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OAKLANDS CATHOLIC SCHOOL AND SIXTH FORM COLLEGE

YEARS 10 AND 11 COURSES 2014 - 2016

SECTION 1 - Background Information Head's Introduction 2

Option Forms 5-7 Expectations 8 Attendance 8 Deciding on Courses 9 Growth and Development 10 GCSE 11 Year 10 Transition Evening 11 Facts and Figures 12 Application Flowchart 32 SECTION 2 - Core Subjects PDC 14 Religious Studies 14 Mathematics 15 English and English Literature 15 Physical Education (General) 16 Science (Core and Additional, and BTEC Horticulture) 16 French / French FCSE / Spanish FCSE 18 Directed Subjects Skillforce (Target group only) 31 History/Geography (Non target group) 24-25 SECTION 3 - Options - The subjects which students may choose Art and Design 20 Business and Economics 20 Design & Technology: Resistant Materials 21 Design & Technology: Electronics 21 Design & Technology: Product Design 22 Design & Technology: Food 22 Design & Technology: Textiles 23 Health and Social Care 23 Drama 24 Geography 24 History 25 Information and Communication Technology 25 Computer Programming 26 Dance 27 Media Studies 28 Music / BTEC Performing Arts (Performance) 28-29

Physical Education 29 Spanish 30

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SECTION 1 - Background Information HEAD'S INTRODUCTION Dear Parents and students During the course of a student‟s school career, there are a number of key decisions that have to be made regarding the particular subjects to be studied. Among these decisions, one of the most important concerns the subjects they will take in Years 10 and 11 in preparation for examinations during key stage 4 (KS4). As you are aware, when your children move into Year 10 in September 2014, they will be starting two year courses which will lead to examinations in the summer of the year 2016. In order to ensure that every Oaklands student is equipped with a good balance of skills and knowledge, certain subjects are compulsory at GCSE level. These subjects constitute what is known as the „core curriculum‟, Students at KS4 have two options either a route towards 10 traditional GCSEs or a route towards 8 traditional GCSEs with an extra emphasis on English and Mathematics to enable all students to have the best chance of achieving an English and Maths GCSE high grade pass. The demands of the National Curriculum have meant that the number of subject choices has become considerably reduced and the core of subjects which most students will have to study represents the main part of the KS4 offer. The decision regarding which of the optional subjects should be studied is an important one, and every student is advised to spend time carefully considering the choices. It is hoped that this booklet will provide you with some important information concerning the subjects that are available, and provide the basis for you to make a sensible and informed choice. Of course, time at school is not simply about academic work and examinations. To get the most out of their time at Oaklands, every student is urged to get involved in a wide range of sporting, cultural, spiritual and recreational activities. It is very much the case, however, that the basis for a happy and fruitful time at school is to get the curricular side of life right. Making the correct choices for GCSE should certainly put students on the path to achieve this. The purpose of this booklet is to provide you with information about the different courses that students in Year 10 will be following in September, and those which they may choose. I hope that the following frequently asked questions will help in the decision process. What do we mean by the Core Curriculum ? We expect all students to study a broad balanced curriculum which means that all students in Year 10 will study RE, Maths, English Language, English Literature, Science (see Science section to see range of Science options available – talk to your science teacher for guidance on minimum KS3 level required for each Science option), PDC and Core PE. Which students form the School’s Target group? This option is only available to a small number of students. The school has already identified a target group and spoken with these students. These students attended the Skillforce day in the Autumn term. They must complete the Skillforce application form on page 6 as part of their Options package. What do we mean by Directed Curriculum ? These are courses students are directed to follow to support their development. For students in the target group these will be Skillforce and Core Skills. For all other students these will be a Modern Foreign Language and either History or Geography. Please note – students in the target group may still select History or Geography as part of the options process New for 2014 – Language choices (for some students)

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In this year group 120 students who have studied French and Spanish in Years 8 and 9 have the following options:

1. Continue to study French and Spanish. These students should choose French and Spanish on the option form and select one other option choice.

2. Continue to study French only. These students should choose French on the option form and then two option choices.

3. Continue to study Spanish only. These students should choose Spanish on the option form and then two option choices.

If you have not been part of the group who have studied French and Spanish then you will be unable to study Spanish at GCSE. How much time do the options take on the timetable ? After the core curriculum, which represents 80% of the curriculum time (see page 11), there only remains enough time for the equivalent of 2 GCSE courses, which is the remaining 20% of the curriculum time. Will all students be able to access the courses that they select? The school, will make every effort to ensure students can access the optional courses that are selected. If there are issues with low take up on particular courses or option clashes, the school will work with parents and students to look at alternatives. How will courses be assessed? You will note from reading the details of the courses on offer in year 10 that Controlled and Continuous Assessment are important features of some courses in Years 10 and 11. This means that the final grade is not decided by a single "one off" exam at the end of the course. In this way, all students will have the opportunity to work hard throughout the course and to gain just rewards for the efforts which they put into the coursework covered throughout the two year course. Students need to be aware that if they fail to complete their coursework, this will seriously affect the final grade. Where coursework is a significant element of the examination they may be withdrawn from the exam. From an assessment viewpoint the government has insisted that students studying GCSEs in September 2014 will sit most of their exams at the end of the key stage i.e.at the end of Y11. However, this also means that work expectations will be high and students will need to pay very careful attention to the demands of work which will be placed on them in each of the courses which they follow. Homework will become increasingly more important, since the work done during that time may be linked to, or actually be, a part of the continuous assessment. What do we do next ? I would encourage you to read this booklet with your child. You, as parents, will obviously play an important role in helping your daughter/son to reach a decision; we do expect students also to play an important part. The section on decision making on page 9 should help here. Students are expected to take on responsibility for their own learning and this is increasingly recognised at Parents' Evenings in Years 10 and 11, where students are expected to attend with their parents. There are a number of key dates that I have included below. It is important that completed option forms are returned on time. Students need to choose History or Geography and select two further options from the option pool. Students who have studied Spanish and French in Years 8 and 9 also need to complete the supplementary option question. Students in the target group need to choose two options from the options pool. The target group must also complete an application form for Skillforce (p7 of this booklet). We will make every effort to meet all course requests, however, it may be necessary for some students to move cohorts to access a particular course. Please note the flowchart at the back of this booklet to help with the process. It is important to note that once option choices are confirmed and staffing is in place to meet student choices it will not be possible for students to change their options.

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Finally we look forward to continuing working together with you all over the next 2 years and hope that, through consultation and co-operation, parents, teachers and your children can work together in order to ensure that a smooth and successful two-year course is achieved for all students. With best wishes.

Matthew Quinn Headteacher KEY DATES: For Parents of Year 9 Students TUESDAY 11th FEBRUARY 2014 Years 10 and 11 Courses Information Evening 7.00-9.30 p.m.in the School Hall / JPII. Students to attend with their parents FRIDAY 7th MARCH 2014 Deadline for return of Option Forms

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FOR STUDENTS Not In the Target Group

OPTION POOL

FULL COURSES

Art Second Modern Foreign Language Business and Economics Technology: Electronics Drama Technology: Food Geography Technology: Product Design History Technology: Resistant Materials Information and Communication Technology Technology: Textiles Computer Programming Media Music Health and Social Care Dance P.E. BTEC Performing Arts ( Performance)

IF THERE IS NOT ENOUGH DEMAND FOR A PARTICULAR COURSE THEN THAT COURSE WILL NOT RUN

NAME: ........................................................... TUTOR GROUP: .................................. MY CHOICES ARE: (FILL IN ALL THREE SECTIONS) Section 1 - Choose 1) Core and Additional Science, 2) Core Science and Applied Science (please circle your choice) (Please note: Triple Science is studied by top set Science students only)

CORE AND ADDITIONAL SCIENCE CORE AND APPLIED SCIENCE

Section 2 - Choose from Geography or History (please circle your choice)

GEOGRAPHY HISTORY

Section 3 - Choose from the option pool (please write your choices in the boxes)

FULL COURSE: + FULL COURSE:

Some students may not be fortunate enough to get their first choice if we can’t get this onto the timetable.This will be explained to students if this happens. Please return to Form Tutor by 7th March.

