Mathematics 11 Science 14 Information and Communication Technology - Taught Within Subject Areas 15 Physical Education (Non Exam)

Options2015

Key Stage Four Curriculum (Options) Booklet 2015-17

Contents Page

3 Foreword 4 G.C.S.E. : An Introduction 5 National Curriculum at Key Stage 4 6 Reporting to Parents 6 Work Related Learning

Core and Compulsory Subjects

8 English 9 Mathematics 11 Science 14 Information and Communication Technology - taught within subject areas 15 Physical Education (non exam)

The Options

18 Art and Design 20 Photography 22 Business Studies 23 Dance 24 Design and Technology choices - Graphic Products, Product Design, Resistant Materials, Product Design - Textiles 28 Drama 29 Economics 30 English Maths Booster EMG 31 Geography 32 History 33 ICT 35 Computing 37 Princes Trust 38 Media Studies 39 Modern Languages choices Double pathways Mandarin & ……… German & ……….., French, Spanish 47 Music 49 Music BTEC 50 Physical Education 51 Religious Studies 53 Sociology 55 The Options Procedure

FOREWORD

Welcome to Key Stage 4

This booklet is intended to help parents and students, together with members of staff, plan the next two years of schooling. There are exciting choices to be made so that students optimise their chances of success in subjects they enjoy and in which they have ability and interest. We also want them to have a challenging, broad and balanced education that stimulates their desire to learn and is relevant to their future lives. When making choices, the following questions might help:

1. Would my choice make for a well-balanced timetable? 2. What am I really interested in? 3. What am I good at? 4. What do I enjoy doing? 5. What is relevant to my future studies or possible career choice?

GCSE English, Mathematics and Science, are taken by all students. Additionally they will select further GCSE subjects of their choice from a long list. The package is sufficiently flexible to allow for students who wish to take specialised combinations including the Arts, Humanities and Technologies. Vocational pathways and support are also available to help some students achieve the highest grades possible; in guidance meetings parents and students will be advised if the school feels that their daughter/son/they should be receiving some additional support. In a few cases a more radical variation to the curriculum may be negotiated in conjunction with a further education college.

Students will be set by ability in some subjects and may sit different papers according to their performance on the course. Results are generally dependent upon a combination of coursework and examination. Internal examinations take place at the end of the third term and at the end of the fourth term of the course in most subjects. During the first term students are set challenging target grades and progress is reviewed against these targets during the course, each term students are assessed and given a WAG which helps staff to track and predict their progress. Predicted grades are set after the second set of internal (mock) examinations.

The school's level of funding will necessitate all teaching groups being of an economically viable size. This may result in some subjects or combinations of subjects not being timetabled once pupils have made their choices, though experience suggests that these will be very few in number.

Finally, may I wish you every success in making these important decisions.

Karen Allaway

3 G.C.S.E. - AN INTRODUCTION

The GCSE examinations have been designed to be taken by Year 11 pupils in schools, and can be taken by all pupils of all abilities. They will be of use to pupils whatever they wish to do after taking the examinations (e.g. Sixth Form, Further Education, Training, and Employment).

GCSE has an approach to assessment and grades which is based on rewarding pupils’ positive achievements. The questions in the examinations will allow pupils of different abilities to show what they know, understand and can do. If pupils reach a particular standard they will be awarded the grade regardless of how well or badly other pupils performed in the same examination.

In some subjects coursework has been replaced by a set of “controlled assessments”. Although these vary from subject to subject, they usually consist of tasks for which the students have very specific preparation guidelines and are carried out under strict supervision, in front of a teacher, in the classroom or in the examination hall.

The grading system for GCSE at present is a single eight point scale: A*, A, B, C, D, E, F and G. Pupils who do not reach the standard of Grade G are recorded as Unclassified (U) in the subject.

In some subjects there are “tiered” entry papers. These are usually “Foundation” – examining students likely to get grades C to G and “Higher” – for students likely to get grades A* to B. The decision about tier of entry is usually taken during KS4 based on data gathered from WAGs, but may also depend on result from previous examinations and completion of coursework/controlled assessments.

GCSE recognises that it is not appropriate to give the same work to every pupil. Work will be provided for pupils according to their individual needs and abilities. The aim is to teach and examine every subject in a way which is suited to the widely differing abilities of the pupils. Each pupil will be able to show what they know, understand and can do.

Please read the entries for each subject carefully to see how these aspects of the organisation of the courses are applied. Also note the syllabus that the subject area uses – you can access their website for information on past papers and an outline descriptor of the course.

AQA www.aqa.org.uk

OCR www.ocr.org.uk

Edexcel www.edexcel.com

THE NATIONAL CURRICULUM AT KEY STAGE 4

1. CORE AND COMPULSORY SUBJECTS

The following subjects are studied by all students in Years 10 and 11:

GCSE Subjects

 English and English Literature

 Mathematics

 Science (see science pages for further information and break down of the subject )

Non – Examination Subjects

 Information and Communication Technology. This is taught across the curriculum within subject areas (students can also opt to study for specific courses in ICT)

 Physical Education (students can also opt to study for a GCSE in P.E.)

New guidelines for GCSEs certificating from 2014.

All external exams must be taken at the end of the course.

Students can no longer re-sit individual modules, although they can re-sit the full GCSE.

GCSE exams will take place in May-June. However, there maybe an additional opportunity to take GCSEs in Mathematics, English language in November because of the importance of these subjects for entry to further education and employment.

Controlled assessments Controlled assessments are internal assessments and not part of the exam cycle, so the timing of these will not be affected by the move to end-of-course exams. Students who re-sit GCSEs do not need to redo their controlled assessments; they can carry these forward.

Spelling, punctuation and grammar From January 2013 marks are awarded for accurate spelling, punctuation and use of grammar in external GCSE exams in English literature, geography, history and religious studies.

2. OPTIONS

Students are allocated subjects according to the four option columns generated when the students’ preferences have been analysed. For most students this will involve the study of a further four subjects at GCSE level (in addition to the core curriculum described above).

The dual option modern languages involves preparation for the GCSE examination in two subjects in the time normally allocated to one subject and a twilight session. It is expected that students who are currently studying a dual language will continue to do so as intimated when they made their choices to study dual languages.

5 Two non-GCSE options are run 1. EMB – English/Maths booster. Maths and English teachers offer extra timetabled time for students who would benefit from studying fewer GCSE subjects and may need extra help and guidance in their core subjects. Guidance meetings for all individual students in Yr. 9 will offer time to talk and target students who we feel may respond well with this extra support. It may be possible for some students to have alternative education options to support lessons instead of one or two GCSE courses. 2. Princess Trust – please see options for a more detailed description.

3. English Baccalaureate.

An initiative outlined by the Government, has been to identify a desirable range of subjects to be taken by KS4 students at the end of their GCSE courses. The range of GCSEs has been named the English Baccalaureate and it is to be awarded to any pupil who secures good GCSE or iGCSE passes (C and above) in all of the following subject areas:

 English  Maths  The Sciences  A modern or ancient foreign language  A humanity: history or geography

Russell Group universities may ask about the English Baccalaureate on their application forms REPORTING TO PARENTS We no longer do Interim Reports or Learning Reviews

In the Autumn Term of Y10 there will be a parents evening where parents will have the opportunity to discuss progress with all subject teachers.

In the Spring term of Y10 there will be a Deep Learning Conversation, where parents will meet with the tutor to discuss progress in all subject areas.

In the Summer term, after the mock examinations, parents will receive a Full Report.

Work Related Learning

During KS4 all students will participate in a programme to help inform them of career pathways and the relationships between discreet subjects and the world of work. This is achieved by both external and internal careers fairs where students can engage in dialogue with professionals and start to question themselves to help them realise their potential and choices. We also have a professional careers advisor on the staff and students can arrange interviews to get specialist advice and guidance. All departments also engage in WRL discussions explaining how their subject relates to the world of work. We also encourage parents to arrange to take their children to work or ask a friend to do so. This should be arranged in school holidays. Any exposure to the world of work is a valuable one for our students. It helps to inform them and give them confidence.

CORE AND COMPULSORY SUBJECTS

7 ENGLISH

Assessment

The content of both courses is assessed entirely through examinations, as specified by the changes made by the Government’s Department for Education. The only controlled assessment will be for speaking and listening skills which will be assessed but which will not count towards students’ GCSE grades.

There will be no tiered papers and so all students sitting the English GCSEs will sit the same papers.

Aims of the course

The course is concerned with the development of students’:

 ability to express their ideas clearly in speech, and to listen thoughtfully to others, responding appropriately;  ability to read and enjoy increasingly complex literature from the English literary heritage (and, where possible other cultures and traditions), and, through this, develop their analytical and evaluative skills;  compositional skills and the construction of meaning in writing, matching style to audience and purpose;  awareness of social, historical and cultural contexts and their influence in the study of literature.

English Language

Students will be assessed on their reading and writing skills. These will each form 50% of the final grade. Assessed within the writing assessments, spelling, punctuation and grammar will form 20% of the final grade.

All of the texts within the English Language exam will be unseen texts (and so will not have been studied during the course). They will include texts from the 19th, 20th and 21st Centuries and texts of literature as well as non-fiction writing.

English Literature

Students will study at least one play by Shakespeare, at least one 19th century novel, a selection of poetry, and fiction or drama from the British Isles from 1914 onwards. These texts will then be assessed across two exams at the end of the course. The assessment will include an unseen text and comparison skills, and spelling, punctuation and grammar will count for 5% of the grade.

Progression

GCSE English is a compulsory course that is essential for progression to Further and Higher Education. Students learn many valuable skills, as well as accessing a wide range of stimulating literature, during the two years of the course. Students who are successful at GCSE can choose to progress to either AS/A2 English Literature or AS/A2 English Language and Literature at Fortismere School.

