Andrew Sprakes BA(Hons) Headteacher Ryecroft Road, Norton, Doncaster DN6 9AS Tel: 01302 700002 Fax: 01302 707775 Email: heads.pa@campsmount.com www.campsmount.com

Preparing for Key Stage 4

P r epa r ing fo r Key S ta ge 4 - 2013

CAMPSMOUNT A Co-operative Academy

“Developing Effective 21st Century Learners”

Preparing for Key Stage 4

About the booklet!

This booklet contains information that will help you through a successful key stage 4 at Campsmount, providing the opportunities for you to fulfil your potential and create opportunities for yourself in the future. The booklet contains valuable information, advice and guidance regarding the option choices you will be making shortly. It also offers advice on preparing for exams and revision techniques. In addition, if required, some help on dealing with exam stress and tips on how to get a good night’s sleep. The booklet also contains some thoughts from our Sixth Form Team outlining the opportunities available to you at Campsmount Sixth Form and a look at the destinations of some of our students – it is never too soon to plan! Finally, as you begin to consider the choices open to you at key stage 4 and beyond just remember there are lots of people there to help; your Parents, Tutors, Teachers, your Head of Year, the Learning Mentor Team and so on. Though the choices can sometimes be difficult, concentrate on the positive and the opportunities you can create for yourself.

If you need any help – just ask!

CONTENTS

About this booklet Introduction from the Headteacher General Advice on the options process Page 1 - 2 Core Subjects Pages 3 - 10 Extended Core Subjects Pages 11 - 13 Optional Subjects Pages 14 - 27 Important date to remember Page 28 Useful information on: Preparing for exams and revision technique Pages 29 - 30

Dealing with exam stress Pages 31 - 33 Some help for Parents Page 34 AND after Key Stage 4? Campsmount Sixth Form Pages 35 - 36 Our success in Higher Education Pages 37 - 38

INTRODUCTION FROM THE HEADTEACHER Dear Year 9 Student,

This booklet has been written to help you prepare for the future and think about the subjects that you will be able to study in Yrs 10 and 11; this part of your time at college is called Key Stage Four.

You all will be aware that we live in a much more challenging and com-petitive world than twenty years ago. It is essential that you are educated to the highest possible standard if you are to compete for jobs and careers that are well paid and have decent prospects.

I am sure you are aware that a new initiative has been introduced by the Govern-ment called the English Baccalaureate. The qualification can only be gained if students study GCSE’s in English, Maths, Science, a Humanities subject (History, and/or Geography) and a Foreign Language.

It is more than likely that Colleges, Universities and employers in the near future will begin to use the measure to distinguish between applicants in their selection process.

If your son/daughter wishes to consider an academic route into Further Education and/or University then they will need to consider this when selecting their options for study at GCSE.

Education is your surest way to success and it is vitally important that you make the very best of your abilities. It is crucial that you choose your subjects careful-ly and that you discuss these choices fully with your parents. The choices you make must be based on your own personal strengths and talents you should also take into account requirements for your chosen career preferences.

You have some excellent teachers at Campsmount and you will be provided with opportunities to make the very best of your ability. Use your talents, whatever they are, to build a future for yourself based on the best possible education.

Read this booklet carefully and get as much advice as possible from your tutor, teachers and other students. Once again, make sure you choose your subjects carefully and that you discuss these choices fully with your parents.

I wish you all the best in your choices and every success in your GCSE studies. Yours sincerely, A Sprakes Headteacher

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We will ask you to fill in a form telling us

which subjects you would most like to study.

We will use this information to produce lists

of subjects to allow as many students as possible to follow their favourite subjects.

You will have to choose your subjects from

the lists.

Sometimes you may find some of your favourite subjects are in

the same list. If this happens you will have to

choose another subject.