Supplementary Option form section for students who studied two languages in Years 8 and 9. Section 4 – for students who have studied French and Spanish in Years 8 and 9. (please circle your choice)

Study French only

Study Spanish only

Study French and Spanish *You should have selected a second Modern Foreign Language as one of you option choices.

Guidance for making choices: 1. Students choose only 2 options from above. 2. Students who find much of the academic work challenging may wish to consider the balance

between subjects that have large written coursework content and those that do not. 4. The choice of either Geography or History is there to allow students who wish to do so to study

both. 5. Staff to ask: Mr Whelan, your Form Tutor, Dr Howson or Mr Quinn

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FOR STUDENTS INVOLVED IN THE TARGET GROUP

OPTION POOL

FULL COURSES

Art Second Modern Foreign Language Business and Economics Technology: Electronics Drama Technology: Food Geography Technology: Product Design History Technology: Resistant Materials Information and Communication Technology Technology: Textiles Computer Programming Media Music Health and Social Care Dance P.E. BTEC Performing Arts ( Performance)

IF THERE IS NOT ENOUGH DEMAND FOR A PARTICULAR COURSE THEN THAT COURSE WILL NOT RUN

Guidance for making choices: 1. Students choose only 2 options from above. 2. Students who find much of the academic work challenging may wish to consider the balance

between subjects that have a large written coursework content and those that do not. 3. Staff to ask: Mr Whelan, your Form Tutor, Dr Howson or Mr Quinn. ---------------------------------------------------------------------------------------------------------------------------------- Please return to Form Tutor by 7th March. NAME: ........................................................... TUTOR GROUP: .................................. Choose from the option pool (please write your choices in the boxes)

FULL COURSE: + FULL COURSE:

Some students may not be fortunate enough to get their first choice if we can’t get this onto the timetable. This will be explained to students if this happens. Please complete the application form for Skillforce on page 7 and hand in with your Option form.

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Application for a SkillForce Course 2014-16 Name: _______________________________________________________ Address:______________________________________________________ Tutor Group:_______________ DOB:_____________________ Target Levels for the end of KS3: English:__________ Maths:___________ Science:_________ What is your current favourite subject at School and why? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ Tell us about the current subject at School where you are most successful (if different from above) and why you think you are most successful in this subject. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ Hobbies and Interests Outside School – write a paragraph about what you do when you are not studying. Include any qualifications you have achieved in these interests. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ Why you are applying for the Skillforce Course? – write a paragraph explaining why you are applying to join the Skillforce course. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________

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EXPECTATIONS The Next Four Years Welcome to Years 10 and 11. This brochure is designed to help you in your decision making on what courses to follow in Years 10 and 11. It also provides you with background information which will help you to be successful. You need to study it carefully. You need to think in terms of not just Years 10 and 11, but also Years 12 and 13. You will find under each subject entry details of the 'A' level courses offered in our Sixth Form College and the careers possible with particular subjects. Study them carefully. You will find, for instance, that a number of subjects and careers are not possible unless you take the Core and Additional Science Award Expectations Whatever your choice, we want you to do well. However, this can only be achieved by a commitment to work on your part. There needs to be a willingness to contribute to lessons, to cooperate with both your teacher and fellow students. Increasingly, we expect you to be responsible for setting your own pattern of learning. You need to be organised. If you have not been as good as you might have in this area in the past, Year 10 can be a new start. You will need to record work set, keep clear notes and meet deadlines. Attendance Children only get one chance at school, and your child‟s chances of a successful future may be affected by not attending school regularly. Setting good attendance patterns and being punctual is vital, and sets a good precedence for entering the world of work. Research shows pupils with an average of 17 days or more absence achieve at least one grade below their potential compared to pupils with less than 8 days absence. Of course there may be times when your child is too ill to attend school but we ask you to try to keep that to a minimum; where possible please make medical and dental appointments after school hours. Taking a holiday during term time is not advisable as it difficult for children to catch up on missed work and they will have gaps in their knowledge. Coursework will play a significant role in their new study habits and time off school puts them at an automatic disadvantage – reading someone else‟s notes is not the same as being in the classroom. With the re-introduction of terminal exams, there will be a greater emphasis on internal testing throughout the course. This will provide essential information on your child‟s progress.

Target Grades

Early in Year 10 you will be given a GCSE Target Grade in each subject you take. This is the grade your teacher believes you have the possibility of achieving with consistent effort and progress over the two years. This will give you a clear indication of what you should try to aim for in Years 10 and 11. Homework Homework is an essential ingredient for success. In nearly all subjects coursework counts towards the final exam grade and much of this will be completed as homework. Homework also provides the opportunity for you to build up information on the subject and practise examination questions. Throughout Years 10 and 11 you will have three forty minute homeworks per evening and four at the weekend. You will also be issued with a Homework Planner to help you organise work effectively

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Your tutors will regularly assess your mark according to GCSE standards. Five reports will be issued on your progress during Years 10 and 11 and you will be expected to attend consultation evenings with your parents. DECIDING ON COURSES A number of decisions will already have been made for you as we believe in a broad balanced curriculum as outlined in the Head‟s introduction. However, there is a considerable range of choice in the final two option blocks. Points to consider In making decisions you need to consider: * Are there career implications to my choice? For example, anyone contemplating a career

in Science should study Core and Additional Science. This year Triple Science will be studied by Set 1 Science students in both cohorts. Please note that Triple Science is not a requirement to study science at advanced level.

* Do I need to take the subject at GCSE to be able to take it at 'A' level? * What am I interested in? In general the more interested you are in a subject, the more

successful you will be at it. * Can I cope with the subject? Some subjects require a greater intellectual contribution

than others. Some are more practical. Consider what the right balance is for you. One way not to choose a subject is on the basis of what your friends choose. You need to be independent enough to choose what is right for you, which may not be what is right for your friends. Where to seek advice There are a number of ways of getting advice. * Read this brochure carefully. It gives you a great deal of information. * Follow up information here by talking to subject teachers, especially on the Year 9 course

information evening on Tuesday 11th February 2014. * Talk to your parents! * Consult your Form Tutor or your Head of Year, Mr Whelan, Dr Howson or Mr Quinn. * On careers, talk to Mrs Payne and make use of the Careers Library. Good Luck in your decision making! Intellectual Year 10 and 11 courses are designed to improve your capacity to understand the world around you and to equip you with the skills required for a modern world. Particularly important are communication, numeracy and ICT skills and all subjects you take contribute to these key areas. Years 10 and 11 should be a stimulating time when you master new ideas and realise your intellectual capability. It is important that you are aware that throughout the curriculum there is an increased emphasis on literacy skills. It is vital literacy skills are the best they can be if you are to reach your full potential. Parents are requested to assist their child by encouraging them to plan and proof read their work. Social

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Alongside progress in your subjects, you will develop socially. You will be a member of a form group and you will be expected to take a full part in PDC. Included in PDC will be units in Personal Relations, Healthy Living and Citizenship. You are encouraged to take advantage of all the extra-curricular activities on offer in Years 10 and 11. Regular social activities are held throughout Years 10 and 11 which finish with the Year 11 Prom. Spiritual, Moral and Pastoral You are given every opportunity to develop spiritually and morally. This occurs across all subjects, but the R.E. course provides particular opportunities for reflection. There are opportunities through year assemblies and liturgies for participation in this important part of school life. Residential Experience gives you the chance in Years 10 and 11 to reflect on your growth and development. Form Tutors If possible you will have the same Form Tutor for two years who will be there to help and guide you during this important period of your development. They are a very approachable team of people; do talk to them if you have any problems! GROWTH AND DEVELOPMENT Careers and Work Experience During Years 10 and 11 you will have to make major decisions as to what to do at 16+. We try to give you as much help as possible to allow you to make that decision. In particular: * Careers guidance and Information is given as part of the tutorial programmes. * Interviews with the Careers Advisor. * Access to a well stocked careers library. * Taster Days at local colleges. * Practice interview in Year 11 from visiting interviewers from industry and various

professions, such as Medicine or Law. * Work experience. * All students in Year 10 and again in Year 11 have an interview with a senior member of

staff to ensure that they have made a decision which is right for them. The Sixth Form College at Oaklands

The Government is increasing the age to which all young people in England must continue in education or training, requiring them to continue until their 18th birthday from 2015.