8 MATHEMATICS Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in Mathematics (1MA1) http://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html

Aims of the Course The aims and objectives of the Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in Mathematics are to enable students to: ● develop fluent knowledge, skills and understanding of mathematical methods and concepts ● acquire, select and apply mathematical techniques to solve problems ● reason mathematically, make deductions and inferences, and draw conclusions ● comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

GCSE Mathematics is an invaluable qualification that is always in demand in both the employment markets and as a foundation for study in Further and Higher Education. The ability to understand logical arguments and numerical information makes a GCSE qualified mathematician greatly sought after. The GCSE Mathematics course offered at Fortismere aims to develop a positive attitude towards the subject and an appreciation of Mathematics in its numerous roles which includes seeing Mathematics as fun. These aims will be achieved through teaching and learning approaches which are enjoyable but nevertheless require hard work.

Syllabus Content

The assessments will cover the following content headings: 1 Number 2 Algebra 3 Ratio, proportion and rates of change 4 Geometry and measures 5 Probability 6 Statistics

Assessment The content and difficulty of both the Foundation and Higher GCSE’s, from Summer 2017, differ from those currently applicable. Both tiers contain much more material and present greater challenge. ● Two tiers are available: Foundation and Higher (content is defined for each tier). ● Each student is permitted to take assessments in either the Foundation tier or Higher tier. ● The qualification consists of three equally-weighted written examination papers at either Foundation tier or Higher tier. ● All three papers must be at the same tier of entry and must be completed in the same assessment series. ● Paper 1 is a non-calculator assessment and a calculator is allowed for Paper 2 and Paper 3. ● Each paper is 1 hour and 30 minutes long. ● Each paper has 80 marks. ● The content outlined for each tier will be assessed across all three papers. ● Each paper will cover all Assessment Objectives ● Each paper has a range of question types; some questions will be set in both mathematical and non-mathematical contexts. ● A formulae sheet is given at the front of each examination paper. ● Two assessment series available per year: May/June and November (subject to restrictions.) ● First assessment series: May/June 2017. ● The qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total mark across all three papers where 9 is the highest grade. Individual papers are not graded. ● Foundation tier: grades 1 to 5. ● Higher tier: grades 4 to 9 (grade 3 allowed).

Equipment

Students are required to have the necessary equipment for both their lessons and examinations. This consists of a pen, a pencil, a ruler, an eraser, a protractor, a pencil sharpener, and a compass. Students require a scientific calculator if they are to perform well in Mathematics.

Maths Workshop

In order to encourage students further, the Department runs a 'Maths Workshop' at the end of each school day. This gives students the opportunity to ask further questions related to their course and/or to obtain help with set homework. There are also special Revision Workshops and revision days for Year 11 students.

Progression

A good grounding at the GCSE level of Mathematics opens the door to career opportunities which range from financial and economic planning through management services to scientific and industrial research.

For those considering 'A' Level study, GCSE Mathematics serves as a grounding for a number of subjects that include Physics, Chemistry, Mathematics, Further Mathematics, Design Technology, Biology, Economics, Geography, Business Studies, Sociology and Psychology.

10 SCIENCE

AQA Specification (A)

GCSE Science A 4405 http://www.aqa.org.uk/subjects/science/gcse

GCSE Additional Science 4408 http://www.aqa.org.uk/subjects/science/gcse/additional-science-4408

GCSE Biology 4401 http://www.aqa.org.uk/subjects/science/gcse/biology-4401

GCSE Chemistry 4402 http://www.aqa.org.uk/subjects/science/gcse/chemistry-4402

GCSE Physics 4403 http://www.aqa.org.uk/subjects/science/gcse/physics-4403

Allocation of marks

Each exam paper is out of 60 marks and the ISA is out of 50 marks. The raw marks are converted by the exam board to give a unified mark scale (UMS) from 0 to 100. The conversion of raw marks to UMS varies each year depending on the difficulty of the exam.

Grade A* A B C D E F G UMS 90 80 70 60 50 40 50 40

Aims of the course

GCSE sciences students should enable students to:

 Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.

 Develop understanding of the nature, processes and methods of science, through different types of scientific enquiries that help them to answer scientific questions about the world around them.

 Develop and learn to apply observational, practical, modelling, enquiry and problem-solving skills, both in the laboratory and in other learning environments

 Develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.

Modules / units studied - Percentage to the whole GCSE

Biology unit 1 Chemistry unit 1 Physics unit 1 ISA Science A (Core) 25% 25% 25% 25% Biology unit 2 Chemistry unit 2 Physics unit 2 ISA Additional Science 25% 25% 25% 25%

Biology unit 3 Chemistry unit 3 Physics unit 3 ISA Further Additional Science 25% 25% 25% 25%

11 Content

Syllabus content: Unit 1 BIOLOGY CHEMISTRY PHYSICS Keeping Healthy Atoms & Bonding Energy transfer Coordination Rocks Using energy Medicine & Drugs Metals Electrical energy Adaptation Crude Oil Generating Electricity Energy & Biomass Products from Oil Waves Reproduction Plant Oil Electromagnetic waves Evolution Changing planet

Syllabus content: Unit 2 BIOLOGY CHEMISTRY PHYSICS Cells & Organs Structure & Bonding Motion Photosynthesis Structure & Properties Mains electricity Enzymes Atomic Mass Radioactivity Respiration Rates & Energy Energy from Nucleus Inheritance Salts Electromagnetic waves Evolution

Syllabus content: Unit 3 BIOLOGY CHEMISTRY PHYSICS Exchange surfaces Periodic table Medical physics Transporting material Water Moments & pendulums Homeostasis Energy calculations Magnetics & motion Human effects on the Synthesis environment Organic Chemistry

Main skills covered

Assessment

Biology unit 1 Chemistry unit 1 Physics unit 1 ISA Science A (Core) Summer Y10 Summer Y10 Summer Y10 Spring Y10 Biology unit 2 Chemistry unit 2 Physics unit 2 ISA Additional Science Summer Y11 Summer Y11 Summer Y11 Summer Y10

Biology unit 3 Chemistry unit 3 Physics unit 3 ISA Further Additional Science Summer Y11 Summer Y11 Summer Y11 Summer Y10

Progression

Students who failed to show sufficient progress in the Y10 Core Science exams will redo Core Science (Unit 1) in Y11. These students will not be able to study Sciences at A-level.

Students whose GCSE Core Science grade indicates high performance will be entered for the Further Additional Science exams in Y11 Further to the Additional Science exams – these students gain GCSE triple science.

Students who gain two GCSE A grades or higher in either Science A (Core), Additional Science or Further Additional Science will be able to study any of the Sciences at A-level.

12 Controlled assignments calendar and percentage

The ISA is the controlled assessment. The scheduled dates for the ISA are below and if intervention is needed, this will be carried out at a time of the teachers choosing.

ISA - 25% Science A (Core) Spring term Y10 ISA - 25% Additional Science Summer term Y10 ISA - 25% Further Additional Science Summer term Y10

INFORMATION AND COMMUNICATION TECHNOLOGY (Non – exam)

It is intended that all pupils will continue to experience ICT in various ways. In Year 10, there are opportunities for every class to use computers within certain subject areas and a number of other subjects may require examination course work to be perfected using ICT facilities.

Through the cross-curricular use of ICT the aim is that pupils will continue to receive a taste of a variety of practical experiences using different kinds of software. The intention is to build on ICT knowledge gained earlier in school and also to encourage skills, which some pupils might be developing at home.

Progression

It must be stressed that the cross-curricular use of ICT does not allow for the continued in-depth tailoring of computer projects. Pupils wishing or requiring more than occasional use would be advised to choose ICT as a single or double option.

14 PHYSICAL EDUCATION Curriculum aims

Learning and undertaking activities in physical education (PE) contribute to achievement of the curriculum aims for all young people to become:

• Successful learners, who enjoy learning, make progress and achieve • Confident individuals who are able to live safe, healthy and fulfilling lives • Responsible citizens who make a positive contribution to society.

The importance of physical education

PE develops students’ competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school. At Fortismere our high-quality PE curriculum enables all students to enjoy and succeed in many kinds of physical activity. They develop a wide range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully. When they are performing, they think about what they are doing, analyse the situation and make decisions. They also reflect on their own and others’ performances and find ways to improve them. As a result, they develop the confidence to take part in different physical activities and learn about the value of healthy, active lifestyles. Discovering what they like to do and what their aptitudes are at school, and how and where to get involved in physical activity helps them make informed choices about lifelong physical activity. PE helps students develop personally and socially. They work as individuals, in groups and in teams, developing concepts of fairness and of personal and social responsibility. They take on different roles and responsibilities ,including leadership, coaching and officiating. Through the range of experiences that PE offers, they learn how to be effective in competitive, creative and challenging situations.

Healthy, active lifestyles

Students will develop an understanding that physical activity contributes to the healthy functioning of the body and mind and is an essential component of a healthy lifestyle. They should also recognise that regular physical activity that is fit for purpose, safe and enjoyable has the greatest impact on physical, mental and social well-being. www.qca.org.uk/curriculum 201

Making informed choices about Healthy, active lifestyles

Students should be able to: a identify the types of physical activity available to them and the roles they would like to take on b link physical activity with diet, work and rest for personal health and well-being c make informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs. www.qca.org.uk/curriculum key stage 4

PE Activities -

Year 10

Games- Football, Badminton, Basketball, Table tennis, Tennis, Volleyball, Netball, Rounders, Cricket and Hockey.

Other activities- Dance, Aerobics, Fitness, Athletics and Trampolining.

We also offer the Sports Leader’s Award, which teaches student’s to become competent leaders in a range of activities. They visit primary schools and teach small groups of year 5 and 6 pupils. 15 This is a recognised certificate and is very useful to have to add to their record of achievement and shows they are confident and competent leaders.