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ENGLISH

Choices Although it may not seem like you have a choice to study English, you all actually have choices to make. English in Key Stage 4 is full of choices for you to make independently and with guid-ance from your teachers, which will put you in good stead for your future beyond Campsmount. What gets tested? Assessment takes place throughout Y10 in the form of Controlled Assessments. Formal examinations are at the end of Y10 and dur-ing Y11. Some students will have the opportunity to study both English Language and English Literature and assessment will focus on three areas: Speaking and Listening (EN1), Reading (EN2) and Writing (EN3). Where does my GCSE come from? At Campsmount we follow the WJEC Sylla-bus for both English and English Literature and your final grade will be a combination of your controlled assessment and examination results. What are Controlled Assessments? Your controlled assessments folder consists of work that is completed in a controlled environment having spent several weeks preparing and improving drafts. ENGLISH Controlled Assessments under the title of ‘English in the world of the imagination’ are worth 40% of your final grade and are divided into four parts:

Open Writing: two assignments (10% each) using 1st and 3rd person narrative. This includes writing to explore, imagine, entertain, inform, explain and describe. Reading Literary Texts: two assignments (10% each). One focusing on exploring and responding to a text from a different culture (currently of ‘Mice and Men’) and the other studying a range of poetry and linking it by theme to a Shakespeare play. Speaking and Listening: is worth 20% of your overall GCSE grade and is divided into a variety of tasks - Extended individual contributions - you

will present your ideas on a chosen topic.

Group discussion and interaction - formally or informally, you will discuss current issues or media texts encountered in class.

Drama focused activities - role play in pairs or groups exploring the motiva-tion of characters in a literary text.

Each of the activities will have a different focus allowing you to develop your speaking and listening skills for a range of purposes.

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What happens in the exam? For English there are two exam papers worth a total of 40% of your final grade. Paper 1 - English in the daily world (Reading) 1 hour Reading: (20%) - you will answer questions on non-fiction texts Paper 2 - English in the daily world (Writing) 1 hour Writing: 20% will test transactional and discursive writing. ENGLISH LITERATURE Controlled Assessment is worth 25% of your final English Literature grade and links a Shakespeare play with a collection of poems based around a theme. What happens in the exam? You will sit two 2 hour written papers worth 75% of your grade. Unit 1 (35%): Prose (different cultures) and poetry (contemporary) has two sec-tions.

In Section A you will need to answer two questions on the text we have studied which will be ‘Of Mice and Men’. In Section B you will answer one question comparing two unseen poems.

Unit 2b (40%): Literary heritage drama and contemporary prose requires two texts to be studied. For our play you will study either - ‘Blood Brothers’ OR ‘A View from the Bridge’ and for the novel you will study ‘Lord of the Flies’. You will then have to answer two questions on the play and two questions on the novel. Anything else? If you haven’t noticed already, the Con-trolled assessment you will complete throughout the course covers all the skills you will need in your final examinations—practice makes perfect! As with the rest of your GCSE subjects there are deadlines to meet and your work must be your own. However, if you put in the effort you will get results.

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MATHEMATICS Tiers of entry:

The course The mathematics course followed is AQA Linear GCSE. This follows the Government’s new legis-lation with regard to examinations where the whole course is externally assessed at the end of the course.

Regular internal assessments will ensure that students’ progress is closely monitored during the course and movement between teaching groups and tiers of entry will be made to allow them to achieve the best grade that they can.

Assessment The scheme of assessment is linear with two

papers at each tier to be taken in the

same examination series as below.

External examination sessions are November and June

Student will be entered for examinations as they are ready, likely examination periods are:

June series during Year 10 for highest performing students

November during Year 11 for remainder of the year group.

June of Year 11 will involve all students in mathematics examinations.

Level 2 Further Mathematics The highest performing students will be given the opportunity to study mathematics at a higher level than GCSE during Year 11. This will provide a fantastic base of knowledge in prepa-ration for A level study, both in mathematics and other related subjects. It will also provide a further mathematics qualification alongside their GCSE.

A calculator of their own is an essential item of equip-ment for all GCSE students, as they need to be familiar with the layout of the calculator that they will use in examinations. Suitable calculators can be pur-chased from the mathe-matics department at school, ask a member of the department for advice.

Tier Target Grades

Higher A* - D

Foundation C - G

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SCIENCE

Science helps us to understand many of the things that happen in the physical world. We can use our knowledge to predict what will happen in unfamiliar situations. Most importantly however, Science provides us with techniques and skills for finding answers to questions. New technology affects us all and we are only just becoming aware of our impact on the environment. Everyone has the right to influence deci-sions made in these areas, but we need to understand them first.