Raising the participation age (RPA) does not mean young people must stay in school; they will able to choose one of the following options post-16:

full-time education, such as school, college or home education

an apprenticeship

part-time education or training if they are employed, self-employed or volunteering full-time (which is defined as 20 hours or more a week).

We very much hope that you will continue with your Education at 16+ in our own Sixth Form College if we are able to offer you the courses which you want.

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The Sixth Form has an excellent record for preparing students for Higher Education. In a number of subjects we rank amongst the top providers in the country. Every year students proceed to Universities ranging from Oxford and Cambridge to local universities such as Portsmouth, Southampton and Surrey. The basic entry requirement to our Sixth Form College is 5 grade Cs or above for 'A' level courses (some courses require high grades for entry), plus a commitment to hard work. Do take the opportunity to look at the display on the Oaklands Sixth Form College stand and talk to staff about what is on offer in the Sixth Form. GCSE The General Certificate of Secondary Education was introduced in 1988. Oaklands has been very successful at preparing students for this examination. Our examination results are consistently the best in the area and well above the national average. Tiered Papers/Common Papers Tiered papers are used in some subjects. This means that you are entered for a particular paper which is linked to specific grades. Tiered papers are used in: Mathematics, English, Science, Technology, Modern Foreign Languages and Geography. Common papers on which any grade can be awarded are taken in R.E., History, Art, Drama, Music and P.E. Coursework/ Controlled Assessment Coursework exists in most GCSE subjects and is usually an opportunity for a student to show their capabilities on an extended piece of work. The amount of marks awarded will usually be up to 20%, but it can vary, so do check in the subject information under assessment. Coursework is now generally required to be carried out in School, under controlled conditions (Controlled Assessment) Grading of GCSE Unlike the National Curriculum in Key Stage 3 where attainment is measured on a numerical scale 1 to 8 (High), GCSE is awarded on letter grades A* (High) to G. From the viewpoint of Further Education passes need to be at Grade C or above if courses are to be followed at Advanced Level. Many employers also ask for passes to be at grade C or above. Year 10 Transition Evening In the first week of term of Year 10, all parents are invited to attend a Year 10 Transition Evening. During this evening, parents have the opportunity to attend a series of workshops that have been designed to assist parents in supporting their children through the GCSE process. Parents select the workshops that are most relevant to their learning needs. Examples of some of the workshops that were offered this year included the following: How to be successful in GCSE Exams, Target setting and Reporting to Parents, Developing effective Study Skills, Strategies for motivating the GCSE student, Dealing with a difficult Teenager. The evening was a resounding success with parents and it is strongly recommended that you attend the Year 10 Transition evening in September 2014. Book Sharing

In the week before Parents‟ Evenings, students are not set formal written homework. This is book sharing week when students are encouraged to show their exercise books to their parents and discuss their progress. This should provide a clear focus for the interview with subject staff at Parents‟ Evening.

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FACTS AND FIGURES Routes to Higher Education: Present Year 9

HIGHER EDUCATION

UNIVERSITY GAP YEAR

COLLEGES OF H.E. APPRENTICESHIPS

EMPLOYMENT

Year 12 & 13

Key Skills PRE (Philosophy, Religion and Ethics). Course Enrichment Programme eg. Work Experience, Sport. Extended Project.

2016/18

A21

A22

A23

AS

+

Years 10/11 2014/16

GCSE and Equivalent Courses

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SECTION TWO THE CORE

THE SUBJECTS WHICH ALL STUDENTS HAVE TO STUDY

A: STUDENTS NOT INVOLVED IN THE Target Group

Subjects PDC R.E. Maths English Language

and Literature

P.E. General

French Science History or

Geography

No. of Periods

per fortnight

1 5 7 6 2 5 9 5

Total 40 Periods

B: Students in the Target Group – Year 10

Subject PDC RE Maths English Lang/Lit.

PE General

Skillforce Science

No. of Periods

per fortnight

1 5 7 6 2 10 9

Total: 40 Periods

NB : The timetable is constructed so that Target Group students to be taught in groups appropriate to their ability in all subjects.

Information and Communication Technology At Key Stage 4, all students cover the Programme of Study for ICT in the National Curriculum through their work in all subjects but primarily through the subjects that all students study in Years 10 and 11: R.E., English, Mathematics, Science, Technology, Modern Foreign Language, History, Geography and, whilst not obliged to contribute, P.E. This will build on the skills attained by the end of Key Stage 3.

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The Course All students have a PDC lesson once a fortnight. During this time students are encouraged to become more aware of themselves and their values and to develop coping strategies for the wide range of problems encountered both within and outside school. The content of the KS4 PDC course aims to provide students with the necessary information and skills to enable them to make confident and secure choices in future years. As a result of our PDC course at KS4 we want our students:

a) To be safe and healthy. b) To enjoy and achieve. c) To be economically aware and

confident in making personal finance decisions.

d) To make a positive contribution to society.

The PDC crouse is equivalent to a GCSE grade and the students are examined in two exams at the end of Year 11. Course Description The major areas covered are: a. Study skills e.g. revision strategies,

time management, note taking and homework.

b. Education for personal relationships to include self image, changing patterns of friendship, relationships, family relationships and personal responsibility.

c. Health Education to include issues such as: Diet and exercise, alcohol, drug abuse, coping with stress, mental health and promotion of healthy life styles.

d. Careers Education and guidance e.g. equal opportunities, gender, job knowledge, The World of Work, Interviews and decision making.

e. Personal Finance: Banking and saving, wages and debt, online banking safety.

f. Citizenship to include aspects of legal and human rights, the justice system,

work of the courts, the electoral

process, the media and the rights and responsibilities of consumers, employers and employees.

Further Education/Careers The work undertaken in PDC lessons underpins the learning process in the school. The greater awareness that students have of themselves and others should provide confidence in preparation for Further Education and Employment. A series of „taster days‟ and work environment experiences are available throughout Key Stage 4 as considered relevant for students‟ career interests.

The Course All students take Religious Studies. Those students who have elected to follow the alternative curriculum provision will undertake an in depth study of Unit 3 over two years culminating in either an entry level or short course GCSE. All other students study Unit 3 and either Unit 8 or 10, dependent on the level of challenge required. The Course covers a broad range of religious themes in a Christian context. It places particular emphasis on religious and moral issues and develops a broad array of skills in students, including evaluation, analysis, empathy, team work and independence.

Course Description Unit 3: Religion and life based on a study of Catholic Christianity 3.1 Believing in God 3.2 Matters of life and death 3.3 Marriage and the family 3.4 Religion and community cohesion. Unit 8: Religion and Society based on a study of Christianity and at least one other religion 8.1 Rights and responsibilities 8.2 Environmental and medical issues 8.3 Peace and conflict

PERSONAL DEVELOPMENT AND CITIZENSHIP

PROGRAMME - PDC

RELIGIOUS STUDIES GCSE

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8.4 Crime and punishment Unit 10: Roman Catholic Christianity 10.1 Beliefs and values 10.2 Community and Tradition 10.3 Worship and celebration 10.4 Living the Christian Life

Assessment Two examinations at the end of Year 11, each of 1 hour and 30 minutes. There are no tiered papers in RE. All students sit an open paper so allowing opportunity to access the full range of grades. Further Education/Careers Religious Studies is particularly useful for careers and courses where an understanding of social issues and the points of view of others are important. Religious Studies is useful in a wide range of careers – Teaching, Psychology, Social Work/Probation, Youth Work, Police/Prison

Service, Medicine, Law and Personnel Management, as well as for Ministers and Church Workers. „A‟ Level Religious Studies is available in the Sixth form. It can be combined with Arts, Sciences and other Humanities subjects.