Year 11

Games- Football, Badminton, Basketball, Table Tennis, Volleyball, Netball, Hockey, Cricket and Rounders.

Other activities- Swimming, Trampolining, Fitness, Athletics, Aerobics.

We have also have specialised tutors who visit the school to offer Yoga, and an Emergency First Aid Certified course.

The Sports Leaders Award is also offered in Year 11.

THE OPTIONS

17 FINE ART Syllabus – Edexcel: 2FA01

Website - FINE ART

Allocation of marks – Each unit is marked out of 80 against the following criteria. Each criteria is worth 20 marks

 DEVELOP ideas through investigations informed by contextual sources showing analysis and understanding.

 REFINE ideas through experimenting and selecting appropriate resources, materials and techniques.

 RECORD ideas and observations relevant to intentions.

 PRESENT a personal response demonstrating analytical and critical understanding, realising intentions and making connections between own work and other sources.

Assessment – Summative assessment takes place at the end of each project. Formative assessment is ongoing and supports students as they develop their ideas. The course culminates in a display of students’ coursework and exam project. This is assessed by Art teachers then moderated by an external moderator.

Aims of the course – The Fine Art Course is designed to broaden each students’ approach to the subject, their control of media and their understanding of the work of arts practitioners. We hope that by the end of the course each child will be a well-rounded creative individual, able to convey complex concepts in a visual way and demonstrate a breadth of art skills.

Modules / units studied - Coursework Unit (5FA01): 60% Exam Unit (5FA02): 40%

Content – Coursework Projects: Project 1: Movement A teacher-led, introductory project directed at developing pupils’ understanding of the formal elements, media and processes. The final outcomes are determined by each individual teacher however, there are still opportunities for pupils to have a personal response to the project theme.

Project 2: Force An independent project in response to the theme, Force. Students follow teacher led, skills workshops until they are prepared to embark on more independent ideas. Teachers support the development of the project through a series of negotiated tasks.

Project 3: Protest and Survive Pupils’ work is based around an issue they feel strongly about. The outcome is determined by the teacher (eg. Ceramics and mixed media pots in the style of Grayson Perry) however, the concept and final appearance will be individual to each pupil. Opportunities to explore issues will form part of independent student outcomes as the project progresses.

Project 4: Artist, Craftworker, Designer Pupils use their first-hand experience of visiting art and design exhibitions to produce their individual response to the work of one artist / designer / craftworker who particularly inspires them. Students’ initial work should encompass a wide variety of approaches, media and techniques.

18 Exam Project An independent project in response to the theme set by the exam board. Students follow teacher led, skills workshops until they are prepared to embark on more independent ideas. Teachers support the development of the project through a series of negotiated tasks. The final piece is produced in 10 hours under controlled conditions over two days at the end of the project.

Students also visit two to three exhibitions over the course of two years. One of these is specifically to support the exam unit.

Main skills covered –

 Working in two and three dimensions in a range of media

 Exploring materials and determining the appropriateness for specific tasks

 Working in a gallery context

 Analysing the work of others

 Developing ideas to a final outcome that conveys their intentions

Progression – In addition to providing students with the opportunity to balance their range of studies at 14- 16, the Fine Art course is excellent preparation for a wide number of future options. The ability to respond personally, creatively and analytically within a complex and diverse world is valued at all post-16 destinations. Students can proceed from the course to AS and A level Fine Art and Photography courses at Fortismere School. This is an ideal stepping stone to Further and Higher Education Courses in all aspects of Art and Design and the Visual Arts, opening the way to careers in such areas as Photography, Film, New Media, Fashion, Interior Design, 3D Design, Textiles, Graphics, Fine Art etc.

Controlled assignments calendar and percentage - NA

19 PHOTOGRAPHY

Syllabus – Edexcel: 2PY01

Website - PHOTOGRAPHY

Allocation of marks – Each unit is marked out of 80 against the following criteria. Each criteria is worth 20 marks

 DEVELOP ideas through investigations informed by contextual sources showing analysis and understanding.

 REFINE ideas through experimenting and selecting appropriate resources, materials and techniques.

 RECORD ideas and observations relevant to intentions.

 PRESENT a personal response demonstrating analytical and critical understanding, realising intentions and making connections between own work and other sources.

Assessment – Summative assessment takes place at the end of each project. Formative assessment is ongoing and supports students as they develop their ideas. The course culminates in a display of students’ coursework and exam project. This is assessed by Photography teachers then moderated by an external moderator.

Aims of the course – Students will undergo a programme of study to equip them with the technical skills and control of the photographic medium in order to be able to realise their creative intentions. Critical awareness and appreciation will also play a major part in the course. In the initial stages students will be introduced to the basic principles of photography through a Foundation Skills stage, before working on independent projects set by the department known as the Coursework Unit.

Modules / units studied - Coursework Unit (2PY01): 60% Exam Unit (2PY02): 40%

Content – Coursework Projects: Project 1: Foundation A teacher-led, introductory project directed at developing pupils understanding of the history of photography and its basic skills.

Project 1: Movement A teacher-led, project directed at developing pupils understanding of the Photoshop and more complex photographic techniques. The final outcomes are determined by each individual teacher however, there are still opportunities for pupils to have a personal response to the project theme.

Project 3: Landscape / Environment. An independent project in response to the theme Personal Space. Students follow teacher led workshops until they are prepared to embark on more independent ideas. Teachers support the development of the project through a series of negotiated tasks.

Project 3: Photographer’s project. Pupils use their first-hand experience of visiting Photography exhibitions to produce their individual response to the work of one Photographer who particularly inspires them. Student’s initial work should encompass a wide variety of approaches, media and techniques. 20 Project 4: Order and disorder. An independent project in response to the theme Order and Disorder. Students follow teacher led, workshops until they are prepared to embark on more independent ideas. Teachers support the development of the project through a series of negotiated tasks.

Exam Project An independent project in response to the theme set by the exam board. Students follow teacher led, skills workshops until they are prepared to embark on more independent ideas. Teachers support the development of the project through a series of negotiated tasks. The final piece is produced in 10 hours under controlled conditions over two days at the end of the project.

Students also visit two to three exhibitions over the course of two years. One of these is specifically to support the exam unit.

Main skills covered –

 Working in digital and analogue photography

 Learning Photoshop and traditional darkroom techniques

 Exploring materials and determining the appropriateness for specific tasks

 Working in a gallery context

 Analysing the work of others

 Developing ideas to a final outcome that conveys their intentions

Progression – In addition to providing students with the opportunity to balance their range of studies at 14- 16, the Photography course is excellent preparation for a wide number of future options. The ability to respond personally, creatively and analytically within a complex and diverse world is valued at all post-16 destinations. Students can proceed from the course to AS and A level Photography courses at Fortismere School. This is an ideal stepping stone to Further and Higher Education Courses in all aspects of Art and Design and the Visual Arts, opening the way to careers in such areas as Photography, Film, New Media, Fashion, Interior Design, 3D Design, Textiles, Graphics, Fine Art etc.

Controlled assignments calendar and percentage - NA

21 BUSINESS BUSINESS STUDIES

Aims of the course (Current syllabus: Edexcel 2BS01): You will learn more about how small businesses are developed and discover how businesses promote themselves and keep their customers happy. You will learn how businesses manage both their finances and the people who work for them.

Unit title and description Assessment Weighting

UNIT 1 (code: 5BS01) - Introduction to Small Business Written paper May 2017 25% This Unit contains five topics: • spotting a business opportunity 45 minutes • showing enterprise • putting a business idea into practice Compulsory multiple- • making the start-up effective choice and objective test • understanding the economic context. questions with a total of 40 marks

UNIT 2 (code: 5BS02) – Investigating Small Business Controlled assessment 25% Based on Unit 1, this Unit is internally assessed under controlled conditions. 6 hours research time 1. You will be required to complete one Edexcel-set task with a total and 3 hours final write up of 40 marks. The task is internally 2. Research/investigation – approximately two weeks of curriculum marked by your teacher of time (a maximum of six hours). and then moderated by 3. Analysis/evaluation of task (final write-up) – approximately one Edexcel. week of curriculum time (a maximum of three hours).

UNIT 3 (code: 5BS03) – Building a Business Written paper May 2017 50%

Topics include: 1 hour 30 minutes  Marketing  Meeting customer needs Questions will consist of a  Effective financial management combination of multiple-  Effective people management choice, short- and extended-answer, data  The wider world affecting business response and scenario- based questions with a You will be required to answer all questions from Sections A, B and C. total of 90 marks Skills Covered Knowledge and understanding of real life daily / world economic problems and issues Problem-solving and the interpretation of data (including calculation of percentage changes) Decision-making and evaluation (of government policies)

Progression This course is ideal for progression to Applied AS and A2 Business and for a subsequent Business related degree, including Marketing, Human Resources, Finance and Accounting, Leisure and Tourism

Requirement: Prospective Business students must have or quickly develop an active interest in business and be prepared to contribute actively and positively in their lessons via their regular and prior reading of a business section of a daily (online) paper. Calendar of events Y10 Aut1 Y10 Aut1 Y10 Spring 1 Y10 Spring 1 Y10 Sum 1 Y10 Sum 2 Unit 1 taught Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 / Unit 2 Y11 Aut1 Y11 Aut1 Y11 Spring 1 Y11 Spring 1 Y11 Sum 1 Y11 Sum 2 Unit 2 / Unit 3 Unit 2 / Unit 3 Unit 2 / Unit 3 Unit 3 Unit 3 22 DANCE

Syllabus; AQA; http://www.aqa.org.uk/subjects/drama-and-performing-arts/gcse/dance-4230

Allocation of Marks ;

40% - Choreography Task (solo composition and group composition)

20% - Written Paper

20% - Set Dance

20% - Performance in a Duo / Group

Assessment;

Written paper is 1 hour in duration.