Fancy being a Crime Scene Investigator or a Forensic Scientist? Being a Food Taster? What about Aircraft Maintenance or design-ing racing bikes? Forecasting the weather or launching a satellite? It could be possible with a good background in science!

Good qualifications in science are valued by employers and colleges of further and high-er education. Science, along with DT, Maths and ICT is increasingly important to those looking for a career in an advancing technological society.

All students at Campsmount will study science at key stage four.

Generally, students are taught within the specialisms of Biology, Chemistry and Physics although there are three main routes to GCSE or equivalent science qualifi-cations.

All routes will, however lead to the award of at least two GCSE levels, or equivalent, for the subject.

Here at Campsmount, the Science Depart-ment provides GCSE separate sciences, BTEC Applied Science courses and the double GCSEs of Core and Additional Science.

Students will be advised on these courses in Yr9.

Many examinations are unit tests and these tests are taken termly through the course. Students with good GCSE Science grades are ideally placed to continue their study of science to a higher level, possibly in the 6th Form.

During the course all students will complete a Practical Skills Assessment in Biology, Chemistry and Physics. They will also sit a written Investigative Skills Assessment in all three sciences in both years.

BTEC ‘First Extended Certificate in Applied Science’ Courses are based on coursework which is both internally and externally assessed, plus one small exam. Students can achieve the equivalent to two grades C or above at GCSE.

Much of the work will be practical and inves-tigative. Homework plays an important role in your learning and you can expect at least three homework assignments each week.

Ms C Jones Head of Science

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DESIGN TECHNOLOGY OPTIONS At a glance :

GCSE Catering

GCSE Graphics GCSE Resistant Materials

GCSE Textiles

In year 10 all students decide upon a focus area to follow in

Design Technology.

Why do we make two choices? Safety of students is very important and we do have to limit the size of the groups we teach to ensure students work in a safe environment. This is the

reason why we ask for a first and second option choice from 4 focus areas.

All courses include practical work and

students may be asked for a financial

contribution to the practical work made. In GCSE catering students will

be expected to provide their own

ingredients on a regular basis.

Make a WISE choice

ork out what you are good

at and what you enjoy.

nvestigate what the courses involve.

peak to your DT teachers

xamine the reasons for your

choice – is it the ‘best for you’?

How to be successful in Key

Stage 4 Design Technology

Make the right choice for YOU!

Think about what you want to do in the future, what you are good at and

what you enjoy studying. You should not choose subjects because you

want to do the same as your friends, nor because you like the teacher.

You may find your friend ends up in

a different group or the teacher is not the one you expected! Choose

the option choice which is best for you.

Ask for Help

You do not have to make this important decision alone. All your DT

teachers are here to help you – to

tell you what the course involves and to offer advice. You should also talk

to your parents and any of your family who may have experiences of

the courses on offer, although some of these courses are fairly new to DT

at Campsmount

Finally – remember to pick 2 choices

– a first and a second, in case we

can’t fit you into your first choice.

W I S E

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GCSE Catering (WJEC) Course Details

Students will study the following aspects of the food and drink

industry: Food preparation, cooking and

presentation, Nutrition and Menu Planning

Costing and portion control

Communication and record keeping.

Students will acquire this knowledge and experience through various

practical and written tasks. As

practical work is

an

essential part of

the course

students will be

expected to

provide the necessary ingredients

and wear appropriate protective clothing for every lesson.

Assessment Requirement The scheme of assessment consists

of two components • Unit 1 Practical Tasks and

evaluations - 60% • Unit 2 Written Examination - 40%

This course may include the serving

and preparation

of food for food events,

this may include time

out of the normal

school day

e.g. parents evenings,

school production catering etc.

Possible Benefits

This option not only gives a sound basis for entry onto vocational

courses in Hospitality and Catering, but also career opportunities in Food

Manufacturing, Marketing, Retailing

and the Catering Industry.