The Course This course follows the National Curriculum as set out by the Edexcel Examining Group, and its aim is to develop mathematical knowledge through oral, written and practical skills. Course Description Emphasis will be on the ability of each student to apply mathematics in everyday situations. This will include developing skills in experimentation, problem solving and using the appropriate IT, both individually and in groups. The student is encouraged to think and work logically and to generalise and prove their ideas. The application of mathematics to Science, Technology and other subjects will be explored. The course will lay a firm foundation appropriate to the further study of mathematics and other related subjects.

Assessment Final examinations in Year 11 consisting of 2 papers: - a non calculator paper and - a calculator paper The papers are 1h 45mins for both the Higher (grades A*-D) and the Foundation tier (grades C-G). There will be an opportuntiy for some students to complete a further free standing maths qualification which will enable these pupils to gain two GCSE Mathematics awards. No coursework is required. Further Education/Careers Mathematics is an essential GCSE for most areas of employment, as a core element for further education and as a platform for further studies in Mathematics. 'A' levels are available in our Sixth Form College in Mathematics and Further Mathematics. Most careers will benefit from GCSE Mathematics, but it is an important component for careers in Science, Accounting, Engineering, Economics, Medicine and Teaching.

This consists of three parts: unit 1 is the external examination in Reading and Writing (60%); unit 3 is controlled assessment, involving extended reading (15%), creative writing (15%) and a response to the spoken word (10%). Unit 2 assesses Speaking and Listening skills though is no longer graded as part of the GCSE qualification but is reported on the certificate.

This consists of two main parts: the external exam, assessing Modern Prose or Drama, a text exploring cultures and a question on poetry (40%) and a controlled assessment unit assessing Shakespeare and the Literary Heritage.

MATHEMATICS GCSE ENGLISH LANGUAGE GCSE

ENGLISH LITERATURE GCSE

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There is also an English examination for students who find the two examinations too onerous. The decision to change to this single GCSE is taken by the subject teacher at the appropriate time and will utilise work already covered in preparing for the double GCSE. Also assessed within the subject of English is Functional Skills.

Further Education/Careers English is probably the single most important subject for all students at GCSE. The skills developed on this course should be relevant to both employment and further study. In the Sixth Form we offer AS and A levels in English Language, English Literature and Joint English (Language and Literature). English is a very popular and highly competitive subject at University. It is viewed as a good basis for many careers while being specifically relevant to certain fields: teaching, journalism, publishing.

GENERAL COURSE FOR ALL STUDENTS Course description In Key Stage 4 students will be required to choose their activity options in Physical Education. Students will be required to study at least two activities to the depth required by the national curriculum. They will also be able to choose a number of activity modules where the emphasis is more recreational. During Year 11 there will be the opportunity to go off site to Waterlooville Leisure Centre for swimming and Seacourt for racquet sports. Yoga is also offered as an option and is taught by a qualified instructor and Bowling.

Students who choose these options will have to pay the same costs as for use by members of the public.

Assessment Assessment will be against the stated criteria

for Key Stage 4 Physical Education. Formal levels will be given at the end of Year 10

The Course This course covers the whole Programme of Study of the National Curriculum for Science, including investigations and the areas known as Biology, Chemistry and Physics. Following the recent announcement from Ofqual, a number of changes will be made to the current GCSE qualifications. The changes affect every exam board and every school and college in England teaching GCSEs. The changes mean that all GCSEs, taken after summer 2013, will be linear in structure with assessment taking place at the end of the course of study and re-sitting individual modules will not be permitted. It also means that all students at Oaklands will sit a minimum of two Science GCSEs. Course Description KS4 Science will develop a critical approach to scientific evidence and methods; acquire and apply skills, knowledge and understanding of how science works and its essential role in society. Students will have already begun to study some of the Core GCSE Science topics in year 9 as there are several key areas which will enable students to make a smooth transition from KS3 to KS4. The GCSE Core Science units are compulsory for all KS4 students. Pathways We have listened to what our students have told us that they want. The vast majority of our students take the traditional GCSE Science pathway of Core and Additional Science. Triple Science is studied by the most able students in each cohort; students who, are working consistently at or very close to level 7 by the Easter of year 9. A small number of our students find Science to be a very difficult subject and they take the alternative GCSE pathway of Core and Additional Applied Science. Core and Additional Science Students will complete the GCSE in Core Science in year 10 and then progress to GCSE Additional Science topics. This option is suitable for all students as both

PHYSICAL EDUCATION

SCIENCE GCSE

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GCSE‟s are available at both Higher and Foundation Tiers. The Additional Science GCSE together with GCSE Core Science provides an equivalent to the previous GCSE Science Double Award. Each GCSE comprises an examination component (75%) and a controlled assessment (25%). All students will develop their understanding and skills in ways that provide the basis for further studies in science and related areas at AS/A2 level. Students intending to study sciences post 16 must work at the Higher level and achieve B grades at GCSE. The new GCSE courses aim to emphasise the following points, within the three areas of Biology, Chemistry and Physics.

Evaluating evidence and the implications of science for society;

Explaining, theorising and modelling in science.

Core and Additional Applied Science Students will again complete their studies for the GCSE in Core Science in year 10 but will then progress to GCSE Additional Applied Science topics. This GCSE course looks at science in context; specifically H&S, health science, food science, materials science and forensic science. This course is assessed in a slightly different way to the other GCSEs as it only has one examination (40%) and two controlled assessments (60%). NOTE: The Additional Applied Science

GCSE is not appropriate for any students wishing to do „A‟ levels in Science or Science related subjects such as PE etc. If students have a particular career in mind, please take professional careers advice before choosing this option. If we have any doubts about a student‟s suitability for this course we will advise a change to option 1.

Triple Science Students will complete the GCSE in Core Science in year 10 and then progress more rapidly to GCSE Additional Science topics. Again, they will complete these units more quickly and move on to develop a deeper understanding of the three separate sciences with three further units. At the end of year 11 they will sit GCSE Biology, GCSE Chemistry and GCSE Physics. This course is only suitable for those students who have already demonstrated that they can complete

work at a high pace and have a good aptitude for Science. Assessment At this time we do not know what the assessment regime will be. AQA are working on implementing the changes in the specifications. They say that “In most cases this will involve minor changes in wording to clarify the change to 100% terminal assessment. In a few cases, there may be wider changes in assessment structures. In all cases, we will keep you informed at every stage. We will work closely with you to ensure that any changes are understood and do not adversely affect you and your students.” Further Education/Careers

Both Additional and Separate Science courses will provide a smooth lead into separate Sciences at AS and A2 level in the Sixth Form of Physics, Biology and Chemistry. It also provides a firm foundation for Medicine, Vocational courses and direct entry to work. Any students thinking about any career that uses science or technology must chose Core and Additional Science or Triple Science. They will need good grades in both Core Science and Additional Science. There is no necessity for students to do Triple Science as two very good grades in science are all that is required, even for medical careers. Good grades are a requirement for Doctor, Dentist, Physiotherapy, Pharmacy, Nursing, Veterinary Science, Laboratory work of all types and Engineering. GCSE Sciences are also useful for craft and technical apprenticeships in Engineering and construction, Psychology, Sports Science, Agriculture/Horticulture and Food Science.

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(All students except the Target Group Students - See also French FCSE Course (see next column). The Course As well as helping students to understand other European cultures, GCSE in French develops the vital skills of communication, reading and writing in the target language. Course Description Four themes are covered: 1. Media and Culture 2. Sport and Leisure 3. Travel and Tourism 4. Business, work and employment It is essential that all students have their own dictionary for this course. An enthusiastic and hard working student will emerge from the course being able to participate in every day life in the foreign country. Assessment The 4 skills of Listening, Speaking, Reading and Writing are assessed. Candidates are entered for the various examinations according to their ability, enthusiasm and effort. Most pupils will be assessed in writing through controlled tasks. Further Education/Careers

French GCSE is fast becoming an essential in today's world. It is particularly important in the following careers: Translating/Interpreting; Teaching, Bilingual Secretary, Diplomatic Service, Exporting and Marketing, Travel/Tourism, Hotel/Catering, Customs/Immigration.

Students who have studied two languages in Years 8 and 9 can choose to continue with Spanish GCSE only – see page 30 for detail of the course.