The Dances are internally assessed and verified by an external moderator

Aims of the Course;

GCSE Dance will appeal to pupils who enjoy music and movement as a form of expression. Students use their creative and artistic abilities to choreograph dance sequences as well as learning set dance sequences from the syllabus.

Students will learn various and diverse dance styles, themes and techniques known to dance. Students will learn how to perform specific dance styles to an audience, compose dance sequences as solos or to their peers, and evaluate dance works studied throughout the syllabus.

Practical work – Technique classes are important to develop students’ style of movement. Creative classes give students the opportunity to explore their own artistic development through movement.

Theoretical work – Students will learn the basic background of dance. The course will involve specific detail regarding certain dancers and choreographers. Students learn about the components of dance and how to develop movement in relation to a stimulus. Students will be expected to attend extra-curricular sessions to enhance performance.

Main Skills;

 Self confidence  Effective communication  Self Evaluation  Decision Making, leadership, cooperation  Practical and choreography skills Progression;

 GCSE Dance is a good foundation for further study in Dance at AS and A Level and AVCE in Performing Arts  Opportunities to perform in Dance events (eg Saddlers Wells)  Trips to Dance Events Controlled Assessments;

The Set Dances are internally assessed as controlled assessments which normally take place in March of Year 11.The practical moderation of the set dances usually takes place in April of Year 11

23 DESIGN AND TECHNOLOGY

Graphic Products Specification AQA GCSE Design and Technology: Graphic Products 4550

Design and Technology is a practical subject area which requires the application of knowledge and understanding when conceiving, developing and communicating ideas, planning, producing and evaluating products.

In Graphic Products, students study a range of techniques in graphic communication, including CAD/CAM and ICT applications. The subject enables students to design and make products with creativity and originality, in a range of materials including: paper, card and plastics. In addition to Materials and Components, the course covers Design and Market Influences and Processes and Manufacture.

Unit title and description Assessment Weighting

 Unit 1 Written Paper (45501) Written paper 40% 2 hours Materials and Components Design and market Influences Paper and Card Engineering Processes and manufacture

 Unit 2 Design and Making Practice (45502) Controlled assessment 60% 45 hours Consists of a single design and make activity selected from a range of board set tasks. Investigating the design context Development of design proposals (including modelling) Making Testing and Evaluation Communication

Skills Covered In Graphic Products, students complete a number of focussed practical tasks and Design and Make projects that develop design and making skills, and theory inputs that develop knowledge and understanding of the subject.

Progression

Graphic Products provides a wide range of career options: Engineering, Architecture, Interior Design, Surveying, Product Design, Furniture Design, Graphic Design, Art, Illustration, Media Studies, Transport Design, Advertising, Urban Design.

Y10 Aut 1 Y10 Aut 1 Y10 Spring 1 Y10 Spring 1 Y10 Sum 1 Y10 Sum 2 Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Y11 Aut 1 Y11 Aut 1 Y11 Spring 1 Y11 Spring 1 Y11 Sum 1 Y11 Sum 2 Unit 2 Unit 2 Unit 2 Unit 2 Unit 2 / 1 24 Product Design Specification AQA GCSE Design and Technology: Product Design 4555

Product Design enables students to design and make products with creativity and originality, using a range of materials and techniques. Students learn about Materials and Components, Design and Market Influences and Processes and Manufacture.

Unit title and description Assessment Weighting

 Unit 1 Written Paper (45551) Written paper 40% 2 hours

Materials and Components Design and market Influences Processes and manufacture

 Unit 2 Design and Making Practice (45552) Controlled assessment 60% 45 hours

Investigating the design context Development of design proposals (including modelling) Making Testing and Evaluation Communication

Skills Covered In Product Design, students complete a number of focussed practical tasks and Design and Make projects that develop design and making skills, and theory inputs that develop knowledge and understanding of the subject.

Progression

The subject provides a route into further and higher education courses: AS/A2 Product Design (includes Textiles/Graphics/Product Design), AS/A2 Graphic Design / Resistant Materials/ Textiles /Systems and Control, GNVQ Manufacturing / Art and Design / Engineering.Product Design provides a wide range of career options: Engineering, Architecture, Interior Design, Surveying, Product Design, Furniture Design, Graphic Design, Art, Illustration, Media Studies, Transport Design, Advertising, Urban Design.

Calendar of events

25 Resistant Materials Specification AQA GCSE Design and Technology: Resistant Materials 4560

In Resistant Materials, students study a range of techniques in graphic communication, including CAD/CAM and ICT applications. The subject enables students to design and make products with creativity and originality. Students work in and learn about a range of materials including: metals, timber, plastics, composites, smart and nanomaterial. Candidates also learn about components, adhesives and applied finishes. The course also covers: Design and market Influences, Sustainability, Design, Selection of appropriate process and techniques, Social, cultural, moral, environmental, sustainability, economic issues, Consumer choice, Consumer rights legislation, Product maintenance and codes of practice, Health and safety issues, Safety of the consumer, Processes and manufacture, Joining techniques, Systems and control, Information and communication technology and Industrial practices.

Unit title and description Assessment Weighting

 Unit 1 Written Paper (45601) Written paper 40% 2 hours

Materials and Components Design and market Influences Processes and manufacture

 Unit 2 Design and Making Practice (45602) Controlled assessment 60% 45 hours Consists of a single design and make activity selected from a range of board set tasks. Investigating the design context Development of design proposals (including modelling) Making Testing and Evaluation Communication

Skills Covered In Resistant Materials, students complete a number of focussed practical tasks and Design and Make projects that develop design and making skills, and theory inputs that develop knowledge and understanding of the subject. Progression The subject provides a route into further and higher education courses: AS/A2 Product Design, AS/A2 Resistant Materials, GNVQ Manufacturing / Engineering. Resistant Materials provides a wide range of career options: Engineering, Architecture, Interior Design, Surveying, Product Design, Furniture Design, Graphic Design, Art, Illustration, Media Studies, Transport Design, Advertising, Urban Design. Calendar of events Y10 Aut 1 Y10 Aut 1 Y10 Spring 1 Y10 Spring 1 Y10 Sum 1 Y10 Sum 2 Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Y11 Aut 1 Y11 Aut 1 Y11 Spring 1 Y11 Spring 1 Y11 Sum 1 Y11 Sum 2 Unit 2 Unit 2 Unit 2 Unit 2 Unit 2 / 1 26 Product Design (Textiles) Specification AQA GCSE Design and Technology: Product Design 4555

Product Design (Textiles) enables students to develop a working knowledge of textiles materials and components appropriate to modelling, prototyping and manufacturing products. Students learn to design and make products with creativity and originality, using a range of materials and techniques. Students also learn about Market Influences and Processes and Manufacture.

Unit title and description Assessment Weighting

 Unit 1 Written Paper (45551) Written paper 40% 2 hours Materials and Components Design and market Influences Processes and manufacture

 Unit 2 Design and Making Practice (45552) Controlled assessment 60% Consists of a single design and make activity selected from a 45 hours range of board set tasks.

Investigating the design context Development of design proposals (including modelling) Making Testing and Evaluation Communication

Skills Covered In Product Design (Textiles), students complete a number of focussed practical tasks and Design and Make projects that develop design and making skills, and theory inputs that develop knowledge and understanding of the subject.

Progression

The subject provides a route into further and higher education courses: AS/A2 Product Design (includes Textiles/Graphics/Product Design), AS/A2 Textiles, GNVQ Manufacturing / Art and Design. Product Design (Textiles) provides a wide range of career options: Product Design, numerous Fashion Design and Textiles Design related positions. Calendar of events

27 DRAMA Syllabus AQA http://www.aqa.org.uk/subjects/drama-and-performing-arts/gcse/drama-4240

Allocation of marks – Unit 1 80 marks Written Exam, Unit 2 (120 marks Controlled Assessment)

Assessment – The course is assessed through two controlled assessed performances totalling 60% and a written exam lasting 1 and a half hours at the end of the GCSE that accounts for 40% of the marks.

Aims of the course – If you’re reading this it’s because you already know the unbeatable excitement of live performance. No amount of technology can replace watching real actors, or having a live audience, right in front of you. That’s what we study. We examine what it is that makes good theatre work: the play, the story, characters and language, the director’s interpretation, the complex work of the actors themselves, and the technical and design elements that make theatre so alive.

Modules / units studied - Explore the techniques of influential theatre practitioners and styles, Perform a variety of different options: physical theatre, scripted, devised, Absurdist, Naturalistic, Perform piece of theatre for a specific audience e.g. Theatre in Education piece for a Primary school, Perform scripted piece of theatre – it is internally assessed and externally moderated by an examiner.

Content – The course is structured to introduce pupils to a wide range of Theatre Styles in Year 10, performing for Primary Schools in the autumn term. We then perform for the Year 6 pupils joining the school at the end of Year 10. In Year 11 students develop their skills at creating mature and challenging work for an invited audience of parents and friends, devising work inspired by George Orwell’s 1984 before rehearsing a piece of scripted Drama which is again performed for an invited audience. Pupils will also have visits from outside Theatre Directors and theatre visits in throughout the year.

Main skills covered – Pupils will develop skills in presentation, clarity of speech and movement, group work, understanding of other cultures, research, evaluative writing, rehearsing independently, creative thinking, use of proxemics, practitioner techniques, script reading, negotiation skills, communication, technical skills such as sound and lighting operation and design, set design,

28 ECONOMICS (Minimum Entry requirement: Level 6 Maths and 6a English)

ECONOMICS

Aims of the course (Current syllabus: OCR J320): The GCSE Economics course uses basic economic concepts to enable learners to develop the ability to apply this knowledge to real-life situations in a range of local, national and global contexts, whilst at the same time understanding the perspectives of different economic stakeholders. Course is taught using teacher led discussion, case studies, newspaper articles and extracts from current affairs programmes.