GCSE Graphic Products

(AQA 4550)

Course Details

The Graphic Products course has been designed to encourage students

to be able to design and make products with creativity and

originality, using a range of graphic

and modelling materials. They will learn how to produce and present a

portfolio of work and communicate their ideas effectively. They will be

encouraged to understand and apply colour to a design, to develop spatial

concepts, to use typography to enhance a design and to understand

graphic materials and their

manipulation. They will design and make products of high quality using

graphic media and new technologies

Assessment Requirements Single Tier assessment A* - G to

cater for students of all abilities. Written Paper-2hrs, 40% of final

mark.

Coursework Project- 60% of final GCSE

grade. As part of their

coursework, the students are required

to produce a design portfolio compiled of 25

A3 sheets. Students

will be required to purchase drawing

equipment and A3 folders.

Possible Benefits This course is ideal for

students who are interested in design and enjoy being creative.

Possible careers include:

Graphic Designer, Illustrator, Website Designer, Interior Designer,

Product Designer, Photographer and many more!

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GCSE Resistant

Materials (AQA)

Course Details

Resistant Materials GCSE offers students

the opportunity to develop and demonstrate their design and

technology skills whilst working predominantly with wood, metal and

plastic. They will undertake various

projects designed to extend their knowledge and understanding of

product design, safe working with hand tools and electrical tools,

industrial manufacture, the introduction of new “smart” materials

and individual prototyping skills to design and produce quality products.

Assessment Requirements Single Tier assessment A* - G to

cater for students of all abilities. Written Paper-2hrs, 40% of final

mark.

Coursework Project-60% of final GCSE grade.

As part of their coursework, the

students are required to produce a design portfolio compiled of 25 A3

sheets.

Possible Benefits The subject encourages and develops

designing, creativity, innovation and problem solving-essential skills for

everyday life. Careers in manufacturing and

engineering are possible pathways.

GCSE Textiles (AQA 4572)

Course Details

The Textiles Technology Course has been developed to enable students to

demonstrate their creativity with the making of textile products.

They will be encouraged to explore the properties of different types of

fabrics and understand the

importance these different fabrics have to a design.

Assessment Requirements Single Tier assessment A* - G to cater for students of all abilities.

Written Paper-2hrs, 40% of final mark.

Coursework Project-60% of final

grade.

Coursework Project: This is an extended piece of work in which

students identify a problem and then design and make a textiles solution.

As part of their coursework, the

students are required to provide their

own fabric if they do not wish to use the fabric provided by Campsmount.

Possible Benefits

This course is ideal for students who are

interested in design and enjoy being creative.

Possible careers include:

Fashion Designer, Shoe Designer, Costume

Designer, Freelance Textiles Designer,

Textile Surface Designer, Textile Engineer, Textiles Artist and

many more!!

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PHYSICAL EDUCATION CORE

Over key stage three and four the physical education programme covers a wide range of physical activities. Key Stage 4 Throughout this key stage physical educa-tion is more leisure based, highly encouraging students to participate in a healthy lifestyle. The programme of study is different to that of key stage 3. Students have the opportunity to display learnt skills and are highly encouraged to ‘lead’ and direct their own activities.

This is supported by a programme of SLA (Sports Leaders Award) which is an option in Yr11 allowing participating students to gain a sports leaders award. Throughout Y10 and Y11 students can exercise their independence and have the choice of opting into a number of activities. Football, dance, basket-ball, netball, badminton, aerobics and circuit training are just a small number of activities offered. All students have the opportunity to spend a period of time in the fitness suite.

These add to the breadth of your school life and are:

Personal, Social & Health Education

including aspects of Religious Education

Citizenship and Enterprise Education

Careers Education

Work Experience

Key Skills development

These topics are covered across the other subject areas and through

Alternative Curriculum and Immersion Days.

Alternative Curriculum Days

Our Alternative Curriculum offers a dynamic approach to developing personal, social and emotional well being as well as enabling our students to become responsible and caring citizens.

Central to this approach is the collapsing of the normal timetable where Year Teams facilitate learning experiences and days that go beyond the traditional boundaries of 50 minute periods.

Teachers are encouraged to be creative and innovative in their delivery and external agencies help to create memorable learning experiences. These include a huge range of visitors that present interesting and thought provoking sessions.

The days are based around 6 themes: Identity and Relationships, Healthy Lifestyles, Personal Risk, Enterprise,

Community and Personal Aspiration.

