for this subject. The course is organised under six broad headings which are Number, Algebra, Ratio, proportion and rates of change Geometry & Measures Probability and Statistics. At the Foundation tier there is a greater emphasis on number skills whilst at the Higher Tier the emphasis leans towards algebra skills. We would strongly advise that students who may wish to take mathematics at advanced level, or need mathematical skills for their career choice, also take the Statistics GCSE option.

How do we assess progress and attainment? All students take a linear course assessed through three written examinations normally taken in June of Year 11. Two of these papers will be a non-calculator examination whilst the other will be a calculator allowed examination. How are students grouped? In Year 10 the setting structure will be the same as in Year 9 with sets 1-6 in each half-year group. Mathematics is assessed in 2 tiers: Higher Tier (at which students can achieve grades from 9 to 4) and Foundation Tier (where students can achieve a grade 5 to 1). Set Tier Grades 1-3 Higher 4, 5, 6, 7, 8, 9 4 - 6 Foundation 1, 2, 3, 4, 5 We anticipate that all Set 3 students will be entered for Higher Tier, but occasionally we have a few students who have not performed well in their mock examinations who may be entered for Foundation Tier.

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Setting reviews take place in January and June of every year, and where necessary set changes are made at other times.

How can students be supported through learning at home? The abilities and experiences of students will vary greatly depending on the level of progress they have made up to this point in time. However, there are some common ways in which students can be supported no matter their group. The first is to make sure they are equipped to succeed with specialist maths equipment including protractors, compasses and a scientific calculator. Encouraging students with their numeracy work and mental mathematics would also be beneficial – we firmly believe that if basic number skills are secure then they provide a good platform for other mathematical learning to take place. The best method in mathematics is the one which students feeling happiest using to get the best results and this may not always be the one that you have learned or are familiar with. However if you can get your son/daughter to explain what they are doing to you and how and why they are using different methods, this would be very valuable.

What websites do we recommend? The current examination board specification can be found at: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html Students looking to consolidate, enrich or extend their knowledge and understanding might start at: http://www.bbc.co.uk/schools/gcsebitesize/maths/ http://www.bbc.co.uk/education/subjects/z6pfb9q Also highly recommended is www.mymaths.co.uk

Presently the login for this site is Wilmslow and the password is sphere. The password will change annually every September.

Mr N Hughes Curriculum Team Leader, Mathematics

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Physical Education and Sport – Core PE

What are we aiming to achieve in Core PE?

Work within the Physical Education and Sport Curriculum Team is designed to support, contribute to and complement the broad aims of the school by providing equality of access for all students to a broad, balanced curriculum. This curriculum area aims to provide an enjoyable and satisfying programme, with opportunities for every student to develop physically, socially, emotionally and cognitively.

What is the programme of learning in PE? As a specialist sports college we are able to offer a varied and diverse range of programmes and accredited courses at Key Stage 4. By accessing personalised study programmes it is possible to maximise each student’s full potential and develop a sound knowledge of skills, tactics and composition, an understanding of analysis for improvement and, possibly most importantly, an understanding of health and fitness and an attitude of sport for life.

The full range of Physical Education and Sport programmes available at Key Stage 4 are: Core PE Course Choice Course Choice 1. Core PE (Compulsory) 2. GCSE PE 3 BTEC Sport BTEC level 2 First Award All students receive 3 x 50 Graded 9 – 1 Qualification minute PE lessons per week. All students receive 3 x 50 Graded: Pass; Merit; Distinction minute lessons per week in All students receive 3 x 50 Students will choose one of the addition to their core PE lessons. minute lessons per week in following personalised See pages 57 – 60 for further addition to their core PE lessons. “pathways”: details a. Maximum Performance See pages 61 – 62 for further b. Outwitting Opponents details c. Creative Performer – including the possibility of GCSE Dance d. Healthy Lifestyle

How do we assess progress and attainment in Core PE? We feel that the core PE programme is an important part of every student’s education in Years 10 and 11. For some students it is a cathartic release, a welcome break from their examination classes or simply fun, competitive activity with friends, for others, perhaps an opportunity to further develop lifelong skills, self-esteem and leadership qualities. All of these are valid reasons for enjoying taking part in PE lessons, which is why we are responding to student voice and ensuring that we offer a range of activities to engage everyone’s interest.

Every year we consider the possibility of offering GCSE PE within the core PE programme to a limited number of students who meet certain performance criteria. However, we will not be in a position to explore this until the summer term of Year 9. Consequently students who would

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For 2016-2018 we are again hoping to be able to offer GCSE Dance within the “Creative performer” pathway of Core PE. Students interested in this possibility need to indicate this when completing the Initial Course Choice questionnaire in February 2014. For details of this course please see the GCSE Dance information on pages 62 – 63 of this booklet.

How are students grouped in Core PE? All students will have three lessons of ‘Core PE’ in Years 10 and 11. They will opt to follow a ‘pathway’ that will enable them to develop skills in their chosen area through a range of activities: a. Maximum performance pathway – students who are performing at school/club or regional level in one or a number of activities who want to develop their skills, tactics and fitness with a focused coaching approach b. Outwitting opponents pathway – students who enjoy playing a range of invasion and net wall type games but who may prefer to work on developing their skills in a less competitive and intense environment c. Creative performers’ pathway – students who have a keen interest in aesthetic activities such as gymnastics, trampolining or dance. d. Healthy lifestyle pathway – students who prefer to operate in a smaller group and who may be lacking confidence in some sports, the major focus being on encouraging participation in a variety of fun activities

What extra opportunities to learn are available? Our extensive ‘Sports X-tra’ programme continues to give key stage 4 pupils the opportunity to develop their skills and take part in competitive sport.

What websites do we recommend? Students looking to consolidate, enrich or extend their knowledge and understanding might start at: http://www.bbc.co.uk/schools/gcsebitesize/pe/ or keep up to date with current issues and the latest sports news at: http://www.bbc.co.uk/sport/0/

Mr H Williams, Curriculum Team Leader, Physical Education and Sport

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Science (9-1)

What are we aiming to achieve?

We believe that science has something to offer all students; whatever their aspirations. The new Key Stage 4 National Curriculum has placed practical activities at the heart of learning, where students pursue the enjoyment of the subject through scientific enquiry. It serves to provide an appropriate starting point for students who wish to use their science knowledge to pursue other interests or for students who wish to place science at the forefront of their education and consequently pursue science beyond GCSE.

The AQA suite of examinations aims to introduce students to fundamental ideas in scientific theory and help them develop investigative skills through practical participation.

At Wilmslow High School we are able to provide students with the possibility of choosing from a variety of routes through the science curriculum, at Key Stage 4.

Route 1 – “Triple Science” - 3 GCSEs in the three separate sciences – Biology, Chemistry and Physics

 Requires you to select “Triple Science” in Course 7 as one of your 4 course choices  This route is for the student who meets the designated entry requirements (see below) and is already keen to specialise in the sciences and have less breadth to their portfolio of Key Stage 4 qualifications

Route 2 – “Double Science” - 2 GCSEs in Science and Additional or Additional Applied Science  Allows you to select any subject in Course 7 as one of your 4 course choices  This route does not have any designated entry requirements and is for the vast majority of students who prefer to have more breadth to their portfolio of Key Stage 4 qualifications  You can still pursue GCE ‘A’ level science subjects with this route.

What is the programme of learning for Route 1 – “Triple Science”

Students who select this route follow three separate GCSE courses over two years in biology, chemistry and physics and are awarded separate GCSE grades for each subject across the full 9-1 range.

As these courses are separate linear GCSE’s, all the external examinations take place in the summer term of Year 11 rather than being spread out through Key Stage 4, as with previous courses.

This route is only appropriate for a limited number of students. A number of factors will be used to determine suitability, including teacher assessment, performance in National Curriculum assessments, the reasons given by students for their choice and group sizes. Due to the challenging content in each GCSE we feel that secure and sustained attainment of Key Stage 3 National Curriculum level of 6.5 or more in science is essential if a student is to gain access to

Wilmslow High School – Key Stage 4 Courses – for teaching from September 2016 P a g e 22 the course. This equates to the equivalent projected GCSE grade of a B or better. If this is converted into the new numerical grade this would need to be a grade 6 or above.

The next three pages contain extracts from the AQA GCSE specification which describes the separate biology, chemistry and physics courses in greater detail. Please consider the main points, highlighted below when considering whether to pursue the “Triple Science route:  A grade is awarded for each subject studied, i.e. a grade for biology, a grade for chemistry and a grade for physics. These grades are independent of each other.  The A* to G grades will be replaced by 9 to 1 for Biology, Chemistry and Physics. (please see the new grades explained at aqa.org.uk/science-changes  These is no longer any controlled assessment as part of these qualifications.  There will be no assessment of written quality of communication.  The minimum examination time for each GCSE will be 3 hours 30 minutes, per subject. This will mean 10 hours 30 minutes of total examination time for the 3 triple science subjects.  15% of GCSE marks will be for practical skills.  10% of the marks in Biology, 20% in Chemistry and 30% in Physics will require maths skills.

The next three pages contain extracts from the AQA GCSE specification which describes the separate biology, chemistry and physics courses in greater detail.

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What is the programme of learning for Route 2 – “Combined Science” - GCSE

Students who pursue Route 2 are free to choose another subject, other than science in Course 7. Although students who opt for this route will not have specialised in biology, chemistry and physics to the same depth as those studying the three separate sciences, they remain well equipped to do sixth form study of science subjects at A-Level.

As route 2 is a linear GCSE course, all the external examinations take place in the summer term of Year 11 rather than being spread out through Key Stage 4 as with previous courses. There will no longer be a core, additional or additional applied course as offered in previous years.

The content of the new GCSE Combined Science (double award) is a subset of the three separate sciences.

Please consider the main points, highlighted below when reviewing the “combine science” or “double award” route:  The A* to G grades will be replaced by 9 to 1 for Biology, Chemistry and Physics. (The new grades explained at aqa.org.uk/science-changes)  Combined Science will have a 17 point grading scale, from 9–9, 9–8 through to 2–1, 1– 1.  These is no longer any controlled assessment as part of this qualification.  There will be no assessment of written quality of communication.  The minimum examination time for the combine science course will 7 hours.  15% of GCSE marks will be for practical skills.  20% of the combined science marks will require maths skills

The next page contains extracts from the AQA GCSE combined science specification which describes the course in greater detail.

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Wilmslow High School – Key Stage 4 Courses – for teaching from September 2016 P a g e 28

Science Entry Level Certificate (ELC)

Entry Level Certificate Science (ELC Science) is designed to give students not yet ready to take GCSE Science the chance to get a science qualification. It can help motivate students who achieve the award to move on to the next level. It is designed for students who may not achieve a grade 1 or have low attendance.

Two levels of award are available: a single and a double award. The ELC will cover the KS4 Programme of Study.

It integrates the principles of 'How Science Works' throughout the six components. Students should be encouraged to study as many of the six components as they are able. They need only submit evidence for:  teacher devised assignments  externally set assessments.

The same set of skills and knowledge are assessed but with lower demands. This means that the course can be co-taught. If teachers think it is suitable, students can be entered for both qualifications in the same series. ELC Science is a worthwhile course in terms of general education and lifelong learning for students of various ages and from diverse backgrounds. The skills, knowledge and understanding acquired will be relevant and useful in both education and vocational settings.

The next page contains extracts from the AQA ELC specification which describes the course in greater detail.

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How do we assess progress and attainment? The extracts above from the AQA GCSE specification indicate the weighting of each of the unit/modules and the relevant assessment method. Please note how these different courses are assessed and the content studies when making your decision.

How are students grouped? Key Stage 4 students are taught in ability groups and study the range and content illustrated above on a rota basis throughout the course. Movement between groups may occur on occasions during the course. Usually this process arises out of an analysis of student performance in standardised assessments. However, if lesson performance suggests a student is obviously misplaced then movement may occur at other times.

How can students be supported through learning at home? Homework may involve writing up experiments, answering questions, note taking, data analysis and research. There will also be a need to learn a certain amount of factual knowledge and revision work. In order to support the development of self-management skills we have produced booklets of homework tasks, matched to the content of each topic, that students are expected to complete over longer periods of time. The tasks included in the booklet are differentiated to accommodate the needs of the majority of our students. Science teachers may set homework in addition to these booklets, but we will ensure that the homework set does not exceed the recommended amount.