We are also offering a new qualification FCSE from AQA which relies more on classroom testing than terminal examination and will be of interest to those students who do not perform well in exams or in coursework. It covers the same themes as those in GCSE French and students are awarded a Pass, Merit or Distinction which will be equivalent to National curriculum levels 4, 5 and 6 and has GCSE points value.

We are also offering a new qualification FCSE from AQA which relies more on classroom testing than terminal examination and will be of interest to those students who do not perform well in exams or in coursework. It covers the same themes as those in GCSE Spanish and students are awarded a Pass, Merit or Distinction which will be equivalent to National curriculum levels 4, 5 and 6 and has GCSE points value.

FRENCH GCSE

FOUNDATION CERTIFICATE OF SECONDARY EDUCATION

IN FRENCH

FOUNDATION CERTIFICATE OF SECONDARY EDUCATION

IN SPANISH

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SECTION THREE

OPTIONS THE SUBJECTS WHICH STUDENTS MAY CHOOSE

COURSES

Art Business and Economics

Drama Geography

History Information and CommunicationTechnology

Computer Programming Dance Media Music

BTEC Level 1 / 2 in Performing Arts

P.E. Spanish (as a second Modern Foreign Language)

Technology: Electronics Technology: Food

Technology: Product Design Technology: Resistant Materials

Technology: Textiles Health and Social Care

Skillforce

If there is not enough demand for a particular course then that course will not run.

All students choose 2 courses.

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The Course The course provides students with a wide range of creative, exciting and stimulating opportunities to explore their interests in art and design in ways that are personally relevant and truly developmental in nature. Course Description The course consists of units or assignments each lasting approximately a term, each based on one of a variety of processes and procedures. These include; thematic enquiry, problem solving, observed study, expressive response and sequential development. Each will also include some cultural/historical study. Much of the work is based upon the development of physical and perceptual skills through drawing and painting from observation. In addition to drawing and painting, printing, 3D Sculpture, Ceramics, Fine Art, Textiles and Photograph may be undertaken. In the second year, students select the practices in which they have the most confidence and ability. Assessment Each unit of coursework is assessed in line with GCSE grades, so that progress is constantly monitored. The final assessment is based upon a coursework portfolio which should provide evidence of at least two projects completed during the course and an externally set controlled test. Candidates choose one open ended starting point and are expected to complete their final piece within ten hours' working time. Coursework (60% of the total GCSE) Units 1 & 2 Completed in Year 10. Unit 3 Completed in Year 11. Controlled Test (40% of the total GCSE) Preparation Time (approx. 4 – 6 weeks). Final Exam 10 hours. Further Education/Careers Art is offered at 'A' level in our Sixth Form College. Careers in Art and Design range through Architecture, Advertising, Animation, Graphics, Scientific/Technical Illustration, Illustration, Fashion

Design, Television, Publishing, Conservation and Furniture, Set and Costume Design, Jewellery, Product Design and Teaching.

This new innovative GCSE comprises a common enterprise-themed business core alongside an exciting opportunity to study economics at both a personal, national and international level. Course Description It is unlikely that you will have studied business or economics before taking this course, but that does not matter. You might have an interest in business, and want to start your own business one day. You may have an enquiring mind and be interested in learning about current affairs and the world around you. Television Programmes such as „The Money Programme‟, „Dragons Den‟ and „The Apprentice‟ have pushed Business to the forefront of popular culture. Economics is headline news and now, more than ever, it is relevant to our daily lives. What is meant by the terms; „credit crunch‟, „globalisation‟, „inflation‟ and „stock market crash‟? While studying this course you will learn about such matters and many other new things. Students will be introduced to the world of small businesses and will look at what makes someone a successful business person. The course focuses on how to develop an idea and spot an opportunity, and turn that into a successful business. Furthermore, students will understand how to make a business effective and manage money. They will also see how the world around us affects small businesses and all the people involved. Students will also learn how to think like an economist and learn how the economy functions (growth, unemployment, inflation, balance of payments and exchange rates), the government‟s role in the economy and its impact on business. Also the course examines what causes businesses to fail, how businesses grow and inequality.

ART AND DESIGN GCSE

BUSINESS AND ECONOMICS GCSE

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Assessment Unit 1 - Introduction to Small Business 45 mins written examination (25% of the total GCSE) Unit 2 - Investigating Small Business This unit is internally assessed under controlled conditions. (25% of the total GCSE) Unit 5 – Introduction to Economics 90 mins written examination (50% of the total GCSE) Further Education/Careers Undoubtedly, this subject is an asset whether students decide to proceed to further education or decide to seek employment/training. Our students will be prepared for AS/A2 Levels (both Business Studies & Economics „A‟ level are on offer in our Sixth Form College) as well as BTEC and NVQ courses in many different subjects. With specific reference to employment, this subject provides a valuable background understanding to careers in both the private and public sector. DESIGN AND TECHNOLOGY Resistant Materials is a course which brings together woodwork, engineering and design. You will learn how to manufacture wooden, plastic and metal products and use this knowledge to design and make high quality items in response to a variety of design briefs. Course Description The course is based around “design and make” projects that teach students about woodworking and engineering. The course also develops skills in designing for customers, developing and modelling ideas, and creativity. Students will also learn about how products are manufactured in industry, environmental issues, properties of materials and health and safety. In Year 10 students will acquire knowledge and understanding about three areas, this will be taught through design and make activities. Much of Year 11 is spent carrying out the design and make controlled assessment and preparing students for the written exam.

Assessment Design and Making Practice Controlled Assessment 60% 45 hours Written Paper 40% 2 hours A preparation sheet is issued giving advance notice of the theme for some of the questions. Further Education/Careers This course is excellent preparation for students hoping to do A Level Product Design, which is offered in our Sixth Form. With its emphasis on designing and production skills it is also relevant and appropriate for careers in Mechanical Engineering, Manufacturing, Wood Working, and Construction. It is also very relevant for any design related career such as product or industrial design. This course allows students to gain knowledge and understanding of electronics and materials and to develop a range of designing and making skills. Students use this knowledge to design and make electronic products in response to a variety of design briefs. Course Description The course is based around work in materials and components and electronic building blocks. A systems approach is employed throughout the designing and making tasks. The course develops students‟ knowledge and understanding of common electronic building blocks. A systems approach is ised which relies on a good understanding of Science and Maths. (For that reason it is advised that students who choose to study Electronics at GCSE attain a Level 6 in Maths and Science at KS3). In Year 10 students will respond to a number of design briefs by designing and making products. Year 11 is spent carrying out the design and make

DESIGN AND TECHNOLOGY – RESISTANT MATERIALS GCSE

DESIGN AND TECHNOLOGY – ELECTRONIC PRODUCTS

GCSE

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controlled assessment and preparing students for the written exam. Assessment Design and Making Practice Controlled Assessment 60% 45 hours Written Paper 40% 2 hours Further Education/Careers The course is an excellent preparation for students hoping to study „A‟ level Product Design which is offered in our Sixth Form. With its emphasis on designing and making electronic products this course is also appropriate for

students wishing to pursue careers in areas such as Electronics, Engineering, Manufacturing and Industrial Design. This course is designed to develop students‟ skill in designing and making products with creativity and originality using a wide range of materials and techniques. Students are encouraged to use whatever materials best suit the design problem or need and use a combination of materials, including, wood, metal, plastic, textiles and electronic components. Packaging, labelling and instructions are encouraged as part of the complete design proposal and advertising, points of sale, etc can be used to supplement the making experience and help create products which can be evaluated for their commercial viability. Course Description During Year 10 students will be engaged in a range of practice design and make activities to build their product design skills and develop their knowledge and understanding of the factors

which influence the design of products in the 21st Century.

Much of Year 11 is spent carrying out the design and make controlled assessment and preparing students for the written exam.

Assessment Design and Making Practice Controlled Assessment 60% 45 hours Written Paper 40% 2 hours A preparation sheet is issued giving advance notice of the theme for some of the questions. Further Education/Careers This course is excellent preparation for students hoping to study A Level Product Design, which is offered in our Sixth Form. It is also relevant and appropriate preparation for careers in any design discipline, advertising and marketing, interior design and many other careers.