Topics within these themes include: Anti-social behaviour, peer pressure, drugs awareness, personal finance, sex & relationship education and living with a disability to name just a few. These days have been very successful for a number of years now and has involved training over 100 schools from the UK.

Mr Portman

DANGERS OF SMOKING SUPPORTING BLIND PEOPLE LIVING WITH A DISABILITY

11

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Careers Guidance

The careers course, which is integrated with the PSHE programme, aims to develop self awareness, decision making, communication and job search skills and a deeper understanding of the world of work. Students will be encouraged to participate actively in a range of simulated situations and exercises to develop a confident and organised approach to personal career planning.

The careers programme covers many aspects especially tailored for years 10, 11, the sixth form and beyond. Careers topics covered in Y10 include enterprise, entrepreneurship and personal aspirations that fit closely with work experience. In year 11, study skills, preparing for work, CV writing, letter writing and inter-view preparation are covered. Furthermore, managing finances is analysed in a creative and fun way to prepare you for life after Y11. Where do you go for help?

In college there are loads of people that can support, advise and guide you; tutors, head of year, subject teachers. Furthermore, if you want to arrange formal interviews then Mr Grove (Careers Co-ordinator) and Helen Green (Careers Advisor) are available. There is a section in the library devoted to careers and there is also an online college package to help you with your decision making. Outside of college: www.doncastercareers1419.org Nord Anglia, Lazarus Court, Bradford Row, Doncaster: tel 01302 366065

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What is Work Experience?

Work experience is a placement on employers’ premises in which a learner carries out a particular task or duty, or range of tasks or duties, more or less as would an employee, but with the emphasis on the learn-ing aspects of the experience. (Department for Education)

In other words, it is experience of the world of work with specific learning aims and objectives that are normally established by your school. Essentially, work experience is an educational activity which is best thought of as time in an alternative learning environment. Why is work experience important?

Work experience is an essential part of Work Related Learning, which is now a major part of your curriculum. The Government is committed to improving the employability of young people and meeting the recruitment needs of prospec-tive employers both nationally and regionally. As such, having a successful work experience placement is vital for your future success. In

addition to enhanc-ing your personal, social and vocational education, work ex-perience provides a solid basis for key skills such as employ-ability. A successful work experience can

lead to you gaining a good reference from the employer which will be very useful when applying for other employment opportunities, Further Education or Higher Education such as Colleges or Universities etc. In some instances, employers have been so impressed with students they have offered them Saturday work or even an apprenticeship. When does my work experience take place? During the summer term of Y10.

What can I expect to do on work experience?

Whilst on work experience, students will normally carry out a range of tasks or duties which can involve work shadowing, work obser-vation or visits, work-based projects, attendance at company briefings or meetings, undertaking mock interviews or participating in a mentoring programme. Generally employers will treat students as though they were new employees. However, emphasis is always made on the learning aspects of work experience in order to gain a deeper understanding and therefore be better prepared for life in the adult work place. For some industries, in the interests of your Health & Safety the majority of your role will be to work shadow. For example, if you have a placement in an engineering firm and will be surrounded by dangerous machinery that you are not trained to use, it is more than likely that you would shadow an engineer to watch what they do and learn from them. Please note that due to work experience being part of your education you are not allowed to be paid by employers. Further Information Should you require any further information or have any concerns regarding work experience please contact Mr Blair or Mrs Marshall at school.

Mr T Blair & Mrs Marshall

You may choose 4 subjects from Block A

OR You may choose 2 subjects from Block A and 1

subject from Block B

BLOCK A

Art & Design

Business Studies

Drama

French

German

Geography

History

ICT

Leisure & Tourism

Music

PE

RE

BLOCK B

Health & Social Care

BTEC

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GCSE ART & DESIGN

These groups will be made up of those

students who want to pursue Art and Design and who have a real

interest in these subjects.

There will be an opportunity to use a wide range of materials e.g. paint, clay, fabric, printing inks, computer graphics. Students will be required to work with many of these media. The course will also include some written work, based on the historical and sociological aspects of Art.

The GCSE consists of students producing a personal portfolio of artwork, over the two years. This makes up 60% of the GCSE. The remaining 40% is assessed from the externally set assignment where there is a preparatory period of study prior to a 10 hour timed set task. Homework is an es-sential part of the course and it is expected that every student complete this on a regular basis.