What websites do we recommend? The current examination board specification can be found at: http://www.aqa.org.uk/subjects/science

Students looking to consolidate, enrich or extend their knowledge and understanding might start at: http://www.bbc.co.uk/education/subjects/zrkw2hv

Mr G Jones Curriculum Team Leader, Science

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Personal Health Social and Citizenship Education (PHSCE)

What are we aiming to achieve? PHSCE at Wilmslow High School pulls together three strands of the National Curriculum which aim to achieve the following: 1. PSHE Personal Wellbeing helps young people embrace change, feel positive about who they are and enjoy healthy, safe, responsible and fulfilled lives. It covers the topics of identity, healthy lifestyles, sex and relationships education and drugs education. 2. PSHE Economic Wellbeing aims to equip students with the knowledge, skills and attributes to make the most of changing opportunities in learning and work. Young people will develop their knowledge of careers, enterprise and personal finance. 3. Citizenship equips students with the knowledge, skills and understanding to play a role in public life. They will develop their knowledge of their rights, responsibilities, duties and freedoms and about laws, justice and democracy. They learn to take part in decision-making and different forms of action. In addition, PHSCE time is used during the first term of Year 10 to ensure that students receive their statutory entitlement to Religious Education in Key Stage 4. All students will follow a core programme of PHSCE; we believe that most aspects of personal wellbeing are best explored for most students through a wide range of non-examined educational experiences. In recognition of the fact that students will, during Key Stage 4, be making significant life choices, the PHSCE programme has a significant Careers Education input. For all students, the demonstration of competence in work skills and the ability to reflect on experiences relevant to the world of work will feature strongly. What is the programme of learning? The delivery of PHSCE and the programme of learning is currently under review and this areas of the curriculum will be relaunched next year. Historically, students have learnt PHSCE in three settings:

1. Within their form, twice a week during morning registration time. 2. During the five PHSCE days which will take place during the year for Year 10 and the three days for Year 11. 3. During offsite educational experiences such as the Year 10 Work Experience placements

While, the method of delivering PHSCE is likely to change as of September 2016, the programme will continue to cover the topics below:  Religious studies – Philosophy in Focus  Body image and the role of the media  Preparation for and learning from work experience  Applying for jobs  Interview skills  Study skills  Sex and Relationships education  Personal finance

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 Britain’s role in Europe  Work skills  Aspirations education

How can students be supported through learning at home? PHSCE does not have a formal allocation of homework. Nevertheless, at times students will be asked to complete certain pieces of work or research topics away from the classroom. This ability to self-manage and carry out independent research and thought is extremely important for the students’ individual development, especially since much of the in-school PHSCE work is team and discussion based. This is particularly relevant for all units of PHSCE work which will count towards the BTEC certificate, which must be completed if students are to gain the accreditation. What extra opportunities to learn are available? At school, students will have numerous opportunities to build on their understanding of the topics and skills delivered as part of the PHSCE curriculum. Across the two years a number of Xtra activities and visits may be available to students. These may include visits to the Skills Show, involvement in Takeover Days or similar visits. All students in Year 10 take part in Work Experience at the end of June/Start of July and much of the PHSCE programme at the end of Year 10 and start of Year 11 supports this. PSHE and Citizenship themes are part of the teaching and learning of a number of other subject areas. Students will develop their knowledge and skills through involvement in a wide range of the school’s Xtra activities. How are students grouped? Students are taught in form groups. How do we assess progress and attainment? PSHE: students’ progress is assessed at the end of each unit of work and at the end of the year, form tutors will report students’ progress based on their work in form tutor sessions and on PHSCE days. Citizenship: students’ progress is assessed at the end of each unit of work and at the end of the year form tutors will report students’ progress based on their work in form tutor sessions and on PHSCE days.

What websites do we recommend? Students looking to consolidate, enrich or extend their knowledge and understanding might start at: http://www.channel4learning.com/support/websites/pshe.html http://www.bbc.co.uk/education/subjects/z3ckjxs http://www.bbc.co.uk/schools/websites/11_16/site/pshe.shtml http://www.bbc.co.uk/schools/websites/11_16/topic/citizenship.shtml http://www.bbc.co.uk/schools/websites/11_16/site/study_skills.shtml

Mr T Munro, Curriculum Team Leader, PHSCE

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Year 10 and 11 Courses Choices - Optional

All courses will only run if a sufficient number of students choose to take the course.

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Art, Craft and Design (9-1)

What are we aiming to achieve? Vibrant and dynamic, this specification gives our teachers the freedom to teach GCSE Art and Design in ways that inspire and bring out the best in all our students, whilst equipping them with the skills to continue the subject with confidence at AS, A-level and beyond.

What is the programme of learning? The course provides an opportunity for students to experience a 'little of everything', including design, drawing, graphics, making artefacts and elements of ICT design. In lessons students are taught to maximise the potential of their established skills as well as developing a whole new range of techniques and processes through workshop style sessions. With two components, comprising a ‘Portfolio’ selected from the course of study and an ‘Externally set assignment’, the specification provides your sons and daughters with a range of creative, exciting and stimulating opportunities to develop and explore their personal interests in art and design.

Skills, knowledge and understanding

Students must explore and create work associated with areas of study from at least two titles listed below.

 Fine art: for example drawing, painting, sculpture, installation, lens-/light-based media, photography and the moving image, printmaking, mixed media and land art.  Graphic communication: for example communication graphics, design for print, advertising and branding, illustration, package design, typography, interactive design, (including web, app and game), multi-media, motion graphics, signage and exhibition graphics.  Textile design: for example art textiles, fashion design and illustration, costume design, constructed textiles, printed and dyed textiles, surface pattern, stitched and/or embellished textiles, soft furnishings and/or textiles for interiors, digital textiles and installed textiles.  Three-dimensional design: for example architectural design, sculpture, ceramics, product design, jewellery and body adornment, interior design, environmental/landscape/garden design, exhibition design, three-dimensional digital design and designs for theatre, film and television.  Photography: for example portraiture, location photography, studio photography, experimental imagery, installation, documentary photography, photo-journalism, moving image: film, video and animation, fashion photography.

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Unit 1 – Portfolio of Work The portfolio of work for the Art and Design endorsement will explore work associated with at least two of the following areas of study: Fine Art, Graphic Communication, Textile Design, Three-dimensional design and Photography.

Portfolio component 1: must show evidence of working in areas of study drawn from two or more of the titles taking into account the distinguishing characteristics of art, craft and design.

Portfolio component 2: must show evidence of areas of study drawn from one or more of the titles.

The areas of study selected for Component 1 can be the same as, or different from, those selected for Component 2. Students must explore, through a range of two-dimensional and/or three- dimensional processes and media, practical application of skills and relevant critical and contextual sources such as the work of contemporary artists, craftspeople and designers and the different purposes, intentions and functions of art, craft and design as appropriate to their own work.

The portfolio must show a sustained project evidencing the journey from initial engagement to the realisation of intentions and a selection of further work undertaken during the student’s course of study.

Each student must select and present a portfolio representative of their course of study. The portfolio must include both:

1 A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across their course of study.

2 A selection of further work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.

Unit 2 - Externally Set Task Students are required to elicit a personal response from one starting point or project brief from the AQA Art and Design paper. They are expected to develop their own work informed by their preparatory studies, exploration and experimentation of media and development of their ideas. Papers will be issued from 2nd January in the year of examination to give students unlimited preparation time. However, their final responses will be completed in 10 hours of supervised

Wilmslow High School – Key Stage 4 Courses – for teaching from September 2016 P a g e 36 time. Students must not undertake any further preparatory studies once the first period of supervised time starts.

How can students be supported through learning at home? Homework is an intrinsic part of the course and regarded as an element of the coursework for the portfolio unit. Students will need to spend weekly homework time working in their sketchbook. Often students will be engaged upon observational drawing, at other times it will be design and colour work, research or producing an artefact. Extra study support is available weekly in designated art rooms as an integral element of the Art Xtra programme. The Art team facilitate opportunities for students to use the materials, facilities and gain support from their teachers in order to enhance, develop or complete coursework tasks. How do we assess progress and attainment? Assessment takes place throughout the course for both formative and summative purposes, in line with the AQA specification assessment objectives. Key pieces of work are assessed and grades/targets for improvement recorded on the Art teams’ progress and assessment sheet. A mid-term assessment takes place throughout each coursework project enabling teachers and students to modify STATS and analyse progress against agreed GCSE targets. Assessment has two strands Unit 1. Portfolio of work (96 marks) 60% ] ] of final mark Unit 2. Externally set task (96 marks) 40% ] Marked by the centre and moderated by AQA.

Assessment Objectives Assessment objectives (AO’s) are set by Ofqual and are the same across all GCSE Art and Design specifications and all exam boards. The exams and non-exam assessment will measure how students have achieved the following assessment objectives.

•• AO1: Develop ideas through investigations, demonstrating critical understanding of sources.

•• AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

•• AO3: Record ideas, observations and insights relevant to intentions as work progresses.

•• AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. Overall weighting Controlled Assessment Controlled Assessment is the term used by examination boards to describe those elements of internal assessment that contribute towards the final GCSE Art and Design grade. Internal assessment will be carried out under a medium level of control throughout the portfolio unit at the subject teachers’ discretion.

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It is team policy for all Art and Design students to undertake controlled assessment for each of the AQA assessment objectives over

a. the portfolio unit b, the externally set task.

What extra opportunities to learn are available?

The team provides students with an extensive range of opportunities to enhance their critical, contextual and practical skills throughout the programme of study. These include visits to galleries and museums, site specific photography visits, artist talks and practical workshops. The Art Team also provide study support days during the peak examination preparation period to enable students to gain access to resources, specialised expertise in processes and techniques and one to one support. How are students grouped? Teaching groups are organised on a mixed-ability basis.

What websites do we recommend? The new examination board specification can be found at: http://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206 Students looking to consolidate, enrich or extend their knowledge and understanding may want to visit the following websites: Pinterest http://www.bbc.co.uk/schools/gcsebitesize/art/ http://www.bbc.co.uk/education/subjects/z6hs34j http://www.artcyclopedia.com/ www.studentartguide.com

Mrs N Firth Curriculum Team Leader Art, Design and Technology

Art and Design - Graphic Communication (9-1)

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What are we aiming to achieve? Graphic communication is defined here as the process of designing primarily visual material to convey information, ideas, meaning and emotions in response to a given or self-defined brief. Candidates are required to integrate critical, practical and theoretical study in Graphic Communication that encourages direct engagement with original work and practice.

In Component 1 and Component 2 students are required to work in one or more area(s) of graphic communication, such as: communication graphics, advertising and branding, illustration. typography, signage and exhibition graphics

What is the programme of learning? Students must develop and apply the knowledge, understanding and skills specified in the subject content to realise personal intentions relevant to graphic communication and their selected area(s) of study.

Skills, knowledge and understanding

The way sources inspire the development of ideas relevant to graphic communication including:

•• how sources relate to a given or self-defined brief which might, for example, have a commercial, social or environmental focus or be concerned with other aspects specific to the creative industries •• how ideas, themes, forms, issues and needs can provide the stimulus for creative, imaginative, thoughtful and appropriately focused responses that are fit for a specific intended purpose.

The ways in which meanings, ideas and intentions relevant to graphic communication can be communicated include the use of:

 different forms of representation, brand identity, intended message, target audience and working within parameters determined by client and/or audience expectations and requirements  visual and tactile elements such as: colour, line, form, tone, texture, space, proportion decoration, scale, structure, shape, pattern.

Within the context of graphic communication, students must demonstrate the ability to use graphic communication techniques and processes, appropriate to students’ personal intentions, for example:

•• typography •• illustration •• digital and/or non-digital photography •• hand rendered working methods •• digital working methods •• use media and materials, as appropriate to students’ personal intentions, for example: •• pencil, pen and ink, pen and wash, crayon, and other graphic media •• watercolour, gouache and acrylic paint •• layout materials

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•• digital media •• printmaking •• mixed media.

Portfolio Unit 1 – Coursework The portfolio must show a sustained project evidencing the journey from initial engagement to the realisation of intentions and a selection of further work undertaken during the student’s course of study.

Each student must select and present a portfolio representative of their course of study. The portfolio must include both:

The work submitted for this component will be marked as a whole. Students should carefully select, organise and present their portfolio and must ensure that it provides evidence of meeting all four assessment objectives. They must identify and acknowledge sources which are not their own and provide evidence of drawing activity and written annotation The development of appropriate styles of presentation and sequential planning will be taught throughout and candidates will be expected to demonstrate skills in an appropriate variety of media and techniques. Students will be encouraged as and when appropriate to use ICT equipment such as a digital camera, scanner and to employ graphics software to develop techniques of digital imagery manipulation in order to extend and enhance their coursework. Externally Set Task Unit 2 – Examination Students are required to elicit a personal response from one starting point or project brief from the AQA Art and Design paper. They are expected to develop their own work informed by their preparatory studies, exploration and experimentation of media and development of their ideas. Papers will be issued from 2nd January in the year of examination to give students unlimited preparation time. However, their final responses will be completed in 10 hours of supervised time. Students must not undertake any further preparatory studies once the first period of supervised time starts. How can students be supported through learning at home? Homework is an intrinsic part of the course and regarded as an element of the coursework for the portfolio unit. Students will need to spend weekly homework time working in their

Wilmslow High School – Key Stage 4 Courses – for teaching from September 2016 P a g e 40 sketchbook. Often students will be engaged upon observational drawing, at other times it will be design and colour work, research or producing an artefact. Extra study support is available weekly in designated art rooms as an integral element of the Art Xtra programme. The Art team facilitate opportunities for students to use the materials, facilities and gain support from their teachers in order to enhance, develop or complete coursework tasks. How do we assess progress and attainment? Assessment takes place throughout the course for both formative and summative purposes, in line with the AQA specification assessment objectives. Key pieces of work are assessed and grades/targets for improvement recorded on the Art teams’ progress and assessment sheet. A mid-term assessment takes place throughout each coursework project enabling teachers and students to modify STATS and analyse progress against agreed GCSE targets. Assessment has two strands Unit 1. Portfolio of work (96 marks) 60% ] ] of final mark Unit 2. Externally set task (96 marks) 40% ] Marked by the centre and moderated by AQA.