Unit title and description Assessment Weighting UNIT A591: How the Market works Microeconomics topics include: Written paper May 25% What is the economic problem? What is opportunity cost? 2017 The role of supply and demand in explaining economic issues and used to draw economic diagrams. 1 hour Issues facing firms: costs, revenues, profits, growth and productivity How do firms operate and compete in competitive markets? Consists of 12 Why are wages different within and between occupations? questions UNIT A592: How the Economy works Written paper May Macroeconomics topics include: 2017 25% What are the economic objectives of a government? How are UK 1 hour interest rates set? What is supply-side policy? What is market Consists of three semi- failure? structured questions: How the does the government raise and spend its money? each question will be What policies can the government use to help the economy weak based on a theme / grow? case study UNIT A593: The UK Economy and Globalisation Written paper June Topics include: 2017 50% Why do countries trade? What is globalisation? What is the role of MNCs? 1 hour 30 minutes How is the UK’s international trade recorded? How does a country become competitive? How important is the Questions based on value of the currency? pre-released stimulus Why do some less developed countries struggle to achieve growth material. Some and benefit from international trade? questions may involve What is poverty? How does the government try to combat it? data interpretation. What measures may be used to support growth for less developed countries? Skills Covered Knowledge and understanding of real life daily / world economic problems and issues Problem-solving and the interpretation of data (including calculation of percentage changes) Decision-making and evaluation (of government policies) Progression The course is ideal for progression to AS and A Level OCR Economics and for an Oxbridge related Economics degree. It is also good preparation for other social science courses such as Business, Government and Politics, History or Sociology. Possible careers include: accountancy, law, banking, finance, retail management, HR, sales and advertising Calendar of events (No controlled assessment)

Y10 Aut1 Y10 Aut1 Y10 Spring 1 Y10 Spring 1 Y10 Sum 1 Y10 Sum 2 Unit 1 taught Unit 1 Unit 2 Unit 2 Unit 2 Unit 2 / Unit 3 Y11 Aut1 Y11 Aut1 Y11 Spring 1 Y11 Spring 1 Y11 Sum 1 Y11 Sum 2 Unit 3 Unit 3 Unit 3 Unit 3 Unit 1,2,3 recap

29 ENGLISH, MATHS, BOOSTER – EMG

This is an option set up by the school to help students who may be struggling with Maths and English GCSE. It takes place for 5 hours over each fortnight – the same as other GCSEs - and English and Maths teachers teach alongside the core GCSEs enabling students to practise or understand concepts being taught in core GCSE lesson times. It is a valuable tool to the students as it helps them to build up their confidence in reading, writing and arithmetic and enables them to have better access to other areas of their curriculum.

30 GEOGRAPHY

SYLLABUS LINK: We follow the OCR Geography GCSE specification B. Weblink: GEOGRAPHY

Assessment Form Weighting Sustainable Decision A resource based analysis paper on a topical geographical 25% Making Examination. issue. This paper is based on one of the key themes studied. Key Geographical Themes This traditional examination assesses three of the four 50% Examination Key themes.. Geographical Enquiry A task completed under controlled conditions. Fieldwork investigation. Based on a residential fieldwork visit. (2000 25% words).

AIMS

The GCSE Geography course we offer emphasises the relationship between people and the environments in which they live and work. The course provides students with the opportunity to study a range of the key social, economic and environmental issues that will shape our world for the future.

CONTENT

The four main themes are as follows:

Theme 1: Rivers and Coasts: The study of the physical processes at work in these environments, investigation into the causes of flooding & discussion of a variety of management strategies. Coastal issues including the study of erosion in a range of places, the impact on communities & options for coastal protection. Issues of climate change are addressed here.

Theme 2: Population and Settlement: Study of global population growth and the challenges it poses to society. What strategies are there for population management and how successful have they been? International & national migration issues. The growth of cities and land use change in urban areas, including regeneration & redevelopment.

Theme 3: Natural Hazards. What is the global distribution of different types of natural hazard? Investigation into the processes causing a range of hazards. What impacts do these hazards have on areas of contrasting development? Which populations are most vulnerable and why? Strategies for hazard mitigation and management.

Theme 4: Economic Development. What is meant by development? What determines the location of different economic activities? How do multinational companies effect development? How does economic activity affect the environment at a variety of scales (including globally).

Geographical Investigation: This course develops students research, teamwork and analytical skills through one geographical enquiry task . Residential fieldwork allows data collection, manipulation and analysis.

SKILLS: The study of Geography at GCSE develops and examines the following skills:

• Effective independent and enquiry learning. • Critical and reflective thinking. Decision making. • Use of appropriate technologies including geographical information systems. • Developing student responsibility as global citizens. Thinking about how they can contribute to a future that is both sustainable and inclusive.

PROGRESSION

Geography is a truly multifaceted subject it has clear and valuable links with both the Humanities and Science subjects. It is a valued subject by higher education institutions and many key professions. It is an EBAC subject. This course provides an excellent basis for study at A Level and Tertiary Level

CONTROLLED ASSIGNMENTS

This will take place after the fieldwork visit has taken place. This is usually in the Autumn term of Year 11. 31 HISTORY

Syllabus/website – OCR History B (HISTORY

Allocation of marks – 75% exam, 25% controlled assessment

Assessment –

Final Examination:  Paper 1 (45%) testing knowledge and understanding of International Relations, 1945-75 and Germany, 1918 – 45

 Paper 2 (30%) testing ability to make effective deductions and judgements from a range of historical sources about Britain 1939-1975.

Controlled Assessment:  One essay of 2000 words (25%) on an aspect of USA 1919-1941, using sources to support judgements.

Aims of the course –

The course is designed to stimulate an interest in, and an enthusiasm for, the study of the past. This syllabus introduces students to the history of the recent past; events which have directly influenced the world in which we live today. Whilst most of these topics will be new to students, there will also be some continuity in themes with the KS3 course, with themes such as conflict studied in much greater depth.

By the end of the course, students will be equipped with detailed knowledge and understanding of the different topics studied as well as a wide range of important transferable skills, such as analysis, interpretation, evaluation and communication of information. We hope the study of this course will make the present day more understandable and enable students to carry that understanding and interest into their future lives.

Modules / units studied – Cold War 1945-1975, Germany 1918-1945, Britain 1939-1975, and the USA 1919-1941. Content –

1.Aspects of International Relations 1945 – 1975

a) Origins of the Cold War b) The Cuban Missile Crisis c) Vietnam War

2.Germany 1918-1945

a) The Weimar Government 1918-33 b) Hitler’s rise to power c) Life in Nazi Germany 1933-45

3.British Depth Study, 1939-1975?

a) Youth

b) Women

c) Immigration

3. Students will also complete a controlled assessment, on an aspect of the USA, 1919-1941. The exact focus for the final piece of work will be determined by the questions set by the exam board.

Main skills covered –

Students will gain much historical knowledge and understanding, and be able to communicate it clearly and effectively. They will be able to understand and evaluate a range of historical evidence, and to understand more clearly the reasons why people acted as they did in the past.

Progression –

History is a useful general qualification which is acceptable for a full range of A Level and vocational qualifications, and is recommended for careers in the professions, e.g. law and the civil service. It is valued not only in terms of the understanding it provides students but also important transferable skills, useful in any career choice. It is also a very well-respected qualification, which both employers and educationalists (at FE colleges and Universities) value highly.

Controlled assignments calendar and percentage –

One controlled assessment essay worth 25% of the overall grade is completed from January to March of Year 11.

33 ICT

Specification GCSE ICT Edexcel 2IT01

GCSE Information and Communication Technology helps students develop their knowledge of current and emerging technologies, a range of ICT tools and techniques and society's use of ICT

Unit title and description Assessment Weighting

UNIT 1: Living in a Digital World Written paper 40%

In this unit, students explore how digital technology impacts on the lives 1 hour 30 minutes of individuals, organisations and society. Students learn about current and emerging digital technologies and the issues raised by their use in a range of contexts (learning and earning, leisure, shopping and money management, health and well-being, on the move). They develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice.

UNIT 2: Using Digital Tools Controlled Assessment 60% Brief (CAB) provided by This is a practical unit. Students broaden and enhance their ICT skills and Edexcel, marked by capability. They work with a range of digital tools and techniques to teachers and moderated produce effective ICT solutions in a range of contexts. Students learn to by Edexcel reflect critically on their own and others’ use of ICT and to adopt safe, secure and responsible practice. They put into practice what they learned about digital technology in Unit 1.

Skills Covered The GCSE in ICT will equip learners with sound ICT skills for everyday use and provide opportunities to develop in context those desirable, transferable skills such as planning, research and analysis, working with others or communicating technical concepts effectively. They will also challenge all learners, including high attaining learners, by introducing them to demanding material and skills; encouraging independence and creativity.

Progression Skills in ICT provide a wide range of career options, as well as a route into further and higher education.

Calendar of events

Y10 Aut1 Y10 Aut1 Y10 Spring 1 Y10 Spring 1 Y10 Sum 1 Y10 Sum 2 Unit 1 Unit 1 Unit 2 Unit 2 Unit 2 Unit 1 Y11 Aut1 Y11 Aut1 Y11 Spring 1 Y11 Spring 1 Y11 Sum 1 Y11 Sum 2 Unit 1 Unit 2 Unit 2 Unit 1 Unit 1

34 Computing Specification GCSE Computing OCR J275 GCSE specifications in Computing should encourage candidates to be inspired, moved and challenged by following a coherent, satisfying and worthwhile course of study. They should help candidates to gain an insight into related sectors. They should prepare candidates to make informed decisions about further learning opportunities and career choices.