Students will have opportunities to investigate, creatively design and make and evaluate food products. Course Description In Year 10, students will acquire knowledge and understanding about three areas which will be taught through an integrated approach using a variety of design briefs. These are: 1. Food materials and components. 2. Food product design, development and

market influences 3. Food processes and product

manufacture. Much of Year 11 is spent carrying out the design and making controlled assessment project. Students will demonstrate their ability to creatively design and make in order to produce a major food product. The controlled assessment consists of a design folio and practical realisation of a quality product. Assessment Design and Making Practice Controlled Assessment 60% 45 hours

DESIGN AND TECHNOLOGY – PRODUCT DESIGN GCSE DESIGN AND TECHNOLOGY –

FOOD TECHNOLOGY GCSE

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Written Paper 40% 2 hours A preparation sheet is issued giving advance notice of the context for the paper. Further Education/Careers This course is an excellent preparation for students hoping to study „A‟ level Food Technology, which is offered in our 6th Form. Food Technology is an important area in both Science and Technology. Careers in food technology are becoming increasingly important especially in the design and development of mass produced foods. It is a career that many students may not have considered. Science degrees with an emphasis upon Food Technology are now common within Higher Education. Other avenues to be explored include Dietician; Environmental Health Officer and Marketing Executive.

Students will have opportunities to investigate, creatively design and make, and evaluate textile products. Course Description In Year 10, students will acquire knowledge and understanding about three areas which will be taught through an integrated approach, using a variety of Design Briefs: 1. Materials and components. 2. Design and market influences. 3. Processes and manufacture. Much of Year 11 is spent carrying out the design and making controlled assessment project. Students will demonstrate their ability to creatively design and make, in an integrated way, using their knowledge and understanding, to produce a major project consisting of a design folio and practical realisation of a quality product. Assessment Design and Making Practice Controlled Assessment 60% 45 hours

Written Paper 40% 2 hours A preparation sheet is issued giving advance notice of the context for the paper. Further Education/Careers A wide range of possibilities can be opened up in the textiles and fashion industry. These include fashion buyers, product developers, print designers, textile / fashion desingers, fashion journalists, interior designers, visual merchandisers, fashion illustrators, pattern cutters, designers, technologists, technicians, production management, engineers, marketing and sales and production operatives. A wide range of possibilities can be opened up in the textiles and fashion industry. These include designers, technologists, technicians, production management, chemists and engineers, exporting, marketing and sales and production operatives.

Students will be able to increase their own knowledge and understanding of human care needs by investigating the range of needs and client groups in the UK as well as the services available to meet them. In addition, learners will be examining physical, intellectual, emotional and social development and their related sociological and psychological concepts throughout life. Learners will examine issues that affect the nature and quality of human life including an appreciation of diversity and cultural issues. This should prepare learners to make informed decisions about further learning opportunities and career choices. Course Description Throughout Years 10 and 11, students will acquire knowledge and understanding about the following areas which will be taught through an integrated approach. 1. The range of care needs for major client groups 2. Ways people can obtain services and the possible barriers that could prevent them 3. The types of services that exist to meet client needs 4. The principles of care.

DESIGN AND TECHNOLOGY – TEXTILES TECHNOLOGY

GCSE

HEALTH AND SOCIAL CARE GCSE

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5. Roles of people who provide HSC and EY services. 6. Stages and patterns of growth and development 7. Factors affecting human growth and development 7. Development of self-concept and different types of relationship 8. Major life changes and sources of support Over the two years, students will produce one piece of coursework, called controlled assessment and prepare for one exam of one hour in length. Assessment Unit A911 Health, Social Care and Early Years Provision Controlled assessment task: Internally marked and externally moderated 60% Unit 912 Understanding Personal Development and Relationships Written Paper (1 hour ) 40% Further Education/Careers This course will help students to progress to higher level qualifications and careers in social work, education, nursing and child care. They would also be prepared for this vocational world of work. Health and Social Care GCSE is also excellent preparation for A Level Health and Social Care.

The Course This course views drama as a practical, artistic subject which has its roots in exploration through improvisation. Students use drama to explore issues, to think about their work and evaluate and develop it. Course Description The examination will be in three parts consisting of: Unit 1 – 30%

Exploration of a theme using drama strategies.

Supported by written response. Unit 2 – 30%

Practical exploration of a play text.

Supported by written response.

Experience of live theatre as a member of an audience.

Unit 3 – 40% Performance either as an actor or a technician. Assessment Units 1 & 2 – internally assessed and externally moderated. Unit 3 – practical external exam. Further Education Careers „A‟ level in Drama and Theatre Studies is available in our Sixth Form College. Drama is particularly useful for careers and courses requiring confidence and communication skills. Careers in the theatre are Actors, Stage Manager, Lighting and Sound Technicians, Drama Teacher, Drama Therapist, Arts Administration.

Are you fascinated by the way hazards such as volcanoes, earthquakes, and tsunamis impact millions of lives around the world? Do you want to know what causes rivers and coasts to flood resulting in chaos from Britain to Bangladesh? Can you work in groups to plan and collect field work data about coastal defence? Would you enjoy finding out where the world‟s fastest growing populations are located and why some countries are rich beyond belief? If your answer to these questions is “YES” then the 2 year full course GCSE Geography is for you! You will follow the AQA specification course “A” 9030 with the option to study at Foundation and Higher tier. The Geography GCSE is a two year linear course examined by two 1½ hour papers at the end of Year 11. Unit 1 is worth 37.5% of the GCSE. Topics include:

The Restless Earth (Y10)

Ice on the Land (Y10)

The Coastal Zone (Y10)

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GEOGRAPHY GCSE

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Unit 2 is also worth 37.5% of the GCSE. Topics include:

Population Change (Y10)

Tourism (Y11)

The Development Gap (Y10)

The remaining 25% of the course is „controlled assessment‟. The title of the unit is „Unit 3: Local Fieldwork Investigation‟. Toward the end of Year 10, students will conduct fieldwork in the local area and complete a piece of work based on this. The suggested word limit for this work is 2000 words. Further Education/Careers Geography is a highly respected subject, both by employers and within Higher Education, as it develops many skills, particularly those of enquiry, data analysis and communication. It is a popular subject at AS and A2 in the Sixth Form and comfortably fits as a bridging subject between the Arts and Sciences, linking well with Economics, Sociology, Maths and Business Studies. The skills and knowledge gained are useful in many careers, such as Planning, Surveying, Architecture, Business and The Services.

This course explores how the Cold War impacted on International Relations post World War Two and three in-depth studies of regional history. Year 11 How far was British Society changed 1890-1918? Why did the Liberal Government introduce reforms to help the young, old and unemployed? How did women get the vote? What impact did the First World War have on British society? This will be assessed in a 1 hour 30 minute exam at the end of Year 11. The paper is worth 30% of the GCSE grade. This will be examined as a Controlled Assessment in Year 11. Students will have to produce one approximately 2000 word assessment worth 25% of the GCSE grade. The exact question will be issued annually by the exam board. It will be on one of the following topics. Controlled Assessment

Proposed topics for Controlled Assessment:

Germany 1918-1945

Russia 1905-1941

USA 1945-1975: Land of Freedom

Year 10 International Relations: The Cold Ward 1945-1975. Who was to blame for the Cold War? Who won the Cuban Missile Crisis? Why did the USA fail in Vietnam? The USA 1919-1941 How far did the US economy boom in the 1920s? How far did US society change in the 1920s? What were the causes and consequences of the Wall Street Crash? How successful was the New Deal? These two topics will be assessed in one 2 hour paper at the end of Year 11. The paper is worth 45%. Entry Level Certificate History As well as the GCSE course there is also an Entry Level course. This has a similar syllabus to GCSE but is completely coursework assessed. Further Education/Careers History is highly respected by employers and Higher Education as an academic subject as it includes communication evaluation and research skills.

A Levels are available in our Sixth Form College in History and History related subjects of Law, Sociology and Economics.

Due to the skills History develops it is valued in a whole range of careers. It has particular relevance in the areas of Management, Law, Journalism, Accounting and Finance.