Assessment Objectives Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Art and Design specifications and all exam boards. The exams and non-exam assessment will measure how students have achieved the following assessment objectives.

•• AO1: Develop ideas through investigations, demonstrating critical understanding of sources.

•• AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

•• AO3: Record ideas, observations and insights relevant to intentions as work progresses.

•• AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

Controlled Assessment Controlled Assessment is the term used by examination boards to describe those elements of internal assessment that contribute towards the final GCSE Art and Design grade. Internal assessment will be carried out under a medium level of control throughout the portfolio unit at the subject teachers’ discretion. It is team policy for all Art and Design students to undertake controlled assessment for each of the AQA assessment objectives over

a. the portfolio unit b. the externally set task What extra opportunities to learn are available?

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Mrs N Firth Curriculum Team Leader Art, Design and Technology

Art and Design – Photography (9-1)

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What are we aiming to achieve? Photography is defined here as the practice of producing images using light-sensitive materials such as photographic film, or digital methods of development and production to create static or moving images.

In Component 1 and Component 2 students are required to work in one or more area(s) of Photography, such as those listed below:

 portraiture  location photography  studio photography  experimental imagery  installation  documentary photography  photo-journalism  moving image: film, video and animation  fashion photography.

They may explore overlapping areas and combinations of areas.

The following aspects of knowledge, understanding and skills are defined in further detail to ensure students’ work is clearly focused and relevant the course.

The way sources inspire the development of ideas, relevant to photography including:

 how sources relate to historical, contemporary, social, cultural and issues-based contexts and external considerations such as those associated with the cultural industries and client-oriented requirements  how ideas, themes, subjects and feelings can inspire creative responses informed by different styles, genres and aesthetic considerations and/or an individual's distinctive view of the world.

Skills, knowledge and understanding The ways in which meanings, ideas and intentions relevant to Photography can be communicated include the use of:

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 figurative and non-figurative forms of representation, stylisation, simplification, exaggeration, the relationship between form and surface embellishment, constructional considerations and imaginative interpretation  visual and tactile elements such as: colour, line, form, tone, texture, shape, pattern, composition, scale, sequence, surface, contrast.

Within the context of photography, students must demonstrate the ability to use photographic techniques and processes, appropriate to students’ personal intentions, for example:

•• lighting •• viewpoint •• aperture •• depth of field •• shutter speed and movement •• use of enlarger •• chemical and/or digital processes •• use media and materials, as appropriate to students' personal intentions, for example: •• film •• photographic papers •• chemicals appropriate to darkroom practices •• digital media, programs and related technologies •• graphic media for purposes such as storyboarding, planning and constructing shoots.

Unit 1 – Portfolio of work The portfolio must show a sustained project evidencing the journey from initial engagement to the realisation of intentions and a selection of further work undertaken during the student’s course of study.

Each student must select and present a portfolio representative of their course of study. The portfolio must include both:

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How do we assess progress and attainment? Assessment takes place throughout the course for both formative and summative purposes, in line with the AQA specification assessment objectives. Key pieces of work are assessed and grades/targets for improvement recorded on the Art teams’ progress and assessment sheet. A mid-term assessment takes place throughout each coursework project enabling teachers and students to modify STATS and analyse progress against agreed GCSE targets. Assessment has two strands Unit 1. Portfolio of work (96 marks) 60% ] ] of final mark Unit 2. Externally set task (96 marks) 40% ] Marked by the centre and moderated by AQA.

•• AO1: Develop ideas through investigations, demonstrating critical understanding of sources.

•• AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

•• AO3: Record ideas, observations and insights relevant to intentions as work progresses.

•• AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language.

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a. the portfolio unit b. the externally set task. (A total of 8 controlled assessments will take place over the full GCSE specification).

How can students be supported through learning at home? Homework is an intrinsic part of the course and regarded as an element of the coursework for the portfolio unit. Students will need to spend weekly homework time working in their sketchbooks or on design sheets. Students may be requested to complete ICT based tasks outside of the classroom. Students are able to access the teams computers/scanners or printers after school, with permission from their teacher. Extra study support is available weekly in designated art rooms as an integral element of the Art Xtra programme. The Art team facilitate opportunities for students to use the materials, facilities and gain support from their teachers in order to enhance, develop or complete coursework tasks. What extra opportunities to learn are available? The team provides students with an extensive range of opportunities to enhance their critical, contextual and practical skills throughout the programme of study. These include visits to galleries and museums, site specific photography visits, artist talks and practical workshops. The Art Team also provide study support days during the peak examination preparation period to enable students to gain access to resources, specialised expertise in processes and techniques and one to one support. How are students grouped? Teaching groups are organised on a mixed-ability basis.

What websites do we recommend? The new examination board specification can be found at: http://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206 Students looking to consolidate, enrich or extend their knowledge and understanding might may want to visit the following websites: Pinterest http://www.bbc.co.uk/schools/gcsebitesize/art/ http://www.bbc.co.uk/education/subjects/z6hs34j http://www.artcyclopedia.com/ www.studentartguide.com

Mrs N Firth, Curriculum Team Leader Art, Design and Technology Drama (9-1)

What are we aiming to achieve? In GCSE drama we are aiming to encourage pupils to be collaborative learners in the exploration of drama. Students will develop skills that allow them to explore texts and themes within the

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What is the programme of learning?

What will the lessons consist of? The programme of study is designed to allow students to explore the subject by acquiring the skills and techniques needed to enjoy and achieve in drama. Critical thinking is essential and the ability to analyse, discuss and reflect is as important as the development of practical performance skills.

What skills will you learn? The key skills that will be developed are the ability to reflect critically on drama and the world as a whole in preparation for both written and practical examinations.

How do we assess progress and attainment? There are three components to the new GCSE drama assessment process (please note that the new GCSE in drama is still under review):

Component 1: Devising Coursework 40% of the qualification

Content overview Students will:  Create and develop a devised piece from a stimulus (TBC) and then perform it under examination conditions in school.  Analyse and evaluate the devising process and performance

Assessment overview  Assessment of the devised performance  A portfolio covering the creating and developing process and analysis and evaluation of this process.

The portfolio submission should be: - handwritten/typed evidence between 1500–2000 words - recorded/verbal evidence between 8–10 minutes

Component 2: Performance from Text Coursework 20% of the qualification

Content overview  Students will either perform in and/or design for two key extracts from a selected play.

Assessment overview  Assessed by visiting examiner  Students work in groups, solo or with a partner

Component 3: Theatre Makers in Practice

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Written examination: 1 hour 30 minutes 40% of the qualification

Content overview  Practical exploration and study of one complete performance text (play)  Live theatre evaluation – (The drama team will take students to the theatre during the course of Year 10/11)

Assessment overview Section A: Bringing Texts to Life  This section consists of one question broken into six parts (short and extended responses) based on one extract from a selected play. Section B: Live Theatre Evaluation  This section consists of two questions requiring students to analyse and evaluate a live theatre performance they have seen.

During lessons students will:  Develop the skill of presenting a clear description of performance from the actor, director and audience perspective  Analyse the various skills and techniques employed within performance work  Show an understanding of group interaction and individual development  Respond to workshop tasks and show how work can be developed  Analyse and evaluate performance and productions as a whole, taking into consideration, acting, directing, lighting, sound and costume  Use subject specific terminology in their written work to reinforce their argument  Use relevant theory concepts when discussing practical work  Create essays that show a sound use of grammar and spelling  Be encouraged to develop appropriate vocal and physical skills that display clarity, fluency, control, appropriateness to character and situation and consideration of pace, projection, vocal and physical flexibility, timing and spatial awareness  Work in role and develop a character, offering and accepting ideas, interpret and develop a role, using originality  Sustain a role/character and understand and develop working relationships with others  Research and negotiate in creating a devised piece as part of a group in which they can respond creatively and which is appropriate for the target audience  Contribute to and be involved with the rest of the group through their commitment, concentration, focus and ability to lead and support others  Evaluate their contribution to the performance work created  Evaluate performances as a whole

What extra opportunities to learn are available? It is encouraged that all students undertaking GCSE drama take part in the school productions, although this is not essential. School productions offer students a valuable experience of live performance and can help to develop their skills for assessment in drama and widen their experiences as individuals.

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How are students grouped? Students are grouped in mixed ability classes that are determined by their option blocks.

How can students be supported through learning at home? Students will be set regular research tasks in class. Research can be undertaken using the internet, the library and by visiting the theatre.

Any visits to the professional theatre that pupils can undertake will much help their progress on the GCSE drama course and broaden their cultural experience and understanding of literature in performance.

What websites do we recommend?

The draft specification for this new GCSE can be found at: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2016.html

Mr M Matthews Curriculum Team Leader, Drama

Music / Music Technology (9-1)

What are we aiming to achieve?

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The AQA GCSE music and music technology courses are predominantly practical subjects and the boundaries are fairly wide. You will be encouraged to explore these to the full, developing new techniques within performance, composition and listening skills. Whilst you will be given background knowledge in each of these skills, you will be encouraged to work using your own initiative and develop your own musical interests and strengths and make full use of any opportunity to perform both in and out of school.

What is the programme of learning? Music - who is this course for? The music course is aimed at students with experience in playing an instrument who can confidently read music. Much of the teaching will require students to understand traditional notation. Students who have learnt to play a musical instrument and taken associated board examinations will be ideally suited to this course as they will have experience already in the performance aspect of the course (which makes up 30% of the overall assessment). Students who have achieved higher associated board grades should give this course serious consideration as it will develop their all-round musicianship skills in areas such as composing and listening.

Music Technology- who is this course for? The music technology course is aimed at students who have a real interest in using music technology for recording and producing music. The course is ideally suited to students who have recently taken up a musical instrument (such as guitar, drums, bass or singing) and who have an interest in recording and performing on these instruments. Students on this course will be assessed on their performance ability on a chosen instrument alongside the use of technology in delivering a performance. Due to the number of PC music workstations, there will be a limit on the number of students who can enrol onto this course. Unlike with the previous GCSE music technology course, students are now required by the examining board to perform live on an instrument / voice.

What next? Both courses (music or music technology) could lead you into the Music Technology A-Level, however, if you are considering the Music A-Level it is more appropriate to take the Music option. There is a whole range of other course options available after GCSEs in both performing arts and music technology. Please ask if you would like any further information.

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How do we assess progress and attainment? Course outline and comparison Performance Composition Understanding Music 30% 30% 40% Controlled Assessment Controlled Assessment External Examination Solo – Perform a live solo on 1. Composition to a brief A 1 hour 30 minute your own instrument (you will listening examination on the have three opportunities 2. Free composition following areas of study: throughout the course) These will be produced 1. Western classical using Sibelius (notation tradition 1650–1910 software) and / or 2. Popular music

Music Ensemble – perform as part Garageband (recording & 3. Traditional music of a group or duet. (e.g. a duet sequencing software.) 4. Western classical with two singers, a small band tradition since 1910. etc.) Solo – sequence a piece of 1. Composition to a brief A 1 hour 30 minute popular music. This will listening examination on the involve 2. Free composition following areas of study: recording/programming a These will build on your piece of popular music. You 1. Western classical understanding of Cubase tradition 1650–1910 will record one track live on gained in the performance your chosen instrument. 2. Popular music Technology aspect. The compositions 3. Traditional music Ensemble – Produce a track will be partially marked on 4. Western classical by recording other musicians ‘use of music technology’ tradition since 1910. Music Music in combination with your own performance.

Controlled assessment Students have 10 hours to complete each of their controlled assessment tasks and they must be completed under supervised conditions in school.

How can students be supported through learning at home? Preparation for controlled assessment tasks, however, can be carried out at any time. Students will therefore be expected to use the music facilities to carry out such preparation for their homework. These facilities will be made available before and after school, and during lunchtimes. They will also need to practise their instrument at home in preparation for performances.

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What extra opportunities to learn are available? In order to develop all round musicianship skills, students on both courses will be encouraged to take part in extra-curricular activities. For more information on the options available please contact a member of the music team or see the ‘Music Xtra’ noticeboard in the department.

How are students grouped? Students are grouped in mixed ability classes.