Unit title and description Assessment Weighting

Unit A451: Computer systems and programming Written paper 40% This unit covers the body of knowledge about computer systems on which 1 hour 30 minutes the examination will be based. 80 marks  Fundamentals of computer systems

 Computing hardware

 Software

 Representation of data in computer systems

 Databases

 Computer communications and networking

 Programming

Unit A452: Practical investigation Controlled assessment An investigative computing task, chosen from a list provided by OCR, Investigative task. 30% Controlled assessment which assesses the following: research, technical OCR-set scenario with a understanding, analysis of problem, historical perspective, use of choice of research tasks. technical writing skills, recommendations/evaluation. 45 marks Unit A453: Programming Project Controlled assessment Students will need to: Programming task. 30% • Understand standard programming techniques • Be able to design a coded solution to a problem including the ability to: Design, develop and test - Develop suitable algorithms a solution to a problem - Design suitable input and output formats within the OCR-set - Identify suitable variables and structures scenario. - Identify test procedures. • Create a coded solution fully annotating the developed code to explain 45 marks its function • Test their solution: - To show functionality - To show how it matches the design criteria

35 Skills Covered GCSE Computing will help candidates to gain an insight into related sectors. It will prepare candidates to make informed decisions about further learning opportunities and career choices. Progression Skills in Computing provide a wide range of career options, as well as a route into further and higher education.

Calendar of events

Y10 Aut1 Y10 Aut1 Y10 Spring 1 Y10 Spring 1 Y10 Sum 1 Y10 Sum 2

Unit A451 Unit A451 Unit A452 Unit A452 Unit A451 Unit A451

Y11 Aut1 Y11 Aut1 Y11 Spring 1 Y11 Spring 1 Y11 Sum 1 Y11 Sum 2 Unit A451 Unit A453 Unit A453 Unit A451 Unit A451

PERSONAL DEVELOPMENT AND EMPLOYABILITY SKILLS (PDE)

The Prince’s Trust Award and Certificate in Personal Development and Employability Skills (PDE) recognises a breadth of personal skills, qualities and attitudes required by employers across a range of sectors.

Website link: www.princes-trust.org.uk/trustqualifications/pde.aspx

Assessment: Portfolio based assessment

Aims of the course: The PDE qualifications have been developed with the aim of progressing learners into further education and/or employment and are currently delivered to Key Stage 4 students.

Units studied: In Year 10 students will study units including:

• Participating in Sport; • Preparing for a Healthy, Active Lifestyle.

In Year 11 students study unit focused on planning for the future. These include:

• Career Planning; • Managing My Money.

As part of one of the Year 11 units, we are hoping to offer a week’s Work Experience.

Content: The qualifications give students the opportunity to: 1. Develop their own personal growth and engagement in, and through learning; 2. Engage in learning to that is relevant to them and support their development of personal skills and attributes that are essential for working life and employment;

3. Prepare themselves for progression into further education programmes, apprenticeships or other work based learning;

4. Develop their English and Mathematics skills.

The Prince’s Trust PDE offers Fortismere students the chance to learn in an environment that is different to their other subjects. The flexibility of the course allows us teaching to take place in a creative and engaging way; furthermore, being part of the Prince’s Trusts’ network, gives us access to a wealth of trips and speakers.

Main skills covered: Leadership / communication / team work / confidence building

Progression: The PDE qualification is nationally recognised and students can be entered for Level 1 or Level 2. Students’ work is moderated by the Prince’s Trust.If you would like further information about this course, please contact the Course Leader Anna Khadjeh: [email protected]

37 MEDIA STUDIES

Single Award Syllabus website: http://www.aqa.org.uk/subjects/media- studies/gcse/media-studies-4810

Allocation of marks:

Exam 40% (60 marks) Coursework 60% (90 marks)

Assessment: Students will complete three controlled tests over 2 years on a number of different media (print, film and television, radio, internet) and then sit an exam on a topic set by the exam board.

Aims of the course: The current AQA GCSE Media Studies course attracts an increasingly large number of students every year because it makes learning interesting, challenging, creative and fun. It offers rigorous but accessible learning on a subject of key importance for young people’s understanding of the world they experience. It offers extensive and meaningful coverage of media theory and practice, practical work which integrates theories and concepts and a choice of assignments for production and pre- production. The syllabus offers a chance to study across a range of different media with opportunities to learn about real media products and industries.

Modules / units studied: 1. Introductory Assignment (15 marks) 2. Cross- Media comparison essay (30 marks) 3. Practical production and Evaluation (45 marks)

Content: We have covered a wide range of topics the past few years including the study of action/adventure films, teen and heist genre films, tabloid newspapers, the representation of music stars in the media, how the BBC markets ‘Luther’, the advertising industry, problems with illegal digital downloading, The Leveson Report and privacy issues in the UK press, creating a new magazine practical coursework, radio broadcasting and many more.

Main skills covered – Students will learn analytical and evaluative skills relating to decoding media texts with reference to media language, representation, audiences and media institutions.

Progression: Many of the students enjoy the course and take their study further onto A-Level Media or A-Level Film Studies.

Controlled assignments calendar and percentage:

Y10: December- Introductory Assignment May - Cross- Media Comparison essay

Y11: December -Practical Production project and evaluation January onwards: exam preparation for set topic.

38 MODERN LANGUAGES

PATHWAYS in Key Stage 4

All students will have had approximately 300 hours of tuition during key stage 4, an excellent foundation for the GCSE and for further study in any of the languages we offer.

All students in sets 1 and 2 are taking two languages as part of the dual languages curriculum. This will lead to a full GCSE in both languages. These students’ language pathway will be allocated as their first preference when the preferences are put into the computer system.

All students in sets 3, 4 and 5 are encouraged to take the language that they have studied since year 7.

Mandarin

Syllabus – http://qualifications.pearson.com/en/qualifications/edexcel-gcses/chinese-2009.html

Listening and Understanding in Chinese Foundation Tier: 35minutes + 5 minutes reading time. Higher Tier: 40 minutes + 5 minutes reading time. Speaking in Chinese 2 tasks of 4-6 minutes each. Taken as controlled assessments during the course at times set by the school – see schedule below. Reading and Understanding in Chinese Foundation tier:45 minutes. Higher Tier: 50 minutes. Writing in Chinese Marked by Edexcel. 2 single assessment sessions of no more than 1 hour. Taken as controlled assessments during the course at times set by the school – see schedule below.

Allocation of marks Listening and Understanding in Chinese 20% of Full Course Percentage Marks Time Availability Speaking in Chinese 30% of Full Course Reading and Understanding in Chinese 20% of Full Course Writing in Chinese 30% of Full Course

Aims of the course The course aims to provide students with a strong grounding for independent study, insights into the civilisation and culture of France and a grammatical base which would prepare students for study at A- Level.

Content Areas covered Listening and Reading components Speaking and Writing components Out and about Visitor information Media and culture Basic weather Sport and leisure Local amenities Travel and tourism Accommodation Business, work and employment Public transport Centre-devised option Directions Customer service and transactions Cafés and restaurants / Shops Dealing with problems Personal information General interests

39 Leisure activities Family and friends, Lifestyle (healthy eating and exercise) Future plans, education and work Basic language of the internet Simple job advertisements Simple job applications and CV School and college Work and work experience

Main skills covered The Edexcel GCSE in Chinese qualification requires students to:  listen and respond to different types of spoken language

 communicate in speech for a variety of purposes

 read and respond to different types of written language

 communicate in writing for a variety of purposes

 use and understand a range of vocabulary and structures

 understand and apply the grammar of the language, as detailed in the specification.

Assessment

Listening and Reading paper will be taken during summer term in year 11 and an official timetable will be issued.

Controlled assignments calendar and percentage Yr10 1 controlled speaking and 1 controlled writing in spring term as part as yr10 mocks. Yr11 1 controlled speaking and 1 controlled writing in autumn term as part as yr11 mocks. 1 controlled speaking and 1 controlled writing in spring term.

The best two speakings (30% of final mark) and the best two writings (30% of final mark) out of the three tasks will be submitted to the exam board (EDEXCEL).

For double linguists there will be one weekly additional twilight lesson per language which is part of students’ timetable and must be attended.

40 German

Syllabus – http://qualifications.pearson.com/en/qualifications/edexcel-gcses/german-2009.html

Listening and Understanding in German Foundation Tier: 25minutes + 5 minutes reading time. Higher Tier: 35 minutes + 5 minutes reading time. Speaking in German 2 tasks of 4-6 minutes each. Taken as controlled assessments during the course at times set by the school – see schedule below. Reading and Understanding in German Foundation tier:35 minutes. Higher Tier: 50 minutes. Writing in German Marked by Edexcel. 2 single assessment sessions of no more than 1 hour. Taken as controlled assessments during the course at times set by the school – see schedule below.

Allocation of marks Listening and Understanding in German 20% of Full Course Percentage Marks Time Availability Speaking in German 30% of Full Course Reading and Understanding in German 20% of Full Course Writing in German 30% of Full Course

Content Areas covered Listening and Reading components Speaking and Writing components Out and about Visitor information Media and culture Simple job advertisements Sport and leisure Simple job applications and CV Travel and tourism School and college Business, work and employment Work and work experience Centre-devised option Basic weather Local amenities, Accommodation Public transport, Directions Customer service and transactions Cafés and restaurants / Shops Dealing with problems Personal information General interests Leisure activities Family and friends, Lifestyle, Basic language of the internet

Main skills covered The Edexcel GCSE in German qualification requires students to:  listen and respond to different types of spoken language

 communicate in speech for a variety of purposes

 read and respond to different types of written language

 communicate in writing for a variety of purposes

 use and understand a range of vocabulary and structures

41  understand and apply the grammar of the language, as detailed in the specification.