All of these areas of the examination will

indicate evidence of attainment and

achievement in Art and Design.

15

GCSE Business Studies Introduction The GCSE Business course prepares students equally for the workplace or sixth form studies. The skills you develop are easily transferable and are relevant to the world around you. Good skills in Maths and English would be a benefit. The course is divided into 3 units:

U1: This is 25% of your overall GCSE. It is a practical start to GCSE business and involves you doing some research and then writing a report on one company. You have to write about: Market Research Marketing the business How the business can improve and be more successful

U2: This is 25% of your overall GCSE. This is traditional, where you have to learn material and then sit an exam in May. The topics you will learn about are: Owning and running a business Location of businesses Business growth How to motivate employees

U3: This is a big unit and takes the whole of year 11 to get through! Again, you have to sit an exam in May. Topics include: Production and making products Quality The economy How the government affects businesses International businesses Business ethics

We try to get out and see as many businesses as we can and there may be an opportunity for you to visit New York in Y11

Unit 1: Year 10

Unit 2: Year 10

Unit 3: Year 11

Any questions or you just want a chat see Mr Grove

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DRAMA

GCSE

Students following the GCSE Drama course

will have a real interest in all aspects of

Drama and Theatre. The course delivers

one GCSE qualification.

The course offers opportunities to experi-

ence a wide range of dramatic and

theatrical activities and skills including

acting, design, technical skills, theatre

crafts, workshops and theatre visits.

Homework is an essential element of the

course and comprises both written and

practical tasks to be completed by students

on a regular basis.

The GCSE examination comprises:

60% teacher assessed practical

demonstration with accompanying

written controlled assessments.

40% external practical examination.

Students are assessed on their exploration

of a given play script and their exploration

of a theme/topic using given stimuli, in

order to devise pieces of Drama. These two

pieces are internally assessed under con-

trolled assessment conditions. Students are

required to write three assignments

explaining the methods they followed during

their practical assessments, as well as the

review of a live theatre show. It is there-

fore a compulsory element of the course

that students attend theatre trips.

Following the completion of the internally

assessed controlled assessments, students

will begin preparing for a performance of a

scripted play, adaptation of a story or a self-

devised piece of Drama. This will be

assessed by a visiting moderator and is

worth 40% of the final GCSE mark.

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FRANÇAIS

The emphasis throughout this two year course is on practical communication. Our aim is to develop the students’ skills as identified in the National Curriculum and the GCSE syllabus in: Speaking French. In the event of a

visit to France, or French speaking country, meeting or receiving a French speaking person.

Writing French, to communicate with French friends or, more formally for example, to book a campsite or hotel accommodation.

Reading and understanding French, for example signs, brochures, magazines and newspaper articles when travelling in France.

Listening to and unde r s tand ing French using authentic audio and visual material.

The GCSE examination tests these four skills. It is designed so that should students experience a weakness in a particular language area, they are given the oppor-tunity to build on their strengths and thus achieve their best possible grade.

Students will follow the AQA syllabus, which offers both Foundation and Higher levels in listening, speaking, reading and writing. Listening is worth 20%, reading 20%, speaking 30% and writing 30%. Each student will produce two short speak-ing assessments which will be internally assessed and will also submit two written tasks. All students will have regular contact with a French Assistant in Yrs 10 and 11. It is essential to have a small bilingual English/French dictionary and a revision guide. The use of ICT is both allowed and encouraged!

Venez à la découverte de la culture française.

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DEUTSCH GCSE

Why take this course? Who is it for?

If you enjoy a range of different activities and learning styles and would like to gain a life skill, not just a subject, learn a language! Learning a language makes you a better all round communicator and deepens your understanding of other cultures and countries — vital for life in the 21st Century. Languages are highly valued by both employers and universities and people with languages qualifications often have better access to higher salaries because so few Britons have these skills. Access more of the world - learn German! If you want to achieve the English Baccalaureate which some universities may list as part of their admissions process, then you must choose a modern language. What does this course involve and how am I assessed?