What websites do we recommend? The new examination board specification can be found at: http://www.aqa.org.uk/subjects/music/gcse/music-8271 Students looking to consolidate, enrich or extend their knowledge and understanding might start at: http://www.bbc.co.uk/schools/gcsebitesize/music/ http://www.bbc.co.uk/education/subjects/zpf3cdm

Mr G Morley Team Leader, Music

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Physical Education and Sport In addition to the core PE programme described earlier in this booklet, the Physical Education and Sport Curriculum Team offers students the opportunity to select from the following range of qualifications:

Core PE Course Choice Course Choice Core PE (Compulsory) GCSE PE BTEC Sport BTEC level 2 First Award All students receive 3 x 50 Graded 9 – 1 Qualification minute PE lessons per week. All students receive 3 x 50 Graded: Pass; Merit; Students will choose one of minute lessons per week in Distinction the following personalised addition to their core PE All students receive 3 x 50 “pathways”: lessons. minute lessons per week in e. Maximum See below for further details addition to their core PE Performance lessons. f. Outwitting See below for further details Opponents g. Creative Performer – including the possibility of GCSE Dance h. Healthy Lifestyle

Where the Course Choice columns contain both GCSE and BTEC accreditation routes identification of the most suitable and appropriate route will be discussed with each student prior to the start of the course, during the summer term in Year 9. This chosen route may be changed later in the year if the teacher feels an alternative route would better suit each student.

Course Descriptions for Course Choice: PE 2) GCSE PE (9-1) What are we aiming to achieve?

GCSE PE aims to develop knowledge and understanding of the value of regular safe exercise, how the human body functions and its response to physical activity. We also aim to develop an understanding of the factors that may affect performance and a healthy active lifestyle, while promoting knowledge, skills and understanding in a range of practical activities.

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What is the programme of learning? The AQA GCSE-level PE qualification has a 60% theoretical component and 40% practical component.

The GCSE courses are suited to students who: .have a current regular competitive involvement in at least one sport to a high level as a performer, or who are competent performers in a number of sports .have an active involvement in the school’s ‘Sports X-tra’ programme .perform well in science and English lessons .want their own practical ability to be assessed as part of the qualification .are considering studying AS PE in the sixth form .have an interest in sports related topics such as diet and nutrition, sponsorship and the media.

GCSE PE Specification at a Glance This qualification is linear. Linear means that students will sit all their exams and submit all their non-exam assessment at the end of the course.

Subject content

1. Applied anatomy and physiology 2. Movement analysis 3. Physical training 4. Use of data 5. Sports psychology 6. Socio-cultural influences 7. Health, fitness and well-being

Assessment 1: 30% Assessment 2: 30% Practical Performance: 40% Paper 1: The human body Paper 2: Socio-cultural Non-exam assessment: and movement in physical influences and well-being in Practical performance in activity and sport physical activity and sport physical activity and sport

What's assessed? Practical performance in 3 What's assessed? What's assessed? different physical activities in Applied anatomy and Sports psychology the role of player/performer physiology Socio-cultural influences (one in a team activity, one in Movement analysis Health, fitness and well-being an individual activity and a Physical training Use of data third in either a team or in an Use of data individual activity). Analysis and evaluation of performance to bring about improvement in one activity.

How it's assessed How it's assessed How it's assessed Written exam: 1 hour 15 Written exam: 1 hour 15 Assessed by teachers minutes minutes Moderated by AQA 30% of GCSE 30% of GCSE 40% of GCSE

How do we assess progress and attainment?

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(1) The human body and movement in physical activity and sport (2) Socio-cultural influences and well-being in physical activity and sport

Progress during the theoretical components of the course is assessed through end of unit tests and continued assessment of class work. External assessment of the theoretical component occurs at the end of Year 11 and involves 2 written exams which when combined are worth 60% of the overall GCSE Grade.

Practical performance in physical activity and sport

Students’ practical performance is assessed in 3 different physical activities in the role of player/performer (one in a team activity, one in an individual activity and a third in either a team or in an individual activity). Students will also be required to complete a further coursework task to analyse and evaluate performance in order to bring about improvement in one activity.

What extra opportunities to learn are available? We expect the GCSE PE students to make full use of our extensive ‘Sports X-tra’ programme and give students the opportunity to develop their skills and take part in competitive sport, therefore enhancing their practical GCSE PE scores.

The new examination board specification can be found at: http://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582

Mr H Williams, Curriculum Team Leader, Physical Education and Sport

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3. BTEC Sport

What are we aiming to achieve? The Edexcel BTEC Level 2 qualifications in sport provide an engaging and stimulating introduction to the sports industry. The courses encourage personal development through practical participation and performance in a range of sports and exercise activities. They will give students an understanding and appreciation of the human body and the development of health-related and sport specific fitness. They encourage students to develop their communication and leadership skills through sport and provide underpinning knowledge and skills for employment in the sports industry or progression onto sport specific courses post-16. The BTEC courses are suited to students who: . participate regularly in sport; . enjoy working independently and working on a computer; . are confident in leading sports activities with their peers or younger students; . have an interest in sports related topics such as fitness training, sports leadership, anatomy & physiology and sports injuries; . read about and watch a variety of sports regularly; . are interested in following the BTEC PE pathway into the sixth form; . are interested in a career in the sports industry.

Students considering this qualification need to discuss their suitability for it with members of the PE teaching staff.

What is the programme of learning in the BTEC Level 2 First Award in Sport (single course choice) The BTEC Level 2 First Award in Sport is a vocational course for those who are interested in a career in PE and Sport. The course is delivered over 3 lessons a week and will comprise four units that are relevant to their interests and aspirations. The following model illustrates the combination of units studied in Years 10 and 11: 2 Core Units . Unit 1 – Fitness for Sport and Exercise – external assessment . Unit 2 – Practical Sports Performance – internal assessment 2 Optional Units . Unit 5 – Training for Personal Fitness – internal assessment . Unit 6 – Leading Sports Activities – internal assessment

How do we assess progress and attainment? Most of the units in the BTEC Firsts qualifications in Sport are internally assessed throughout the 2 years of the course with the students compiling a portfolio of work that will be graded at either Pass, Merit, Distinction or Distinction* level. The assessment for each unit will be a combination of formal word processed written reports, practical demonstrations, verbal testing, witness statements and role play exercises.

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In addition, external assessment in the form of an online test takes place for the units identified above. How are students grouped? Students are group in mixed ability classes for both the theoretical and practical elements of the course.

How can students be supported through learning at home? Each student will have a series of task sheets to complete for each of the subjects. These assignment task sheets have a specified deadline date and students can improve and complete their written evidence at home.

What extra opportunities to learn are available? It is expected that the students that select to study the First Award (1 option choice) are active participants in sport. The students will be given extra responsibility within their core PE programme to develop the skills learnt on the BTEC course (such as leadership). In addition, it is recommended that students who select these courses are involved in the Sports Xtra programme or participate regularly at club level outside of school.

What websites do we recommend? The current examination board specification can be found at: http://www.edexcel.com/quals/firsts2012/sport/Pages/default.aspx

Mr H Williams, Curriculum Team Leader, Physical Education and Sport

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4. BTEC Dance As stated in the Core PE pages earlier in this booklet, for 2016-2018 we are hoping to be able to offer BTEC Dance within the “Creative performer” pathway of Core PE. Students interested in this possibility need to indicate this when completing the Initial Course Choice questionnaire in February 2016.

What are we aiming to achieve? The Edexcel BTEC Level 2 First Award in Performing Arts (Dance) has been developed to: ● encourage personal development through practical participation and performance in dance and performing arts ● give learners a wider understanding and appreciation of performing arts through defined pathways ● give learners the opportunity to progress to other vocational qualifications, such as BTEC Nationals and, in due course, to progress to employment in the performing arts sector ● give learners the opportunity to develop a range of skills, techniques and personal attributes essential for successful performance in working life.

The Edexcel BTEC Level 2 First Award in Performing Arts (Dance) has been designed to provide an engaging and stimulating introduction to the world of performing arts. The qualification builds on learning from Key Stage 3 for those who may wish to explore a vocational route at Key Stage 4.

Students considering this qualification need to discuss their suitability for it with members of the PE teaching staff. What is the programme of learning? The BTEC Level 2 First Award in Performing Arts (Dance) is a vocational course for those who are interested in dance and would like to gain a qualification in it and for those who are considering pursuing a career in Performing Arts. The course is delivered over 3 lessons a week during core PE lessons and will comprise three units: Students will cover the following units studied in Years 10 and 11: 2 Core Units  Unit 1 – Individual Showcase – external assessment  Unit 2 – Preparation, Performance and Production – internal assessment

1 Optional Unit  Unit 4 – Dance Skills – internal assessment

How do we assess progress and attainment? Most of the units in the BTEC Firsts qualifications in Dance are internally assessed throughout the 2 years of the course with the students compiling a portfolio of work that will be graded at either Pass, Merit, Distinction or Distinction* level. The assessment for each unit will be a combination of formal word processed written reports, practical demonstrations, log books, video diaries etc. In addition, the individual showcase will be externally assessed.

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How are students grouped? Students are grouped in mixed ability classes.

How can students be supported through learning at home? Students make best progress when they make good use of learning at home to consolidate and develop work done in lessons. Much of this might be practical – for example, practising steps and routines, developing ideas for choreography – but there will also be written tasks such as completing responses to professional dance work explored in lessons. Furthermore, internet research using dance company websites will deepen background knowledge of professional works and choreographers.

What equipment do students need? Appropriate Dancewear - black leotard or long fitted vest, black leggings or dance pants. Students will also be expected to bring an A4 Ring Binder Folder to every lesson.

What extra opportunities to learn are available? Students will be required to attend at least two theatre visits to see professional dance works. These visits will inform their Dance course work and is essential for their understanding and appreciation of dance.

What websites do we recommend? The current specification can be found at: http://qualifications.pearson.com/en/qualifications/btec-firsts/performing-arts-2012- nqf.html#tab-1

The following dance company websites are good starting points for independent research: http://www.rambert.org.uk/ http://www.sadlerswells.com/about-us/ http://www.roh.org.uk/about/the-royal-ballet http://www.brb.org.uk/ http://www.theplace.org.uk/about

Mr H Williams, Curriculum Team Leader, Physical Education and Sport

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Business Education What are we aiming to achieve? Students opting for a business qualification at Key Stage 4 are taught a wide range of knowledge and skills that will enhance their understanding of, and readiness for, the world of work. Both of the business qualifications that we offer are GCSE courses, but the most appropriate course for each student will be determined through consultation between the curriculum team, students and parents once Business Education has been selected as a course choice. GCSE Business Studies (A*- G) What is the programme of learning in GCSE Business Studies? AQA GCSE Business Studies is the study of business organisations and how they operate. Business can be defined as the process of adding value by providing the goods and services that people want to buy. As a student of business studies you will learn about the internal operations of an organisation and the external activities that can influence business activity and decisions. This means that you will investigate and learn about business activities such as: Ownership and control of business The management of people within a business Marketing Production Financial control and reporting How the government helps and controls business

The GCSE course is divided into three parts: . Unit 1 – Setting up a business – 1 hour written paper (40%) . Unit 2 – Growing as a business – 1 hour written paper (35%) . Unit 3 – Investigating business – controlled assessment (25%) The aim of the course is to develop a knowledge and understanding of the core topics in a range of contexts that makes use of relevant terminology, concepts and methods. How do we assess progress and attainment in GCSE Business Studies? There is only one tier of entry for all examinations. . Units 1 and 2 will be examined during the usual summer examination period in Year 11. . The controlled assessment preparation will begin in the summer term of Year 10 and the assessed element undertaken during the autumn term in Year 11.

How can students be supported through learning at home in GCSE Business Studies? Homework is set regularly twice a week in the form of one written task and one learning/research task. As a student of business studies you should have an interest in current business affairs and be prepared to read widely around the subject in newspapers and magazines. There are also many television programmes that focus on the business community.

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Cambridge National Business and Enterprise level 2 Extended Certificate (D* - P) What is the programme of study on the Cambridge National Business and Enterprise course? Unit R061: Introduction to business This unit will provide students with knowledge and understanding of how different forms of business ownership operate. It will cover how businesses are run in terms of their form of ownership. The impact of external factors business success, understanding the different objectives businesses may have, and the key functional areas within a business which enable it to operate efficiently.

Unit R062: Alongside unit R061 students in year 10 will study unit R062 which will equip them with the skills and knowledge which will assist them with planning for their future career and preparing for entering the world of work. Students will gain an understanding of job roles within businesses, will take part in the recruitment process, and will evaluate how they see themselves in terms of their career aims. Students will then create a career plan to help them understand how to achieve these aims.

Unit R063:

In year 11 students will develop an understanding of enterprise activities in a business context. They will develop skills which will help to: identify and plan enterprise activities, contribute towards the implementation of an enterprise activity, and review both their own contribution to the enterprise and how successful the enterprise activities were.