Assessment

Listening and Reading paper will be taken during summer term in year 11 and an official timetable will be issued. Controlled assignments calendar and percentage Yr10 1 controlled speaking and 1 controlled writing in spring term as part as yr10 mocks. Yr11 1 controlled speaking and 1 controlled writing in autumn term as part as yr11 mocks. 1 controlled speaking and 1 controlled writing in spring term.

The best two speakings (30% of final mark) and the best two writings (30% of final mark) out of the three tasks will be submitted to the exam board (EDEXCEL).

For double linguists there will be one weekly additional twilight lesson per language which is part of students’ timetable and must be attended.

42 French

Syllabus – http://qualifications.pearson.com/en/qualifications/edexcel-gcses/french-2009.html

Listening and Understanding in French Foundation Tier: 25minutes + 5 minutes reading time. Higher Tier: 35 minutes + 5 minutes reading time. Speaking in French 2 tasks of 4-6 minutes each. Taken as controlled assessments during the course at times set by the school – see schedule below. Reading and Understanding in French Foundation tier:35 minutes. Higher Tier: 50 minutes. Writing in French Marked by Edexcel. 2 single assessment sessions of no more than 1 hour. Taken as controlled assessments during the course at times set by the school – see schedule below.

Allocation of marks Listening and Understanding in French 20% of Full Course Percentage Marks Time Availability Speaking in French 30% of Full Course Reading and Understanding in French 20% of Full Course Writing in French 30% of Full Course

Main skills covered The Edexcel GCSE in French qualification requires students to:  listen and respond to different types of spoken language

 communicate in speech for a variety of purposes

 read and respond to different types of written language

 communicate in writing for a variety of purposes

 use and understand a range of vocabulary and structures

43  understand and apply the grammar of the language, as detailed in the specification.

Assessment

The best two speakings (30% of final mark) and the best two writings (30% of final mark) out of the three tasks will be submitted to the exam board (EDEXCEL).

For double linguists there will be one weekly additional twilight lesson per language which is part of students’ timetable and must be attended.

44 Spanish

Syllabus – http://qualifications.pearson.com/en/qualifications/edexcel-gcses/spanish-2009.html

Listening and Understanding in Spanish Foundation Tier: 25minutes + 5 minutes reading time. Higher Tier: 35 minutes + 5 minutes reading time. Speaking in Spanish 2 tasks of 4-6 minutes each. Taken as controlled assessments during the course at times set by the school – see schedule below. Reading and Understanding in Spanish Foundation tier:35 minutes. Higher Tier: 50 minutes. Writing in Spanish Marked by Edexcel. 2 single assessment sessions of no more than 1 hour. Taken as controlled assessments during the course at times set by the school – see schedule below.

Allocation of marks Listening and Understanding in Spanish 20% of Full Course Percentage Marks Time Availability Speaking in Spanish 30% of Full Course Reading and Understanding in Spanish 20% of Full Course Writing in Spanish 30% of Full Course

Main skills covered The Edexcel GCSE in Spanish qualification requires students to:  listen and respond to different types of spoken language

 communicate in speech for a variety of purposes

 read and respond to different types of written language

 communicate in writing for a variety of purposes

 use and understand a range of vocabulary and structures

45  understand and apply the grammar of the language, as detailed in the specification.

Assessment

The best two speakings (30% of final mark) and the best two writings (30% of final mark) out of the three tasks will be submitted to the exam board (EDEXCEL).

For double linguists there will be one weekly additional twilight lesson per language which is part of students’ timetable and must be attended.

46 MUSIC

GCSE Edexcel Syllabus 2MU01

Syllabus: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/music-2009.html

Allocation of marks & Modules / units studied:

Unit 1 – Performing Music (Coursework) 30%: Unit 2 – Composing Music (Course work) 30%: 15% 1 Solo performance or improvisation 15% 1 Ensemble performance 30% 2 Contrasting Compositions (15% each)

Average standard of performances grade 3-5 Each composition is submitted with a written essay Both pieces are internally assessed. A recording or a notated score. of each piece is posted to an external moderator.

Unit 3 – Listening and Appraising 40%: All students complete a written paper (1hr 30 mins) divided into 4 Areas of Study, each of which contains 3 set works. The paper is in 2 sections and all questions relate to the 12 set works. The set works are in a range of classical, modern, popular song and world music styles.  8 short response questions about the set works studied and a musical extract on a cd  1 essay question (12 marks)

Assessment:

 Practical exams (30%) are recorded in the schools recording studios at specified times through the 2 year course. Final completion February 2017.

 Composition Coursework (30%) is submitted to teachers at specified times through the 2 year course for marking and moderation. Final completion February 2017.

 Written paper (40%) 1.5 hour paper (not tiered) sat in May 2017. Aims of the course:

 Designed for students with an active interest in music and music making across all styles of music; classical, jazz, popular and world.

 Students must sing or play one instrument and maintain weekly instrumental or vocal lessons (either in school or privately). We would expect playing or singing to reach at least grade 3-5 by the end of Year 11, although the graded examination does not have to have been taken. We appreciate that some students may be more advanced than this. Students who learn a second instrument may demonstrate this through composition coursework (30%) and ensemble performance (15%).

 Students will need to be able to read music, or show a willingness to learn, in order to cope with the written paper which analyses 12 set works from a notated score.

 It is expected that all students support one extra – curricular music group each week within school to develop their ensemble skills, broaden their repertoire and rehearsal/ performance experiences.

47  Haringey Music and Performing Arts Centre subsidise the cost of termly instrumental / vocal lessons for GCSE music students to the value of £26 per 10 lessons and offer cheap hire of orchestral instruments.

 Opportunities to attend concerts, workshops, music tours etc. are arranged by the music department. These are to broaden students’ musical experience and although helpful to the course, are not compulsory. In addition we aim to provide opportunities for students to work with professional musicians e.g. collaborations with West End professionals, performance workshops, composer – in – residence, and music technology workshops.

 Classes are mixed ability and usually have approximately 16 students in each.

Content:

 Work independently and collaboratively on learning new repertoire, preparing for live performances in class and concerts  Performance & recording skills  Learning compositional skills and techniques across conventional and unconventional contexts and genres  Familiarise yourself with Logic Pro and Sibelius 6 following on from Year 9  Dissecting 12 compositions to learn about compositional and performance techniques  Strengthening the way we can talk about, discuss and write about music we listen to Main skills covered:

 Performance (solo & ensemble)  Composition (Logic Pro and Sibelius programs used using Macs)  Written appraisal and analysis (essay writing and listening with discrimination)  Expansive music vocabulary and theory Progression:

 Music develops many key skills sought by employers e.g. creativity and thinking skills, collaboration, ICT, improving own learning and performance, listening, communication, leadership and self- discipline.  Students who achieve Grade B or above at GCSE level could progress on to the AS music or Music Technology course. Related music courses include Performing Arts and Media/Theatre Studies. Controlled assignments calendar and percentage:

Designated practical exam times (60% coursework):

 End of Y10 exams – Summer term Y10  Year 11 Mock exams – Autumn term Y11  Final practical exams – Spring term y11

48 BTEC Music

Syllabus – website - http://qualifications.pearson.com/en/qualifications/btec-firsts/music-2013-nqf.html

Allocation of marks - Students complete 4 coursework units and one exam unit

Assessment – Working in the music industry is assessed with a 40 min exam, all other units are assessed by collating evidence of work throughout the unit. Evidence is typically comprised of videos of group presentations/discussions, meeting notes, teacher observations, finished compositions and promotional material.

Aims of the course – The BTEC course aims to offer a vocational music option at KS4. Each unit is taught with an emphasis on real-world music industry situations such as preparing for a performance or creating, managing and promoting a music product.

Modules / units studied - Managing a Music Product (compulsory – 25% of final mark), Working in the Music industry (compulsory 25% of final mark), Introducing Performance (optional – 25%), Introducing Composition (optional - 25%) and Introducing Music Technology (optional - 25%). Students complete all units but the best two marks are taken from the 3 optional units to calculate the final grade.

Content –

Working in the Music industry – students learn about the structure of the music industry, the function and interaction of its many parts and the various job roles that people undertake.

Managing a Music Product – students create a music product (e.g. an album/E.P.) and promotional material (e.g. press release/radio advert)

Introducing Performance – students prepare a recital performance for the current year 9s

Introducing Composition – students learn to compose to a brief using music technology

Introducing Music Technology – students learn to use studio equipment to record a band

Main skills covered – There is a heavy emphasis on independent learning within the marking criteria as students are encouraged to develop their problem solving and leadership skills throughout the course.

Progression – Students could progress to a Level 3 BTEC in music or music technology and A level music technology.