Thinking about GCSE ICT? Thinking about a career in ICT? As our world progresses, we can‟t afford to stay stuck in old places. We can‟t just accept the previous answers as the right ones; the more we grow, the more we learn. If we are learning new things and developing new things, we should not be content to

HISTORY GCSE

INFORMATION AND COMMUNICATION

TECHNOLOGY GCSE

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just assume that everything else will stay as it is. We can‟t stay stuck in the dark ages. ICT is at the heart of new progress with new technologies emerging daily and literally changing the way we work and live. BE PART OF THE EXCITING TECHNOLOGY REVOLUTION…LOOK FORWARD NOT BACK! Assessment UNIT 1: Living in a digital world Explore how digital technology impacts on the lives of individuals, organisations and society. 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). 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 This is a practical unit to broaden and enhance ICT skills and capability.

Work with a range of digital tools and

techniques to produce effective ICT solutions

in a range of contexts.

Learn to reflect critically on your own and others‟ use of ICT and to adopt safe, secure and responsible practice. Assessment Unit 1 – 90 minutes written exam which counts for 40% of your GCSE grade. Unit 2 – A practical Controlled Assessment which counts for 60% of your GCSE grade. You will learn to build on the skills you have already:

Using software such as word processors,

databases, spreadsheets, DTP,

presentational software, Internet etc.

You will also learn about:

The practical design of ICT systems.

Key skills in numeracy, communication and

ICT.

Applying ICT to real life situations to solve

problems.

Using ICT to research, acquire, manipulate

and present information.

The world is becoming increasingly dominated by the use of ICT systems. These influence every aspect of our everyday lives. The study of ICT will help provide you with the ANALYTICAL (thinking), COMMUNICATION (writing, talking, giving presentations) and TECHNICAL skills (using a computer at a high level) that you will need to compete as an active participant in this exciting and dynamic world. Careers in ICT

Programming, Systems Analysis, Software

Design

Technical Support

Website Design

Computer Sales

Network Management

Computer Technician

Multimedia

Computer Engineering

Expert Systems Development eg medicine or

law

Robotics and Artificial Intelligence

Data entry and control

Students wishing to study this course MUST want to learn to write computer programmes. A modern course for a modern world This is a course that has real relevance in our modern world. While learners will no doubt already have some knowledge of computers and related areas, the course will give them an in-depth understanding of how computer technology works and a look at what goes on „behind the scenes‟. As part of this, they will investigate computer programming, which many learners find interesting. Computing Through this study of computer programming, the course will help learners develop critical thinking, analysis and problem solving skills. For many, it will be an interesting way to develop these skills, which can be transferred to other subjects and even applied in day-to-day life.

COMPUTER PROGRAMMING GCSE

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In this way, the course will stimulate interest and engagement with technology and technology-related careers. Looking to the future In fact, information continues to have a growing importance. This means there will be a bigger demand for professionals who are qualified in this area. If learners want to go on to higher study and employment in the field of Computer Science, they will find that this course provides a superb stepping stone. Learners who have taken a Computing GCSE and who then progress to study the subject at A-Level or University will have a sound underpinning knowledge of this subject area. Candidates will be able to:

a) Develop a solution to the identified problem

using a suitable programming language

b) Demonstrate testing and refinement of the

code during development

c) Explain the solution using suitable annotation

and evidence of development

Overview of the assessment in GCSE Computing Computer systems and programming 40% of the total GCSE 1 hour 30 minutes written paper 80 marks Question paper includes short answer questions and essay type questions. Unit A452: Practical investigation 30% of the total GCSE Controlled assessment Approx 20 hours 45 marks Practical investigative task. OCR set scenario with choice of research tasks. Unit A453: Programming project 30% of the total GCSE Controlled assessment Approx 20 hours 45 marks Programming tasks that enable candidates to design, develop and test a solution to a problem. OCR set tasks.

What is GCSE Dance all about? is all about understanding dance performance and dance styles. The two year course is essentially practical. Students will learn and perform a number of dance pieces and dance styles. They will improve their dance technique and performance skills. Students will look at a range of professional choreographers and apply their choreographic skills to their own work. There will be opportunities to go on dance trips and perform in lots of public performances.

Course Structure

Unit 1: Critical Appreciation of Dance (42301) Written Paper – 1 hour 50 marks – 20% Unit 2: Set Dance (42302) Practical Examination Solo Performance – 1–1½ minutes 30 marks – 20%

Unit 3: Performance in a duo/group dance (42303) 3 – 3½ minutes Controlled Assessment 30 marks – 20%

Unit 4: Choreography (42304) Task 1: Solo Composition 1–1½ mins 20 marks – 15%

Task 2: Choreography – solo/duo/group 40 marks – 25% Unit total: 60 marks – 40% Physical Activity: Pupils who choose this course must recognise that they will have theory lessons at least once a week and a practical and therefore should be prepared for this. How does it follow on from what I have learned before? GCSE Dance follows on from all the dance work that students learn at KS3 (Year 7-9). You will learn a number of dances from many different cultures and styles. There will be plenty of performing for the students so the course is perfect for building confidence. What about my results? You can achieve grades A*-G in GCSE Dance. The final grade is reported in August.

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What other skills might I develop? GCSE Dance gives students a number of dance skills, but it also helps them develop life skills and attributes including decision making, critical and creative thinking, ability to co-operate with others. What could I do next with GCSE Dance? There are lots of things you could do in the Performing Arts Industry if you have a Dance GCSE. If you are unsure, the best thing would be to speak to your teacher. You could go on to study one of the many performing Arts courses offered at the school, such as BTEC National Awards & Certificates in Performing Arts. You could also go on to further education to study for an AS or A level in dance.

The media is central to our culture today. We see hundreds of media texts every day without even realising it. Websites, films, social networking, television, radio, interactive games, music, magazines and comics surround us -even in school. Media studies can help you to understand who makes media texts- and why (often it‟s to make you, the audience, spend your money!) The media reflects how we think and feel about important issues- but it also shapes how we think and feel in the first place. One of the most exciting aspects of media studies is that, once you begin to understand how and why mass media texts are produced, you can have a go at making your own! These form part of your coursework folder. The course works like this:

60% is Controlled Assessment There are three pieces of coursework at 700-800 words each, based on the practical work you have done. The final piece is a practical production carried out in a group. Typical assignments include: Making a movie trailer Making an advertisement for TV or radio

Designing a new magazine for young people

Remember though, that this kind of practical work takes a real team effort and commitment, and you have to support your work with a written evaluation.

40% is your Controlled Test This is a written exam, but you‟ll know what the topic is going to be, and in Year 11, you’ll see the stimulus material in May and prepare for it two weeks before the test. Some of the tasks are practical, and some written. Recent topics have been: Action adventure movies, crime drama e.g. CSI and gaming. What kind of student does Media Studies at GCSE? All kinds! You have to be open-minded about different types of film, TV and music…you can’t be negative just because it’s not your taste. You have to be prepared to work to deadlines in a team and take responsibility for independent work. It’s not just about watching TV! You need to care about how and why TV has been made. Although you don‟t need to be a technical genius, you need to be prepared to learn to use video editing software and a camera and tripod. You also need to take care of this kind of equipment. You need to have creative ideas and be enthusiastic about putting them into practice. Essentially, Media Skills are central to understanding the world around us. More than ever, Media Studies is about working like a real industry, professional planning, designing and pitching your ideas.

The Course

The courses purpose is to give a broad introduction to a whole variety of music. Also an insight and appreciation of different styles and approaches is developed through a combination of the three disciplines outlined

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MUSIC GCSE

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below. The course is open to any student irrespective of whether or not they are learning an instrument.