The work carried out in this unit builds on many of the areas covered in year 10, including the external factors that affect business enterprises, the functions of business (finance, marketing, production/operations and human resources), and their relevance to an enterprise activity. It also builds on the skills developed in unit R062 when skill-sets are matched to roles, and encourages the application of these skills during the planning stages of an enterprise. Learners will look at what an enterprise activity is and factors which make one viable. They will be able to identify any constraints which may affect the success of an enterprise and consider how to overcome these. Learners will be encouraged to generate their own innovative ideas for an enterprise activity, which if deemed viable, will form the basis for the rest of this unit.

How do we assess progress and attainment in Cambridge National Business and Enterprise level 2 Certificate?

Throughout Year 10 student progress is assessed via key term and topic tests. Students are entered for the unit R061 external examination at the end of Year 10. Students who make less than expected progress at the end of Year 10 may resit this examination in Year 11. In Year 11 students complete centre set tasks in order to assess student progress in unit R062 and R063. These tasks are assessed internally and then moderated by OCR.

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R061: Introduction to Business: Written paper based on a pre-release case study. OCR set and marked 1 hour – 60 marks.

R062: Planning for work: Centre assessed tasks OCR moderated. Students spend approximately 8–10 hours on the assessment tasks 60 mark.

R063: Setting up and running an enterprise: Centre assessed tasks OCR moderated Students spend approximately 16–20 hours on the assessment tasks 60 marks.

How can students be supported through learning at home in Cambridge National Business and Enterprise level 2 Certificate?

Homework is set once a week. Tasks will be a variety of data response, research and learning. In year 11 students will be expected to use homework time to research and draft tasks for the unit assessments. Students should keep up to date with business news. The unit R061 examination includes a pre-release case study that requires students to carry out research in the local business community.

How are students grouped in Business Education? Once a student has elected to study business education we will use prior assessment data in English and mathematics as well as preferred learning style to place the student on the most appropriate course. This decision will be made through consultation between the curriculum team, students and parents. Students on either the GCSE or Cambridge National Certificate course are taught in mixed ability groups. The group size for the Cambridge National course will be smaller due to the practical nature of units R062 and R063. What extra opportunities to learn are available? Enrichment opportunities include a Dragon’s Den competition and involvement in the school’s Student Ambassador programme. Running up to the examinations there are extra classes provided to those students who are not yet achieving their target grade.

What websites do we recommend? The current examination board specifications can be found at: http://www.aqa.org.uk/subjects/business-studies/gcse/business-subjects-and-economics-4130 http://www.ocr.org.uk/qualifications/cambridge-nationals-business-level-1-2-award-business- and-enterprise-level-1-2-certificate-j804-j814/ Useful support websites include: http://www.bbc.co.uk/schools/gcsebitesize/business/ http://www.bbc.co.uk/education/subjects/zpsvr82 http://www.tutor2u.net/blog/index.php/business-studies/ www.bized.co.uk

Mrs J McHarg Curriculum Team Leaders, Business Studies

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Geography (9-1) “Geography explains the past, illuminates the present and prepares us for the future. What could be more important than that?” (Michael Palin – President of the Royal Geographical Society)

What are we aiming to achieve? There has never been a better or more important time to study geography. With growing interest in issues such as climate change, migration, flooding and sustainable sources of energy, geography is one of the most relevant courses you could choose to study. Geography will give you the opportunity to find out about many aspects of change on our planet, a knowledge base that will inform the rest of your life. Geography helps you to make sense of the world around you. It is hands on, it is relevant and it is fun. The course will give you the chance to get to grips with some of the big questions which affect our world and understand the social, economic and physical forces and processes which shape and change our world. The breadth of the subject means it complements many other subjects. It is a solid academic subject and well respected by universities and employers alike. Partly because the subject combines knowledge of science and an understanding of the humanities, geographers are highly employable. The diagram below shows some of the career areas linked to geography:

“There is no question that the understanding and skills that come from a study of geography are highly valued by employers.” (Darrel Sheinman – Managing Director of award winning company Polestar – a global GIS satellite tracking company)

What is the programme of learning? Students who choose geography will follow the new AQA Specification for GCSE geography, which is currently still in its draft format. The course will consist of three key components, Living with the Physical Environment, Challenges in the Human Environment and Geographical Application. The topics that the students will study are as follows:

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Living with the Physical Environment  Tectonic Hazards  Weather and Climate  Coasts  Rivers  Ecosystems and Tropical rainforests  Hot Deserts

Challenges in the Human Environment  Urban issues and challenges  Changing economic world  Resource management with a focus on water

Students looking to study GCSE Geography will need the following qualities:  A genuine interest in the world around you and the people on the planet  The ability to write clearly and concisely  The ability to use numerical data accurately and to present results appropriately  The willingness to work hard and research topics independently

How do we assess progress and attainment? There are 3 exams at the end of the course. Paper 1, 1 hour 30mins (35%), Paper 2 1 hour 30mins (35%), Paper 3, 1 hour 30% Papers one and two are divided into 3 sections, and will be a mixture of multiple choice, short answers and for each section there will be one case study answer that will be worth 9 marks. Paper three is divided into two section. Section A will be a decision making exercise based around pre-release material and section B will be questions based around students’ experience of field work.

How can students be supported through learning at home? Conscientious completion of homework consolidates understanding, extends knowledge and provides valuable practice of the techniques required to perform well in examinations. In addition, every opportunity taken to discuss geographical issues arising in the news, whether the impact of climate change, how to provide sustainable energy or the implications of migration, will be highly beneficial.

How are students grouped? Groups are determined by the numbers in each option pool. Where numbers in the option pool enable it there are two or more sets these are banded into upper and foundation.

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What extra opportunities to learn are available? The Geography Team provide regular general revision, study support and catch-up sessions. In addition individual geography teachers organise more targeted extra sessions when required, while students are encouraged to use the computers in Room 25 before and or after school. Resources will also published on the Geography pages of the school VLE. What websites do we recommend? The current examination board specification and examples of new exam papers can be found at http://www.aqa.org.uk/subjects/geography/gcse/geography-8035 Students looking to consolidate, enrich or extend their knowledge and understanding might find the following websites useful: http://www.bbc.co.uk/education/subjects/zkw76sg http://www.rgs.org/HomePage.htm http://www.geography.org.uk Revision websites http://www.bbc.co.uk/schools/gcsebitesize/geography/ http://www.coolgeography.co.uk/

Miss C Browning Curriculum Team Leader, Geography

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History (9-1) What are we aiming to achieve? History is packed with fascinating questions. If you have a keen interest in the past and enjoy the chance to make up your own mind and argue your own point of view, you will find GCSE history exciting, challenging and, with hard work, ultimately rewarding.

What is the programme of learning? AQA GCSE history builds on some of the work you have done in Year 9 by focusing on several aspects of the Twentieth Century. Therefore you will be familiar with some of the history you will be studying. This will make some topics easier to understand whilst many topics will be brand new to you. You will also be taught to develop your skills in history such as examining and judging evidence and writing arguments about controversial subjects in history.

Unit 1 – Period Study – Germany 1890 – 1945: Democracy and Dictatorship This period study focuses on the development of Germany during a turbulent half century of change which saw the development and collapse of democracy as well as the rise and fall of Nazism. Topics covered include… a) Germany and the growth of democracy. Why was it difficult for Kaiser Wilhelm to rule Germany? What was the impact of the First World War on Germany? How did democracy develop under the Weimar Republic? b) Germany and the Depression / Rise of the Nazis. Why was there a growth in support for Hitler and the Nazis between 1929 and 1933? Why was Hitler appointed Chancellor of Germany? How did Hitler eliminate opposition and become Fuhrer? c) The experiences of Germans under the Nazis. What were the main economic changes in Germany? How did the Nazis control society (including anti-Semitism)? Why and how did resistance to the Nazis develop 1941 – 1945?

Unit 2 – Wider World Depth Study – Conflict and Tension 1894 – 1918: The First World War This unit focuses on the causes, nature and conclusion of the First World War. Students will study how and why conflict occurred and why it proved difficult to bring the war to a conclusion. Topics covered include… a) The causes of the First World War. How did the Alliance system develop? Why did Britain and Germany become rivals? How did the assassination of Franz Ferdinand lead to the outbreak of war? b) The stalemate of the First World War. Why did the Schlieffen Plan fail? How did trench warfare develop? What was the significance of the key battles of the First World War (including the Somme, Verdun, Gallipoli and Jutland)? c) Ending the war. How and why did the war end? What was the impact of the Russian revolution, the entry of the USA and the blockade of Germany?

Unit 3 – British Depth Study – Norman England c1066-1100

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This depth study will focus on major areas of Norman rule including economic, religious, political, social and cultural aspects. Topics covered include… a) Conquest and control. What were the causes of the Norman invasion in 1066? How did the Normans win the Battle of Hastings? How did William the Conqueror establish and maintain control of England? (i.e. feudalism, changes in government personnel, use of castles and the Domesday survey) b) Life under the Normans. What was everyday life like in towns and villages and how much changed as a result of the Norman Conquest? c) The Norman Church and monasticism. What was the Anglo Saxon Church like before 1066? How did the Normans reform both the Church and monasteries in England? d) The historic environment of Norman England. Students will be examined on a specific Norman site in depth. For example: Pickering Castle, built during the Harrying of the North, could be examined to show how William used castles to control the English.

Unit 4 – Thematic Study – Britain: Health and the people c 1000 to the present day This thematic study will enable students to gain an understanding of change over time. Students will have the opportunity to see how some events and ideas in the wider world affected Britain. a) Medicine stands still. What were medieval beliefs about the causes of illness? How did religion play a significant part in medicine? What was the significance of the Black Death in Britain? b) The beginnings of change. How did the Renaissance have an impact on British medicine? How did hospitals develop? What was the significance of Edward Jenner and the prevention of disease? c) A revolution in medicine. How did Germ Theory revolutionise medicine? What were the significant changes in surgery and public health in the 19th Century? d) Modern Medicine. How are diseases treated? What was the impact of the two World Wars on medicine and surgery? What are the major healthcare issues of the 21st Century?

How do we assess progress and attainment? There are two written examinations. Paper 1 – 1 hour 45 minutes – 50% of GCSE (assessing Units 1 & 2) Paper 2 – 1 hour 45 minutes – 50% of GCSE (assessing Units 3 & 4)

How are students grouped? Within each option pool the teaching groups are organised on a mixed ability basis.

How can students be supported by learning at home? Students will have one or two homeworks per week, many of which will be based on GCSE examination questions. This means that students will have plenty of practice and be fully

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What extra opportunities to learn are available? Students opting for GCSE history will visit the Imperial War Museum North in the summer term of Year 9 to gain an overview of several GCSE units. They will also have the opportunity to visit the Battlefields of World War One in Year 10 to gain an insight into the conditions and battles of the First World War. (This visit will assist students with Units 1, 2 and 4.) A visit to a Norman site may also be possible depending on the location.

What websites do we recommend? The current examination board specification can be found at: http://www.aqa.org.uk/subjects/history/gcse/history-8145 Students looking to consolidate, enrich or extend their knowledge and understanding might start at: https://schoolhistory.co.uk/courses/ http://www.johndclare.net/ http://www.bbc.co.uk/schools/gcsebitesize/history/ http://www.educationforum.co.uk/GCSEHistory.htm

A Gaskarth Curriculum Team Leader History

Religious Studies (9-1) What are we aiming to achieve?

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In Religious Studies, students are encouraged to analyse, interpret and evaluate both religious and non-religious world views, using these ideas to explore the connections between various belief systems and issues people face in life. The course aims to develop your knowledge and understanding of religion by exploring the impact of religious beliefs and values on moral behaviour. You will explore the views of believers in two of the six major world religions and develop your skills in evaluating them and in explaining your own reasoned opinions.

What is the programme of learning during Year 9? During Year 9 students study Ethics, Philosophy and Religion in Society. This comprises the study and application of sacred texts and teachings to the following topics: . Animal Rights . Early Life . War and Peace This course encourages students to reflect upon religion and life including animal life and environmental issues, prejudice, the right to life, war and peace, religion and young people. In the internal examination students will be expected to illustrate their answers with reference to relevant examples in relation to the issues raised, and to make appropriate references to religious stories, teachings and practices that they have studied. How do we assess progress and attainment during Year 9? An internally assessed examination. What is the programme of learning during Year 10 & Year 11

For those students who opt for Religious Studies as one of their Key Stage 4 Course Choices, the Year 10 and Year 11 develops their knowledge and understanding from the Year 9 Course to enable them to complete the Full Course qualification in Year 11. This qualification is linear. Linear means that students will sit all their exams at the end of the course in Year 11.

Subject content

Students must take assessments in the following two components in the same series:

 Year 10 - Component 1: The study of religions: beliefs, teachings and practices  Year 11 - Component 2: Thematic studies

Component 1: The study of religions: beliefs, teachings and practices.

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What's assessed?

Beliefs, teachings and practices of two from the following religions:

 Buddhism  Christianity  Catholic Christianity  Hinduism  Islam  Judaism  Sikhism.