Controlled assignments calendar and percentage -

Coursework set Hand in Weighting Year 1 Managing a Music Autumn Term 2, Spring Term 1, 25% Product Year 1 Year 1 (compulsory) Introducing Music Spring Term 2, Year Summer Term 1, 25% (optional) Technology 1 Year 1 Year 2 Introducing Summer Term 2, Autumn term 1, 25% (optional) Composition Year 1 Year 2 Introducing Autumn Term 2, Spring term 1, 25% (optional) Performance Year 2 Year 2 Managing a music Exam - June Year 2 25% product (compulsory)

49 PHYSICAL EDUACATION

Syllabus – EdExcel; http://qualifications.pearson.com/en/qualifications/edexcel-gcses/physical- education-2009.html

Allocation of Marks;

40% Written exam (1.5 hours)

48% Practical Performance (in 4 different activities)

12% Analysis of Performance controlled assessment

Aims of the Course;

 To develop knowledge and practical skills in a wide range of activities  To examine the effects of exercise and how training can improve performance  To discover ways to improve your own performance  To gain an understanding of the scientific principles of sports performance Content;

Theory topics include;

 Factors affecting participation  Types, methods and principles of training  Injury prevention and safety  Body systems (physiology, cardiovascular, respiratory, muscular, skeletal) Main Skills Covered;

 Practical, coaching and officiating ability  Fitness gains  Risk assessments  Leadership, cooperation, and teamwork  Analytical skills  Theoretical knowledge of the role of science in sport Progression;

 AS and A Level PE  BTEC Level 3 Sport and Exercise Sciences  Coaching and officiating opportunities  Biology based courses (e.g.Physiotherapy, sports massage etc) Controlled Assessments;

 Practical Activities are assessed throughout the year and moderated externally in Easter of Year 11  Coursework controlled assessments take place in December / January of Year 11

50 RELIGIOUS STUDIES

AQA - full course – Specification B (4055) Units 3 and 4 www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-b-4055

Allocation of marks

2 papers that are 76 marks each

72 marks for the questions and an extra 4 marks are awarded to each paper for spelling, punctuation and grammar

Aims of the course

GCSE Religious Studies B offers students the opportunity for the thematic study of Religion and religious responses to fundamental questions of life. This course is accessible to students of any religious persuasion or none.

Modules / units studied / course content

UNIT 4 PHILOSOPHY OF RELIGION IN SOCIETY Topic 1 The Existence of God – arguments for and against God from Aquinas, Paley, Swinburne. If God exists, what is the nature of God? Topic 2 Revelation – Experiencing God and evaluation of how valid and objective these experiences are and what effect an experience has on a person. Topic 3 The Problems of Evil and Suffering – is it possible for God to exist in a world with evil and suffering? Does evil and suffering serve a purpose? Topic 4 Immortality – is there a life beyond the death of the physical body? If there is, what is it that survives death? How convincing are claims that there is a life after death? How convincing are the counter arguments? Topic 5 Miracles – Depending on how we define a miracle, can we say that there have been miracles in the past or that miracles happen today? Topic 6 Science and Religion – the relationship between science and religion from ancient Greece to the modern world – conflict and harmony between the two.

UNIT 3 RELIGION AND MORALITY The Range of religious teachings, beliefs, attitudes and behaviour towards ….(minimum 2 religions)

Topic 1 Matters of Life (Medical Ethics) Artificial creation of life, blood transfusions, organ donation, genetic engineering and modification in animals and humans. Topic 2 Elderly and Death Debates about an ageing population, ways of caring for the elderly, how far life should be prolonged, whether or not life should be brought to a premature end.

Topic 3 Drug Abuse the definition of a drug, the effect that drugs have on the individual and society, the classification of drugs, whether to treat addiction as a criminal offence or health issue. Topic 4 Crime and Punishment Why people commit crimes, what the purpose of punishment is, how to rehabilitate offenders, penal reform, prevention vs punishment Topic 5 Rich and Poor in British Society Why is there an economic divide between rich and poor in the UK, ways to tackle poverty in the UK, the welfare system, capitalism Topic 6 World Poverty Why is there an economic divide in the world, patterns of world poverty, the poverty trap, consumerism, different types of aid

51 Modules / units studied / course content - Percentage to the whole GCSE

One unit of study is equal to one year of learning. All 6 topics will be studied because it is felt that the more content covered the more able students are to make links between the courses. In the exam, students will be asked questions from all six topics but will only be required to answer questions on 4 topics.

One exam on unit 3 = 50% of teaching time and 50% of the final marks

One exam on unit 4 = 50% of teaching time and 50% of the final marks.

Main skills covered

 Developing reasoned responses to ultimate questions  Exploring and evaluating a wide range of religious and secular arguments  Application of beliefs and teachings to ethical issues  Critical analysis of how relevant religious beliefs and values are to contemporary moral and social issues  Interpretation of scripture and interpretation of a wide variety of attitdues  Expressing own views using reasoned arguments. Assessment

Two exams in year 11 of one and a half hours each

Progression

The A Level in Philosophy consists of the components Epistemology and the Philosophy of Religion and this GCSE serves as a good foundation to this challenging A Level course.

This GCSE will also equip students for further study in many related A Level subjects including, Government and Politics, Sociology, History, English.

Controlled assignments calendar and percentage

This course is assessed by 100% exam. Our strategies for success so far have been:

 Regular and frequent exam practice throughout the two years with teacher feedback  Completing an exam response after each topic focusing on different elements (timed responses or answering to get maximum marks)  Group work in completing an exam question  Group work in marking an exam question  Emphasis on knowing the mark scheme  Emphasis on exam skills (such as planning, timing, reading command questions)  Self-reflection on progress throughout the two year course  Student generated exam tips  Reading past responses to exam questions and evaluating them  Re-writing a response to an exam question if it is unsatisfactory according to the challenging target of the student  Asking students to attend top up workshops to improve on exam questions or ask for further advice

52 SOCIOLOGY

OCR J696

Syllabus – http://ocr.org.uk/qualifications/gcse-sociology-j696-from-2012/

Allocation of marks

Sociology Basics (25% of GCSE) Assessment is through one 60-minute examination comprising of two compulsory structured questions, one based on research methods and one based on key concepts.

Socialisation, Culture and Identity (50% of GCSE) Assessment is through one 90-minute examination comprising of four structured questions per section.

Applying Sociological Research Techniques (25% of GCSE) Assessment is through one 60-minute examination comprising of two sections. Assessment is based on pre-released investigations.

Aims of the course The aim of Sociology is to provide a fresh chance for students to develop and strengthen the skills acquired in other disciplines by applying them to an examination of social issues. Students will be encouraged to develop their ideas and opinions through careful consideration of information, argument and evidence. By drawing on their own and other people's experiences, this course promotes discussion and debate.

Cross-curricular themes are a feature of the specification and enhancing active citizenship and social awareness is a priority of the Department. Candidates will be given ample opportunity to develop and demonstrate their understanding of spiritual, moral, ethical, social and cultural issues.

Content Unit B671: Sociology Basics This unit encourages candidates to develop a critical understanding of sociological evidence and research processes and includes knowledge of the main methods and strategies of sociological research. It also introduces basic key concepts in Sociology and makes links between the individual and society.

Unit B672: Socialisation, Culture and Identity This unit offers a choice of substantive topics through which the themes of culture, socialisation and identity are developed. It builds upon the knowledge and skills acquired in Unit B671, and seek to develop an understanding of the nature of sociological thought in the context of the topics studied. This unit offers six optional sections from which candidates must study at least three:

Family, Education, Mass Media, Work , Crime and Deviance, Youth. There are six sections in this paper and candidates must answer all questions from any three of the sections.

Unit B673: Applying Sociological Research Techniques This unit allows candidates the freedom to express their sociological knowledge and interest in topic areas relating to units B671 and B672. A critical awareness of the nature of sociological knowledge, understanding and evidence will be developed.

Main Skills Covered  An organised approach to study.

 Use of sociological ideas and methods of research.

 Understanding different types of evidence and their strengths and weaknesses.

 Development of communication skills:- 53 * organising information to present a balanced, informed argument in written and discussion work * drawing reasoned conclusions * use of ICT to further sociological study * working with others.

Assessment GCSE candidates must be entered for all three units. There are no tiered papers.

Progression GCSE Sociology is a helpful background for further study at AS and A Level in any of the social sciences and complements other humanities subjects

Controlled assignments calendar and percentage N/A

54 The Options Procedure

Options evening Following the publication of this document, the school will host the Options Evening in North Wing on 10th February (6.00pm prompt).

This will comprise of a Power Point presentation shown on screens (and then available on our website) and an opportunity to visit stalls set up by subject areas where you will have the chance to talk to subject teachers and get further information.

Options forms will be available from the 11th February from Tutors. It will also be available to download from our website should it not make it home. Students should indicate six preferences in order of preference. Please note that the English Maths Booster option and Princes Trust option do not lead in themselves to a GCSE equivalent qualification at the end of year 11.

Please see below for our Options programme;

Week beginning 19th January

Students will have option talks in classes from their teachers about their subjects in more depth. This will be an ideal time for students to ask questions and talk to their teachers about their potential in a subject. Displays will be placed around the school with information for students to look at. There will also be a dedicated VT programme throughout the week with the opportunity to talk to Yr. 11 and Yr. 10 students to get a student perspective on the workload and classes in KS4.

Wednesday 21st January Period 1 and VT Time South Wing hall

Yr. 9 Assembly to talk through the options week process

Period 1 and VT, students to attend a whole year assembly on the options process and to listen to talks on ‘new’ subject areas available. These are

1. Music BTEC 2. Economics 3. Business Studies 4. Sociology 5. Dance 6. Media Studies 7. Photography 8. Product Design 9. Computing 10. ICT 11. Princes trust 12. English/Maths/Booster

Option booklets go live on the website; these contain information about all the options available to students. In order to be sustainable these will only be available online. Please make sure you go through the booklet with your child during the option period.

11th February

Fortismere Option evening. Prompt start time 6.00 and finishing at 7.15.

This is an evening for parents to talk to staff (with their child) about the subjects on offer. You can discuss the content of subjects and the pathways they can lead to in higher education

Option form hand in deadline 26thFebruary Hand in to Tutors

External help - this is a very useful Government website with lots of interesting and useful facts about a wide range of careers and jobs.

• https://nationalcareersservice.direct.gov.uk • Go to careers advice at the bottom of the page • Browse job profiles

If you require any further information or clarification, please do not hesitate to contact the following teachers

Colosseum/Rhodes/Petra - Ms Allaway by telephone or a [email protected]

Olympia/Ephesus/Alexandria – Mr Ward by telephone or at [email protected]

Good luck!

Ms Allaway