Course Description The course falls into three categories: Listening, Performing, Composing & Arranging. The course is based predominantly on practical work and is built around four specialist Areas of Study: My music, shared music, dance music, descriptive music. Listening (20%) A perceptive response and enjoyment of many types of music is required, including aural recognition and identification of musical features and structures. Assessment of this takes the form of an exam referring to a CD of several extracts of music ranging from pop and world music dance styles to classical and film music. Performing and Composing (60%) Performing As a soloist you will be required to perform on to CD, not to an audience. These performances will be a mixture of playing on your own and with others (solo and ensemble). You will also learn about your chosen instrument and repertoire. No music exams need have been taken to pass this part of the course. Composing Part of your coursework will be to compose pieces of music or songs in a variety of styles – pop songs, hip-hop, dance music, film and TV or classical style to name but a few. These pieces will be recorded on to CD. The use of computers for music will also be encouraged here but is not essential for top marks. A composition log must be kept. Creative Task (20%) A timed composition task of 40 minutes under exam conditions. This is marked by the exam board. Careers Music is particularly useful for careers and courses requiring an interest in music, self discipline and imagination. Music can lead to such careers as a Performer, Music/Occupational Therapist, Teacher, Musical Instrument Technologist or Sound/Recording Engineer. It is also useful in other Performing

and Media careers, in Arts Administration and Care/Youth work. 'A' Levels are available in our Sixth Form College in Music and also Music Technology, if there is sufficient interest.

The course This is the equivalent of 1 GCSE and concentrated on musical performance. All new BTECs have 25% of the course externally assessed or examined. Grades Available Distinction*. Distinction, Merit, Pass, Level 1. Core Unit This is externally assess and is covered in 30 GLH. Individual Showcase You will apply for a job within the perfoming arts industry. You will prepare a letter of application which will be marked online. Preparation, Performance and Production 30 GLH. You will become part of a performance company – the end product will be a performance to an audience. Musical Performance Skills 60 GLH. Identify all the skills needed for a successful performance. Review and improve these. Work is marked through video and audio footage of at least 2 performances, rehearsals, file and log book.

This course will appeal to you if you have a keen interest in sport and always look forward to your PE lessons. It is particularly helpful if you participate in sport/recreation outside of school time. Students will develop an understanding of the benefits of sport

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PHYSICAL EDUCATION GCSE

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and exercise through both theoretical and practical activities. Course structure Examination: 40% (1hr 30minutes) Practical examination: 24% performance (across 4 activities, 2 of which must be as a performer) Coursework: 24% performance (across 4 activities, 2 of which must be as a performer). 12% analysis of performance including planning, performing and evaluating a practical training programme. Course Content The theoretical component of the course if split into 2 sections: 1.1 Active and Healthy lifestyles: 1.1.1 How they can benefit you 1.1.2 Influences on your healthy, active lifestyle. 1.1.3 Active lifestyle and its influence on the muscular system. 1.1.4 Physical activity as part of your healthy active lifestyle. 1.1.5 Your personal health and wellbeing. 1.2 Your Healthy Active body: 1.2.1 Healthy lifestyle and your Cardio- vascular systems. 1.2.2 Healthy lifestyle and your respiratory system. 1.2.3 Healthy lifestyle and your skeletal system. 1.2.4 Physical activity: Healthy mind and body.

Physical Activities Students who choose this course must recognise that they will have theory lessons at least once a week and therefore should be prepared for this. The course does not offer a tiered exam. When looking at the practical options students are expected to study 4 individual sports from at least 2 differing activity groups. Any of the 4 sports may be studied as a coach or official, although at least 2 of them must be as a performer. Please see the Head of Department for a list of sports able to be studied and assessed. Further Education/Careers As well as being the ideal preparation for the A Level Physical Education course, GCSE PE allows for progression to related vocational qualifications, such as BTEC Firsts and Nationals in Sport or Sport and Exercise Sciences. The course develops the transferable skills and key skills that employers are looking for and can lead to

a wide variety of employment opportunities. This can include further training in such areas as recreational management, leisure activities, coaching, officiating, the fitness industry, the armed forces and the Civil Service.

The Course With more than 400 million speakers around the world and as the official language of 21 countries, Spanish is now the fourth most spoken language around the globe. As well as helping students to understand other European cultures, GCSE in Spanish develops the vital skills of communication, reading and writing in the target language. It will give you a useful skill when you go on holiday abroad, improve your listening, communication and memory skills, enable you to learn another foreign language when you are older, enable you to work abroad or travel abroad with your job, give you an invaluable skill for may careers (see below).

Course Description Four themes are covered:

1. My World 2. Holidays and Travel 3. Work and Lifestyle 4. Young Person in Society.

It is essential that all students have their own bi-lingual dictionary for this course. An enthusiastic and hard working student will emerge from the course being able to participate in everyday life in Spain or Latin America, apply their knowledge to a variety of contexts and communicate effectively.

Assessment The 4 skills of Listening, Speaking, Reading and Writing are assessed. Candidates are entered for the various examinations according to their ability, enthusiasm and effort.

Listening – 20% Reading - 20% Speaking – 30% Writing – 30%

The Writing paper consists of 2 pieces of controlled coursework

Further Education/Careers Statistics show that students of foreign languages have access to a greater number of career

SPANISH GCSE

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possibilities and develop a deeper understanding of their own and other cultures. Some evidence also suggests that children who receive second language instruction are more creative and better at solving complex problems. Spanish GCSE is fast becoming an essential requirement in today's world. It is particularly important in the following careers:

Translating/Interpreting; Teaching, Bilingual Secretary, Diplomatic Service, Exporting and Marketing, Travel/Tourism, Hotel/Catering, Customs/Immigration, International Relations.

Every young person we work with can gain recognition for their achievements with SkillForce through the SkillForce curriculum. Delivered through in-school and extra-curricular activities, this award programme is made up of three learning areas: My Community, My Character and My Contribution. These focus on enabling any young person aged 13-18 to raise their aspirations, build their knowledge and skills, improve their level of attainment and make a valuable contribution to their community as a responsible citizen. As an accredited award programme, The SkillForce curriculum also supports the aims of the English and Scottish education systems. Learning Area One: My Community Young people completing „My Community‟ will understand their community and how they can make a positive contribution to it. This Learning Area also ensures that young people understand their environmental impact and take responsibility for it, behaving in a responsible and caring manner. „My Community‟ also drives understanding of the needs of others as well as teamwork and working in groups. Modules include relationships, mentoring and leadership and cover outdoor activities and education on local and global issues. Learning Area Two: My Character Young people completing „My Character‟ will be able to make informed decisions and choices by

understanding the options and opportunities open to them. Moving on, they will be able to set personal goals and develop the confidence, knowledge and skills to pursue them. By having their aspirations challenged, they are able to test themselves and to manage the risks - both to themselves and others - in a safe and secure environment. Modules include healthy living, money management and rights and responsibilities as well as coping with change and identifying preferred career options, leading to young people taking their place in society and becoming positive role models themselves. Learning Area Three: My Contribution „My Contribution‟ provides young people with the opportunities and support to put their ideas into action, transforming their aspirations into achievements as a good role model and a responsible local, national and global citizen. Building on their skills, „My Contribution‟ also encourages young people to adopt an entrepreneurial spirit and to use their initiative in identifying and making use of resources to realise their ambitions for themselves and their communities. Challenge Upon completion of all three Learning Areas students will be eligible to participate in the Challenge at that Level. This will be an „out of hours‟ experience which may include an element of residential activity that relies on students using skills developed in the Learning Areas to complete a group and individual task. Young people may embark upon the SkillForce curriculum at the level which is most appropriate for them. At each level students will be expected to provide evidence that they have worked to the required standard in each of the Learning Areas. This evidence will be gathered in a portfolio and used to support the students‟ entry for nationally recognised awards and qualifications in addition to SkillForce certification at that level.

FURTHER EDUCATION/CAREERS

The course will allow students to develop an understanding of vocationally based career opportunities post 16 and the experience of life skills that can then be used in the world of work. Gaining nationally recognised governing body awards will also promote progression onto further vocational awards which will prepare the students for future employment.

SKILLFORCE COURSE (TARGET GROUP STUDENTS ONLY)

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Member of the target

group?

Choose History or Geography

Did you study French and Spanish in

Years 8 & 9?

Do you wish to study

French only?

Do you wish to study

Spanish only?

Do you wish to study French and Spanish?

Choose 2 options

Complete the Skillforce

application

Indicate French only on option

sheet

Indicate Spanish only

on option sheet

Choose 2 options

Choose 1 further option

Indicate on option sheet French and

Spanish

Hand paperwork to Form Tutor

YES NO

YES

YES NO NO NO

YES YES

Options application flowchart