How is it assessed?

 Written exam: 1 hour 45 minutes  96 marks (plus 5 marks for Spelling, punctuation and grammar (SPaG))  50% of GCSE

Component 2: Thematic studies

What's assessed?

Religious, philosophical and ethical studies themes:

Theme A: Relationships and families. Theme B: Religion and life. Theme C: Religion, peace and conflict. Theme D: Religion, crime and punishment.

How is it assessed?

Written exam: 1 hour 45 minutes 96 marks (plus 5 marks for Spelling, punctuation and grammar (SPaG)) 50% of GCSE

The aim of these units is to enable students to address fundamental questions about the basis for religious beliefs and behaviour and to investigate ways in which religious beliefs and values are relevant to specific moral issues and behaviour.

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How do we assess progress and attainment during Year 10 & Year 11? This Full Course GCSE will be assessed at the end of Year 11 by two 1 hour and 45 minutes written exam papers. This course does not involve the completion of any controlled assessment assignments.

What websites do we recommend for Religious Studies? Students looking to consolidate, enrich or extend their knowledge and understanding might start at: http://www.bbc.co.uk/schools/gcsebitesize/rs/ http://www.bbc.co.uk/education/subjects/zb48q6f

The new examination board specification can be found at: http://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062 Exemplar examination papers and mark schemes can also be downloaded and printed from this webpage.

Ms L Rajah Curriculum Team Leader, Social Studies

GCSE Sociology (A*- G) What are we aiming to achieve?

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In Sociology, students explore how humans experience and make sense of the world through a range of intuitive philosophical and conceptual frameworks. The course aims to develop your knowledge and understanding about society, and how sociologists study and understand its structures, processes and issues. The specification for AQA GCSE Sociology offers students the opportunity to try a new, interesting and exciting subject and provides a solid foundation for those looking to study A- Level Sociology. This specification encourages students to take a questioning approach to evidence and issues, thus developing their critical and evaluative skills. What it requires from the student is good English skills, a willingness to participate in group work and an interest in the world around you.

GCSE Sociology – Unit 1 – studied in Year 10

The topics covered are Family, Education and the Study of Society.

* The family topic studies the nature of the family and how it can have an impact on society. * The education topic helps awareness of education as a political issue and be able, at a basic level, to explain both why education reforms have been made and criticisms of those reforms. * The study of society helps students develop a wide range of knowledge and understanding about society, and how sociologists study and understand its structures, processes and issues.

GCSE Sociology – Unit 2 – studied in Year 11

The topics covered are Media, Social Inequality and Crime & Deviance

* The media topics analyse how the media may encourage stereotyping, and look into contemporary media related issues, such as whether media exposure encourages violence. * The social inequality studies the ways in which life chances are influenced by differences in wealth, and explain the relationship between wealth and social factors such as class, gender and ethnicity. * The crime & deviance topics looks at the nature and significance of social problems such as racism and teenage crime.

How do we assess progress and attainment during Year 11? GCSE Sociology – Unit 1 & Unit 2 Students are assessed at the end of the Year 11 by two written examination papers of 1 hour and 30 minutes length. This course does not involve the completion of any controlled assessment assignments.

What extra opportunities to learn sociology are available?

The following textbooks are highly recommended:

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. GCSE - AQA Sociology - Coates, Gilpin, Owens, & Woodfield - ISBN: 978-1-4085- 0270-9 . GCSE Sociology – Revision Guide, Pauline Wilson - ISBN:978-0-0073-5059-9

What websites do we recommend?

The current examination board specification can be found at: http://www.aqa.org.uk/subjects/sociology/gcse/specification-4190 Past papers and mark schemes can also be downloaded and printed from this webpage. In addition, the following websites provide some valuable introductory and revision notes on GCSE Sociology topics: http://www.tutor2u.net/sociology/default.html http://www.bbc.co.uk/education/subjects/zbbw2hv

Ms L Rajah Curriculum Team Leader, Social Studies

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Modern Foreign Languages – French / German / Spanish (9-1) One language sets you in a corridor for life. Two languages open every door along the way. Frank Smith - Professor of Language in Education, University of Victoria, BC If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart. Nelson Mandela

What are we aiming to achieve? Each of the AQA GCSE Modern Foreign Language courses that we offer - French, German and Spanish – is designed to build on the knowledge and skills that you acquired at Key Stage 3 in order to increase your ability to understand and communicate in a wider context. These GCSEs will prepare you for further language study whether academic, business or leisure orientated.

Why learn a language? All members of the MFL team are passionate linguists who believe in the importance of language learning. But why should young people feel the same way and choose to continue learning a language? 1. Languages are a life skill: Knowledge of a foreign language is not just another GCSE grade – it is a concrete and demonstrable life skill that is highly valued by employers. 2. Languages teach you cultural awareness: The ability to operate cross-culturally is becoming just as valued by employers as straight language skills. 3. Languages give you a sense of achievement: Learning a language combines the intellectual with the practical as no other subject does. You need to be able to think on your feet, but when you can find exactly the right foreign word or phrase, you get a real sense of achievement. 4. Languages are a social skill: Languages are very sociable. If you enjoy being with people and communicating with them, the chances are you’ll enjoy being able to do this in a foreign language too. 5. Languages give you the edge in the job market: Today there is a global market for jobs. It is not necessary to be completely fluent in a foreign language to be an asset to any potential employer. Knowing how to meet and greet people from other countries and cultures is a valued skill. 6. Learning languages gives you greater opportunities to travel and work abroad: There are many opportunities to travel or work with organisations abroad where some knowledge of a foreign language is a clear advantage. 7. Languages combine well with virtually any subject for further study: The range of combined degrees and further education courses involving a language is limitless – from Accountancy with Russian to Theatre Studies with Italian. Many universities even offer funding for students to continue or extend their language knowledge by travelling or working abroad during the vacations.

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What is the programme of study? How will it be assessed? The outline below references German but both French and Spanish will be studied and assessed in exactly the same way: This qualification is linear. Linear means that students will sit all their exams at the end of the course.

Subject content

Core content

Students study all of the following themes on which the assessments are based.

Theme 1: Identity and culture

Theme 2: Local, national, international and global areas of interest

Theme 3: Current and future study and employment

Assessments

GCSE German has a Foundation Tier (grades 1–5) and a Higher Tier (grades 4–9). Students must take all four question papers at the same tier. All question papers must be taken in the same series.

Paper 1: Listening

What's assessed

Understanding and responding to different types of spoken language

How it's assessed

 Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier)  40 marks (Foundation Tier), 50 marks (Higher Tier)  25% of GCSE (Each exam includes 5 minutes’ reading time of the question paper before the listening stimulus is played.)

Questions Foundation Tier and Higher Tier Section A – questions in English, to be answered in English or non-verbally

 Section B – questions in German, to be answered in German or non-verbally

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Paper 2: Speaking

What's assessed

Communicating and interacting effectively in speech for a variety of purposes

How it's assessed

 Non-exam assessment  7–9 minutes (Foundation Tier) + preparation time  10–12 minutes (Higher Tier) + preparation time  60 marks (for each of Foundation Tier and Higher Tier)  25% of GCSE

Questions

Foundation Tier and Higher Tier

The format is the same at Foundation Tier and Higher Tier, but with different stimulus questions for the Photo card and different stimulus materials for the Role-play. The timings are different too:

 Role-play – 15 marks (2 minutes at Foundation Tier; 2 minutes at Higher Tier)  Photo card – 15 marks (2 minutes at Foundation Tier; 3 minutes at Higher Tier)  General conversation – 30 marks (3–5 minutes at Foundation Tier; 5–7 minutes at Higher Tier)

Paper 3: Reading

What's assessed

Understanding and responding to different types of written language

How it's assessed

 Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier)  60 marks (for each of Foundation Tier and Higher Tier)  25% of GCSE

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Questions

Foundation Tier and Higher Tier

 Section A – questions in English, to be answered in English or non-verbally  Section B – questions in German, to be answered in German or non-verbally  Section C – translation from German into English (a minimum of 35 words at Foundation Tier and 50 words at Higher Tier)

Paper 4: Writing

What's assessed Communicating effectively in writing for a variety of purposes

How it's assessed Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)

 50 marks at Foundation Tier and 60 marks at Higher Tier  25% of GCSE

Questions

Foundation Tier Question 1 – message (student produces four sentences in response to a photo) – 8 marks Question 2 – short passage (student writes a piece of continuous text in response to four brief bullet points, approximately 40 words in total) – 16 marks Question 3 – translation from English into German (minimum 35 words) – 10 marks Question 4 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks

Higher Tier Question 1 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions – 16 marks Question 2 – open-ended writing task (student responds to two compulsory detailed bullet points, producing approximately 150 words in total) – there is a choice from two questions – 32 marks Question 3 – translation from English into German (minimum 50 words) – 12 marks

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How can students be supported through learning at home? Homework will be set twice per week. Vocabulary learning will continue to be regularly tested and homework will consist of short or long-term reading, written assignments or preparation for conversation. In addition, students also have access to Kerboodle a personalised online learning service for students that provides learning and assessment resources anytime, anywhere. Students will be introduced to this learning tool through activities set in lesson, for homework, exam preparation but also as independent revision. What extra opportunities to learn are available? Depending on the language studied there will be an opportunity to visit the target language country in Year 10 to widen vocab knowledge and strengthen confidence in speaking the language. Provision will be made for you to attend a conversation class during Years 10 and 11. How are students grouped?

Students are grouped according to option pool. Should a situation occur where there were sufficient numbers in a particular option pool to have two classes, these would be set according to ability.

What websites do we recommend? The new examination board specifications can be found at: German: http://www.aqa.org.uk/subjects/languages/gcse/german-8668 French: http://www.aqa.org.uk/subjects/languages/gcse/french-8658 Spanish: http://www.aqa.org.uk/subjects/languages/gcse/spanish-8698

Students looking to consolidate, enrich or extend their knowledge and understanding might start at: http://www.bbc.co.uk/schools/gcsebitesize/french/ http://www.bbc.co.uk/schools/gcsebitesize/german/ http://www.bbc.co.uk/schools/gcsebitesize/spanish/ http://www.bbc.co.uk/education/subjects/zhsvr82 www.languagesonline.org.uk www.linguascope.com http://www.kerboodle.com/subjects/modern-languages/ (Students can request username and password from MFL Team)

Mrs M Coltman Curriculum Team Leader, Modern Foreign Languages

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Media Studies (A*- G)

What are we aiming to achieve? Students follow the AQA specification for GCSE Media Studies, analysing a wide range of media including both print and moving image texts. They investigate the techniques used to produce modern media and use the knowledge they acquire to produce pieces of media of their own. What is the programme of learning? The course requires students to develop an understanding of four major concepts: Media Language This looks at how media texts are put together, both in terms of their technical features and the way the texts are organised. Students identify the ways in which different media are constructed and then use their analyses to construct their own media pieces. Audiences Students identify the ways in which different texts are designed to appeal to different groups of people, and how we respond to and influence the media. They also look at the way audiences are ‘segmented’ in order to target them with different products and services, and realise that they are the most important part of the process – after all, without an audience there is no point in creating media! Institutions Who makes the media? Who regulates it? These are the questions students ask (and find the answers to) when they study this key concept, as well as investigating how the various institutions influence the texts that are produced. Representation Students analyse how people and social groups are portrayed in the media, including celebrities and media-created social groups such as the ‘chav’. They analyse the ways in which these representations are constructed, and comment upon whether they feel that these representations are fair and accurate. To what extent are our opinions of people influenced by what we see in the media? How do we assess progress and attainment? Assessments used for internal progress monitoring Smaller tasks are regularly set throughout the course to help students consolidate their understanding of the key concepts and allow regular teacher assessment. It is essential that all these tasks are completed as they will greatly assist students’ understanding of what is, for all of them, a brand new subject. Assessments submitted to examination board Examination – Unit 1: Investigating the Media (40%) - students complete four tasks on a prescribed topic area. They receive the materials in advance, and the test is externally marked. Controlled Assessment – Unit 2: Understanding the Media (60%) - students complete three assignments, each being between 700 and 800 words in length. Each assignment also contains a practical element.

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How are students grouped?

Students are taught in mixed ability classes. The course suits all levels of ability as the work can easily be adapted and the students have a great deal of flexibility as to the kind of work they produce.

How can students be supported through learning at home? It is extremely beneficial if parents and carers can encourage students to engage with as wide a variety of media as possible and talk about the ideas we are investigating in class. Simply encouraging a student to read a national newspaper once a week, or watch different genres of film or TV programme can actually help, as this encourages them to broaden their own media experience. What extra opportunities to learn are available? Students are encouraged to take part in projects which promote activities taking place in school within the local media; for example, students contribute regularly to the Wilmslow.co.uk website with photos and articles.