You will study several different topics, expanding on what you have learnt in KS3. The course is assessed

across 4 units, listening, speaking, reading and writing. Listening and reading are assessed by examination and total 40% of the final marks and speaking and writing are assessed by controlled assessment and total 60% of the final marks. How will the teacher help me revise and prepare for exams/controlled assessment?

Early on in the course, it will become clear whether you are a visual learner, auditory

learner or prefer a kinaesthetic approach. We will cater for these differing learning styles by using music and rhythm, mime and gesture, colour coding and drawing. You will be taught tactics to improve your memory, including the importance of repetition, ‘the look, cover, say, spell, check’ method of recalling vocabulary, the value of visualising words, use of acronyms, word association, categorising and brainstorming and how peer assessment can improve your own understanding.

What possible careers follow on from this course?

A language can help you move up the pay scale in many professions which involve any international links - business, banking, the armed forces, government, the travel industry, interpreters and translators and languages are important for

teaching. Since the introduction of languages in primary schools, a teacher who can speak a language has an advantage over others.

Who do I see for further information?

Mrs High

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HUMANITIES Why should I study Humanities? Humanities teaches you skills that you will use every day of your adult life whether you are at work, on holiday, watching TV or voting in a general election! As well as learning information about the world around you, past and present you will develop a range of important skills includ-ing:

Written and spoken English Questioning and criticising Research Presentation Analysing graphs and diagrams Understanding different points of view Using Information Technology Making choices and decisions Forming opinions and clear arguments An understanding of other cultures Working with other people Understanding politics & governments For what job will these skills be use-ful?

Any job involving working with the public or working as part of a team uses these skills e.g.

Police Force Social Work Administrative or Clerical jobs e.g. Civil

Service, Secretary Jobs involving management e.g. Retail

Management, Leisure Management Jobs involving researching and writing

e.g. Journalism, Publishing, Research Assistants

Jobs working in Libraries or Infor-mation Centres

Advice Centres Teaching and Lecturing

Jobs involving Geography, e.g. Travel & Tourism, Town Planning, Conservation, Teacher. Jobs involving History e.g. Museum Curator, Archivist, Teacher, Archaeologist. Jobs involving RE e.g. Police, Social Worker, Local Government. Jobs involving Leisure & Tourism e.g. Holiday Representative, Gym Fitness Instructor, Lifeguard, Tour Guide, Travel Agent, Park Warden, Restaurant staff, Sales Assistant.

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GENERAL ADVICE ON THE OPTION PROCESS

In Year 10 (Key Stage 4) you will follow a core of subjects:

You will take part in:

Personal, Social & Health Education,

including aspects of Religious Education.

Citizenship and Enterprise Education

Key Skills Development.

Careers Education in which you will

obtain information about the wide range of qualifications available to you post 16.

Work Experience.

You will opt for up to four other subjects. Final placement will depend on guidance and on timetable provision. Some subjects have limited group size and occasionally we do not run some subjects if there are insufficient numbers of students opting.

We offer the following subjects: Art and Design Business Studies Drama French German Geography Health & Social Care BTEC History ICT Leisure & Tourism Music PE RE The full award in BTEC Health & Social Care is equivalent to two GCSE’s. This subject will take up two of your options.

The ICT course leads to the OCR Cambridge National in ICT. The full certificate is equiv-alent to two GCSE’s. BEFORE YOU CHOOSE Read the whole booklet carefully.

Think about what you want to do. Do

you have a certain career in mind? Does that career need certain subjects? Speak to Mr. Grove and to your tutor. Think about your own skills, your

strengths and your preferred learning style. Discuss your choices with your parents.

You will also discuss your choices with a member of staff. Make sure that what you choose suits you. Do not go for a subject because a friend chooses it or just because you like the teacher. You will be on this course for 2 years. It has to be the best choice you can make!

P.T.O. for what happens next . . .