What websites do we recommend? The current examination board specification can be found at: http://www.aqa.org.uk/subjects/media-studies/gcse/media-studies-4810 We also recommend the website www.mediaknowall.com. This excellent resource was been designed specifically for students studying Media at both GCSE and AS/A Level. The BBC Bitesize website has also been redeveloped recently and now contains much enhanced content to support GCSE media studies: http://www.bbc.co.uk/education/subjects/ztnygk7

Ms C Howell Team Leader, Media Studies

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Statistics GCSE (A*- G)

“There are three kinds of lies—lies, damned lies and statistics.” Benjamin Disraeli What are we aiming to achieve? Statistics paint a picture of who we are, where we live and what we do. It helps people to make decisions which change our lives. The Edexcel GCSE Statistics course combines theoretical ideas with mathematical models and practical applications. It is a hands on, practical course which deals with obtaining, representing and processing data in order to make conclusions about what data is telling us. The course is specifically designed to provide students with a broader base of statistical understanding building upon their Key Stage 3 mathematics data handling knowledge. What is the programme of learning? Statistics is taught in mixed ability groups for three lessons a week, one of which will usually be in an ICT suite. The course will be taught through a wide range of practical tasks, providing students with opportunities to design and collate results from surveys, to use ICT (Microsoft Excel and Autograph packages) and to use the internet to source real data. There will be cross-curricular links, drawing on the statistical content of other subject areas such as geography, science, business studies, economics and psychology. Many occupations demand the use or interpretation of statistical data and students will gain an insight into the practical uses of statistics in the real world. This will enable them to make informed judgements about, for example, what is presented in the media. The course is assessed through one written examination and a piece of controlled assessment, at either Foundation (C to G grades) or Higher level (A* to C grades) Students from any mathematics set may take the statistics course. The course content will complement and help significantly with some areas studied in the GCSE mathematics course. Those who may wish to study mathematics at ‘A’ level would particularly enjoy and benefit from taking the course. How do we assess progress and attainment? Foundation tier Higher tier Grades C – G Grades A* – D Written Paper: 1½ hours (75% of total Written Paper: 2 hours (75% of total marks) marks) Controlled Assessment 25% of total marks Controlled Assessment 25% of total marks

Controlled assessment is normally one extended piece of work or project which is set and marked by the teacher and moderated by the examination board. The planning and interpreting stages are carried out under formal supervision (in the classroom), and the data collection, processing and representing data stages are carried out under informal supervision.

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How are students grouped? Students are put into mixed ability groups for GCSE Statistics. The size of the group will depend on how many students choose the subject. Since we started running this course we have had some years where we have had one teaching group and other years where we have been able to run two parallel teaching groups.

How can students be supported through learning at home? Students have access to a textbook at school but we tend not to send them home with students. MyMaths has a section devoted entirely to GCSE Statistics which is more interactive and therefore, we believe, more effective than a textbook. Revision guides are available for GCSE Statistics and students often find these useful as a reference point. In addition, simply having conversations with your son/daughter about statistics in the media (TV/newspapers/magazines/websites) and asking them to think critically about what is being presented and why would be very useful ‘enrichment’. What extra opportunities to learn are available? If students need support with their GCSE Statistics studies then Mr Hughes and Mrs Mackintosh are available in the mathematics atrium area at lunchtimes for advice and guidance. Both have experience teaching the GCSE statistics course and can help with homework issues or revision for examinations.

What websites do we recommend? The current examination board specification can be found at: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/statistics-2009.html As mentioned above www.mymaths.co.uk provides excellent support. The login is Wilmslow and the current password is sphere. This password changes each September. The BBC Bitesize website has also been redeveloped recently and its content related to GCSE- level statistics can be found at: http://www.bbc.co.uk/education/topics/zf26n39

Mr N Hughes Curriculum Team Leader, Mathematics

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Information and Communications Technology (P, M, D) (Cambridge National)

What are we aiming to achieve? Students opting for an ICT qualification at Key Stage 4 will be taught a wide range of skills designed to stimulate creativity and develop real-world, practical skills that will motivate learning across a wide range of subjects. Students will learn about traditional ICT applications such as word-processing, spreadsheets, databases, presentations, internet and e-mail as well as more creative ICT applications such as web page design, digital image manipulation and computer animation. All students are taught the use of the industry standard software applications (such as, Microsoft and Adobe software) and gain practical experience in the application of technology using ‘real world’ scenarios. The course prepares students both for the world of work and further education and offers the opportunity to learn valuable skills and gain experience in techniques such as research, project management, prototyping, testing and evaluation methods. What is the programme of learning? Students opting for ICT will begin by studying a series of core topics focusing on the business use and application of ICT. Following the core topics, depending on student numbers, there will be a choice of two routes available to students studying ICT. The first route will focus on “creative” use of ICT and will develop skills including Computer Graphics, Computer Animation and Web Page Design. The second route will focus on more “technical” aspects of ICT including Computer Programming and Computer Networking. A number of factors will be considered when selecting the appropriate route for students including teacher assessment and prior achievement results from Key Stage 3. The choice of assessment route will be communicated to parents during Year 10. How do we assess progress and attainment? All the OCR Cambridge National ICT qualifications that we offer are assessed by a combination of examinations, controlled assessments and coursework assignments. The examination and controlled assessments are worth 25% of the whole qualification and will be completed under examination conditions; whilst the remaining 75% is assessed through a series of practical tasks completed during lessons and evidenced in a portfolio. Portfolios are submitted either in the form of a traditional paper based document of evidence or an e-Portfolio (website) which is submitted electronically.

How can students be supported through learning at home? Homework will consist of some research and practice assignments designed to support software- skills development in preparation for coursework, which is completed during lessons.

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What extra opportunities to learn are available?

The ICT department run additional support and coursework ‘catch-up’ sessions on several evenings each week. Students are always welcome to attend these sessions to improve their knowledge and understanding of the topics being studied.

In addition, there are a number of groups that meet throughout the year to take part in competitions and events such as the “Raspberry Pi Bake Off” which is a competition run by Manchester University designed to promote Computing in Schools. Please keep an eye on the weekly High Notes newsletter for details about these groups.

What websites do we recommend?

The current examination board specification can be found at: http://www.ocr.org.uk/qualifications/cambridge-nationals-ict-level-1-2-j800-j810-j820/

Students looking to consolidate, enrich or extend their knowledge and understanding might start at: http://www.bbc.co.uk/education/subjects/zqmtsbk

Mr D Allcock Team Leader, ICT

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Computer Science (9-1) What are we aiming to achieve? By choosing to study GCSE Computer Science, students will be developing skills for learning, working and living in an increasingly digital world. The course will help them to develop creativity, logical thinking, independent learning and self-evaluation through a range of practical programming tasks. Throughout the course, students will be introduced to a number of programming languages as well as theoretical concepts to enable them to have a better understanding as to how computer technologies are being used in the modern world. Students will be given the opportunity to design apps and software for technologies they use in everyday life (i.e. mobile phones, games consoles and the internet). Choosing to study Computer Science provides students with a thorough grounding in computing, creating opportunities for them to move on to A-levels, vocational courses, industry recognised IT qualifications and employment. It also supports progress in other areas such as technology, science, mathematics, engineering and the creative industries. What is the programme of learning? Component 1 – Computing fundamentals During this part of the course, students will be taught a range of theoretical topics, including:  Algorithms  Computer programming  Data representation  Computer systems  Computer networks  Cyber security  Ethical, legal and environmental impacts of digital technology on wider society, including issues of privacy  Software development These topics will be taught through a combination of both traditional theory lessons as well as computer sessions using a range of practical scenarios. Component 2 – Non-exam Assessment A computer programming task will be provided by the examination board. This will be completed in lessons in the second year of the course using the Python 3 programming language. To complete this task, students will work independently in order to demonstrate their ability to design, code and test a solution to the given problem. The tasks will be set in engaging and relevant contexts, (e.g. gaming, web development, mobile phone applications).

How do we assess progress and attainment? Assessment takes place throughout the course for both formative and summative purposes, in line with the examination board specification. The practical non-exam assessment task will be completed in year 11 and will take approximately 20 hours to complete (during timetabled lesson time) and is worth 20% of the final GCSE grade. In addition, students will take two final

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How can students be supported through learning at home? Students will be given regular homework to consolidate and extend their knowledge and understanding of the theoretical elements of the course in preparation for the examination. Students will also be expected to develop their programming skills be completing a range of practical tasks and activities, which can be completed at home using freely downloadable software or alternatively by completing these tasks on the schools computers during their own time.

What extra opportunities to learn are available? The ICT department run additional support and coursework ‘catch-up’ sessions on several evenings each week. Students are always welcome to attend these sessions to improve their knowledge and understanding of the topics being studied. In addition, there are a number of groups that meet throughout the year to take part in competitions. These include events such as the “Raspberry Pi Bake Off” which is a competition run by Manchester University designed to promote Computing in Schools and the “Young Game Designers” which is a competition run by BAFTA looking at both game design and game making. Please keep an eye on the weekly High Notes newsletter for details about these groups.

What websites do we recommend? The current examination board specification can be found at: http://www.aqa.org.uk/subjects/ict-and-computer-science/gcse/computer-science-8520 Students looking to consolidate, enrich or extend their knowledge and understanding might start at one of the following websites: http://www.bbc.co.uk/education/subjects/z34k7ty http://en.wikibooks.org/wiki/GCSE_Computing/AQA Additionally, students may wish to begin learning a programming language at: http://www.codecademy.com/

Mr D Allcock Team Leader, ICT

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Design and Technology (A*- G) “Our economy is facing shortages of science, technology, engineering and maths skills, and to secure growth in high-value sectors we need more young people with practical D&T skills. The design and technology students of today are the engineers and technicians of tomorrow.”

Helen Alexander, President, CBI

Range of Design & Technology courses: GCSE Design and Technology: Textile Technology GCSE Design and Technology: Product Design GCSE Design and Technology: Resistant Materials GCSE Design and Technology: Systems & Control (Electronics) Also on offer are: GCSE Food Preparation and Nutrition GCSE Home Economics: Child Development

What are we aiming to achieve? Common to each of the design and technology courses is the design process with the emphasis being on designing and making both functional and aesthetically pleasing products, building on the knowledge and understanding of industrial practices and applying systems and techniques developed in Key Stage 3. Students are advised to do only one of the Design and Technology courses or to discuss possible combinations with their teacher. The GCSEs in food preparation and nutrition and child development are specialist courses outside of the Design and Technology examination suite but still within the skill remit of the department. Food preparation and nutrition offers a more practical approach to learning and is valuable preparation for those about to enter the world of work. The child development course is an ideal introduction to possible child related career pathways and provides an insight into the challenging nature of this field of study.

Design and Technology: Textile Technology (A*- G)

What is the programme of learning? The AQA GCSE D&T: Textiles Technology course incorporates both practical activity and theoretical elements. Students will develop skills such as research, analysis, investigation, problem solving, designing, communication and construction methods related to textiles. The context can be either a) fashion garments and accessories or b) furnishings which enhance indoor and outdoor spaces and environments. Students will also explore industrial practices and the alternative aspects to a career in design such as marketing, advertising and branding. The course enables students to combine designing and making skills with knowledge and understanding to design and make individual textile products which will be functional, creative, aesthetically pleasing and challenging. They must work skilfully and precisely in order to produce a quality product and be able to reflect on their progress and review critically their final outcomes.

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Students have the opportunity to apply skills, knowledge and understanding from other subjects including art, information technology, mathematics and science. Students work both individually and as members of a team to develop technological capability through activities, which involve:

. a range of contexts, materials and processes; . selecting and using material resources effectively; . developing practical ability and designing with confidence; . making and modifying products; . considering the effects and implications of technological activity;

. encouraging their critical and aesthetic abilities enabling them to evaluate design and technological activity including their own. Students who enjoy developing creative ideas into quality textile products will find the course very interesting. It is particularly relevant for students who wish to follow a career in either fashion or interior design.

How can students be supported through learning at home? Homework is directly linked to class work; it is set on a regular basis each week, and involves research, recall, preparation of topic material and practical work related to design work. How do we assess progress and attainment? Assessments used for internal progress monitoring All ongoing work is marked A*-G. The designing and making elements are both marked on the completion of an assignment. Assessments submitted to examination board Controlled Assessment - 60 % - A single extended Design and Technology task is set to test the two assessment objectives of designing and making, completed during Year 11. It consists of a design portfolio and a final textile product. Students need to have good organisational skills and be highly motivated to successfully tackle the coursework. Final date for completion – Easter – Year 11 Theory Paper – 40% - 2 hours duration - graded 1-9 - Students will be issued with a preparation sheet in March in the year of the examination. This gives advance notice of the design context for most of the examination questions.

What extra opportunities to learn are available? . The Textile Xtra group is for those students who want to further their skills in the subject - students attending these classes are encouraged to coach each other and lead sessions for younger students. . We also offer “drop in” sessions after school to support students with their coursework.

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What websites do we recommend? The current examination board specification can be found at: http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-textiles- technology-4570

Students looking to consolidate, enrich or extend their knowledge and understanding might start at: http://www.bbc.co.uk/schools/gcsebitesize/design/textiles/ http://www.bbc.co.uk/education/subjects/zvg4d2p

Mrs N Firth Curriculum Team Leader Art, Design and Technology

Design and Technology: Product Design (A*- G)

What is the programme of learning? In AQA GCSE D&T: Product Design students are taught to use designing and communication skills to design 3D products. They then select appropriate processes, materials and techniques to produce a quality product that would fulfil a real life design situation. The opportunity to design, make and evaluate will be given in design and make assignments in which students will work on needs arising from real life including existing products, artefacts and systems. Focused practical tasks will be tackled periodically which will be skill and knowledge based and directly relevant to their design and make assignment. When designing and making students must identify appropriate sources of information and use them to help generate ideas. They will investigate familiar products to help develop their ideas. They develop design specifications and use these to formulate a design proposal. They consider the future of their products and design for product maintenance. They make preliminary 3 dimensional models to explore and test their design thinking and use formal drawing methods to communicate their intentions. Students will then produce plans, which predict the time needed to carry out their choice of materials and components appropriate tools, equipment and processes. They must work skilfully and precisely and ensure fine finishing to produce their quality product. They then test and evaluate their products in use and identify ways of improving them. Typically students may work on assignments based on packaging, product modelling, corporate image and product promotion. Students who enjoy working on problems, like graphics and modelling and are able to produce neat and tidy work should find this course interesting and rewarding.

How can students be supported through learning at home? This is directly linked to class work and is set on a regular basis. Students will typically be collecting research material, working on design problems, modelling and drawing.

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Controlled Assessment - 60 % - This is a single extended design and make task that is undertaken in Year 10 and 11. This project must take the form of a completed artefact supported by design work presented as a folio. Students must be organised and motivated to successfully tackle their project. Final date for completion – Easter – Year 11 Theory Paper – 40% - 2 hours duration - graded 1-9 - Students will be issued with a preparation sheet in March in the year of the examination. This gives advance notice of the design context for most of the examination questions.

What extra opportunities to learn are available? . The Product Design club where a range of products are created using modern materials and electronic kits. . We also offer “drop in” sessions after school to support students with their coursework.

What websites do we recommend? The current examination board specification can be found at: http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-product- design-4555 Students looking to consolidate, enrich or extend their knowledge and understanding might start at: http://www.bbc.co.uk/schools/gcsebitesize/design/ http://www.bbc.co.uk/education/subjects/zvg4d2p

Mrs N Firth Curriculum Team Leader Art, Design and Technology

Design and Technology: Resistant Materials (A*- G) What is the programme of learning? The AQA GCSE D&T: Resistant Materials course includes both practical and theory work where students are designing and making artefacts utilising materials such as wood, metal and plastics. The course enables students to: . combine their designing and making skills with knowledge and understanding in order to design and make quality products . become more technologically aware and apply skills, knowledge and understanding from other subjects including mathematics, science and art

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. develop their design and technological capability through activities, which involve a range of contexts, materials, processes and lead to practical results . foster their critical and aesthetic appreciation

This will be achieved mainly through design and make assignments and focused practical tasks. Typically students may work on assignments based on storage, toys and clocks. Because this course demands active workshop experience and leads to the appreciation and production of work of quality it is vital that students are well motivated. They must take a responsible attitude to homework and class work if they are to successfully complete the projects they undertake. Students able to do this, who like problem solving and working with hard materials, will enjoy this subject.

How can students be supported through learning at home? This is directly linked to class work and is set on a regular basis. Students will be involved in research, working on design problems and drawing. It will also back up their knowledge and understanding of processes, materials and tools. How do we assess progress and attainment? Assessments used for internal progress monitoring All ongoing work is marked 1-9. The designing and making elements are both marked on the completion of an assignment. Assessments submitted to examination board Controlled Assessment - 60 % - This will consist of two elements, designing and making, but the project should be approached as an integrated design and make activity, which results in a usable and useful product. This will be undertaken in Year 10 and 11. Final date for completion – Easter – Year 11 Theory Paper – 40% - 2 hours duration - graded A*- G - Students will be issued with a preparation sheet in March in the year of the examination. This gives advance notice of the design context for most of the examination questions.

What websites do we recommend? The current examination board specification can be found at: http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-resistantmaterials-4560

Students looking to consolidate, enrich or extend their knowledge and understanding might start at: http://www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/ http://www.bbc.co.uk/education/subjects/zvg4d2p

Mrs N Firth Curriculum Team Leader Art, Design and Technology

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Design and Technology: Systems & Control (Electronics) (A*- G)

What is the programme of learning? The AQA GCSE D&T: Systems and Control course involves specialising in designing, making and evaluating quality products. The course includes both practical and theory work where students are designing and making artefacts combining the core subject of electronic systems with the focus technology of mechanisms. Students will work in a dedicated systems and control suite using a wide range of materials. The course enables students to: . combine their designing and making skills with knowledge and understanding of electronics in order to design and make quality products; . identify control systems within their environment; . problem solve through a series of pre-determined stages; . identify and combine different materials; . develop their design and technological capabilities through a series of activities. This course requires the students to have an analytical mind and a keen interest in electronics. Both theoretical and practical problem solving is a prominent part of the course and computers are used frequently to assist in their learning. This will be achieved mainly through design and make assignments and focused practical tasks. Students are encouraged to find situations and problems within the environment to be the main focus of their project.

How do we assess progress and attainment? Assessments used for internal progress monitoring All ongoing work is marked A*- G. The designing and making elements are both marked on the completion of an assignment. Assessments submitted to examination board Controlled Assessment - 60 % - students will produce a 3-dimensional product which will combine electronics and mechanisms alongside of a precise design folder. This will be undertaken in Year 10 and 11. Final date for completion - Easter Theory Paper – 40% - 2 hours duration - graded 1-9 - This paper contains questions requiring the evaluation of processes and products including the examination of the wider effects of design and technology on society.

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What extra opportunities to learn are available? . The 4x4 Competition enables students to combine skills of product design, systems and control, and construction in preparing entries for this national competition http://www.4x4inschools.co.uk/ . We also offer “drop in” sessions after school to support students with their coursework.

Students looking to consolidate, enrich or extend their knowledge and understanding might start at: http://www.bbc.co.uk/schools/gcsebitesize/design/systemscontrol/ http://www.bbc.co.uk/education/subjects/zvg4d2p

Mrs N Firth Curriculum Team Leader Art, Design and Technology

AQA GCSE Food Preparation and Nutrition (9-1) What is the programme of learning? The AQA GCSE Food Preparation and Nutrition involves both practical and theory work during which students investigate, design, make and evaluate using food as a material in order to develop products with a specific function or which fulfil a specific need. In year 10 pupils work through a series of topics that encourage independent learning and planning. Each of the topics will contain an element of research, designing, making and sensory evaluation. This is to prepare for the two assessed projects in year 11 which is set by the exam board. The first project will consist of a research and design task based on ‘Food Investigation’ which will include practical evidence. The second project is called the ‘Food Preparation Assessment’ in which students will plan, prepare, cook and present a final menu of three dishes within a three hour controlled assessment. These two projects will account for 50% of the final GCSE assessment.

At the end of year 11 students will sit a written exam (1hour 45mins) which will account for 50% of the final GCSE assessment. It is important that you realise both practical and written work are important aspects of this course. Students will develop a Working knowledge of the following topic areas:  Food, nutrition and health  Food science  Food safety  Food choice  Food provenance

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There will be twelve areas of food practical skills including general practical skills (e.g. weigh, measure, preparation, selection/adjustment of cooking times modification and sensory analysis), knife skills, fruit and vegetable preparation, use of cooker, use of equipment, cooking methods, prepare; combine and shape, sauce making, tenderisation and marinating, dough making, raising agents and setting mixtures.

Why study it? What skills will I develop? The GCSE is designed to give you an opportunity to extend and apply your practical food skills, investigate and design new food products knowing their nutritional make-up.

What jobs/career path/KS5 can it lead to? This course is suitable for all pupils who wish to be able to prepare, cook and serve well balanced meals now and in the future. You may also wish to pursue a career in the food industry, for example food product design, sales and marketing or hospitality. To pursue post 16 study in Hospitality and Catering, the GCSE Food Preparation and Nutrition provides the ideal foundation on which to extend your knowledge and experience.

Additional information The course will require students bringing in ingredients on a regular basis, in order to take part in the required practical work.

How can students be supported through learning at home? Homework is directly linked to class work, set on a regular basis each week and involves research, recall, preparation of food ingredients, completion of tasting trials, surveys and evaluation of practical work. Students do need to provide their own ingredients on most occasions and a practical lesson is scheduled weekly.

How do we assess progress and attainment? Assessments used for internal progress monitoring All ongoing work is marked 1-9. The designing and making elements are both marked on the completion of an assignment.

Assessments submitted to examination board Examination What's assessed Theoretical knowledge of food preparation and nutrition

How it's assessed • Written exam: 1 hour 45 minutes • 100 marks • 50% of GCSE

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Questions • Multiple choice questions (20 marks) • Five questions each with a number of sub questions (80 marks)

Non-exam assessmentsEA) What's assessed Task 1: Food investigation Students' understanding of the working characteristics, functional and chemical properties of ingredients.

Practical investigations are a compulsory element of this NEA task Task 2: Food preparation assessment Students' knowledge, skills and understanding in relation to the planning, 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 (1,500–2,000 words) 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.

What extra opportunities to learn are available? . The Food Xtra club focuses on multi-cultural foods and Christmas cake making. . We also offer “drop in” sessions after school to support students with their controlled assignments.

What websites do we recommend? The current examination board specification can be found at: http://www.aqa.org.uk/subjects/food-preparation-and-nutrition/gcse/food-preparation-and- nutrition-8585

Students looking to consolidate, enrich or extend their knowledge and understanding might start at: http://www.bbc.co.uk/schools/gcsebitesize/design/foodtech/ http://www.bbc.co.uk/education/subjects/zvg4d2p

Mrs N Firth Curriculum Team Leader Art, Design and Technology

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GCSE Home Economics: Child Development (A*- G)

What is the programme of learning? The AQA GCSE in Child Development focuses on the roles and responsibilities of parents before and after the birth of a child and content where possible is related to normal development. Issues of contraception and abortion are dealt with as they interlink with the course content. The physical care of children, mothers and families, leading gradually to aspects affecting the physical, intellectual, social and emotional development of children are included. All this work is individual, when carrying out research, completing practical work, investigating and completing coursework. Group work includes discussions on video programmes and evaluation of individual work and class work. Students learn to test and compare methods, materials and equipment and to develop interpersonal caring skills related to the welfare of young children. Initially all students will embark on the AQA GCSE in Child Development course. At regular intervals through the first two terms the students will complete several topic tests, a CACHE assignment and have frequent conversations with their teacher in relation to their progress and pathway choice. A decision is then made as to whether the student should continue with GCSE or opt to do the CACHE award. Just after May half term in Year 10 the students are assigned to their new class.

How can students be supported through learning at home? This is directly linked to class work, set on a regular basis each week and involves surveys, research, preparation and interpretation of topic material.

How do we assess progress and attainment? Assessments used for internal progress monitoring All ongoing work is marked A*- G. An explanation of the grades is clearly displayed in each teaching room. Assessments submitted to examination board - Year 11 – CACHE Entry Level Certificate In Year 11, students following the CACHE course will complete nine units of work which support the theory element. The three large units of work are a) Pregnancy and the responsible parent b) Caring for young children c) Play and learning in the home: for each unit a task will be completed and submitted as coursework. The successful completion of all three tasks will allow the students to receive a CACHE Entry Level Certificate in Preparation for Child Care. Assessments submitted to examination board - Year 11 – GCSE Child Development Controlled Assessment - 60 % - In Year 11 students carry out an individual research project and an observational study on a child of their own choice who is aged between 0-5 years old. When completing the individual observational study, 'visits' to the home of a child will be required in order to record development over a 4-month period. This requires the students to work both independently and responsibly. The two pieces of coursework contribute 50% to the final award. Final date for completion – Easter Year 11 Theory Paper – 40% - 1 hour 30 minutes duration - graded 1-9

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What extra opportunities to learn are available?  Students have the opportunity to experience the “virtual baby”, where over a 24 hour period they are expected to care for a doll that simulates the actions and needs of a real life baby. The data is recorded and the level of care deciphered.

 We also offer “drop in” sessions after school to support students with their coursework.

What websites do we recommend? The current examination board specification can be found at: http://www.aqa.org.uk/subjects/home-economics/gcse/home-economics-child-development- 4580 Students interested in finding out more about jobs in early years, children and young people’s services might start here: https://nationalcareersservice.direct.gov.uk/advice/planning/jobprofiles/Pages/NurseryWorker. aspx

Mrs N Firth Curriculum Team Leader Art, Design and Technology

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