English Mathematics Science Technology Physical Education

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GCSE GEOGRAPHY

Geography is a popular and exciting subject that tackles the important issues that we face currently. The world we live in is likely to change in the next 50 years more than it has ever done before. Geography explains why and helps you to prepare for those changes and really does put the world in your hands! Geography tackles the big issues: Environmental responsibility Our global interdependence Cultural understanding and tolerance Commerce, trade and industry If you study geography you will: Know about Local, National and Global

issues Learn how to use maps, photographs

and diagrams to help you explain ideas Appreciate that people have different

views and that there are different solu-tions to issues

Develop skills for the future including literacy, numeracy, ICT, problem solving, team work, thinking skills and enquiry

If you decide to take GCSE Geography you will study a range of different topics and ge-ographical skills within the 2 year course. The Course is split into four units, each worth 25% of the final grade. The units are:

Unit 1: Dynamic Planet Unit 2: People and the planet Unit 3: Making geographical decisions Unit 4: Researching Geography Units 1 & 2 are exam based and last 1 hour 15 minutes each, allowing students to demonstrate their understanding of content throughout both years. Unit 1 and Unit 2 will be assessed in Y11.

Unit 3 is a ‘decision - making’ unit where students will access a booklet provided in the exam, allowing them to develop skills learnt throughout Unit 1 & 2 and apply to enquiry based questions.

Unit 4 is a Controlled Assessment, where students will investigate a theme, taking in fieldwork and writing a report. The theme of Controlled Assessment will change every year.

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INTRODUCTION TO GCSE HISTORY MODERN WORLD

Why study History?

History is about people—real people whose lives were sometimes exciting, like being a ‘flapper’ in the 1920s and sometimes fright-ening, like sharing a muddy war-torn trench with rats, and feeling sick with fear waiting for the enemy to attack. Whatever their lives were about, there is a fascinating and sometimes tragic, story behind them. As well as being exciting, this course will help you develop skills which will be useful in a wide range of jobs or in the further study of History.

You will study: International Relations, 1919-1989

(the core); How British society changed, 1890-

1918; An indepth study of Germany 1919-

1945 You will learn the following skills:

How to interpret and evaluate pieces of information (sources);

How to communicate and apply your knowledge;

How to describe and analyse the key features of the period studied;

Critical thinking and problem solving.

You will have the exciting opportunity to study photographs, films, electronic resources, newspapers and original written sources, all of which will help you to develop our own interpretation of what has happened in the past and why it has happened. Assessment: The examination papers cover the full range of grades from G to A*. There are three aspects to your assessment. Coursework: (Controlled Assessment) You will write one assignment of about 2000 words. The topic is surrounding how tech-nology in warfare has changed between 1914 - 1959. Examinations: You will sit two examinations.

Paper 1 (2 hours) This is designed to test your source-analysis skills as well as your essay skills and will be on the core content and Nazi Germany.

Paper 2 (1½ hours). This paper has six compulsory questions set on a range of sources and is a detailed investigation of an historical issue taken from Britain 1890-1918.

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The OCR Cambridge Nationals are vocationally related qualifications that take an engaging, practical and inspiring approach to learning and assessment.

They’re industry relevant, geared to key sector requirements and very popular with schools and colleges because they suit such a broad range of learning styles and abilities.

K e y F ac t s

Cambridge National ICT is a

brand new course introduced in

2012. It combines theory

elements which include the very

latest developments in the field

of ICT with practical design

elements.

A s se ss me n t

All units in Year 10 and 11 are

assessed by controlled assess-

ment.

L i fe a f te r Cambr idge

Na t iona l ICT

This course will provide a solid

foundation of a wide variety of

skills which you can utilise in

your next steps. These could

include:

A-Level ICT

Cambridge TEC ICT

Apprenticeship

For more information on this

course feel free to speak further

to Mr. King, Mr. MacFarlane or

Miss. Darrington.

Further information can also be

found at www.ocr.org.uk/

The course is worth 2 x GCSE’s to the successful students, build-ing on the ½ GCSE achieved in Year 9. All units in Year 10 & 11 are assessed by controlled assess-ment portfolios. These units usually involve the design and creation of digital assets to suit a given design brief.

The units in Year 10 and 11 follow on from the Short Course (½ GCSE) studied in Year 9. Students will need to have passed both mandatory units in Year 9 to successfully complete this course. Students who have not passed 1 or both units in Year 9 will need to complete these units outside of

lessons during Year 10.

Units studied

Unit Unit Title When Studied

R001 Understanding Computer Systems Completed in Year 9

R002 Using ICT to create business solutions Completed in Year 9

R005 Creating an interactive product using multimedia components

Year 10

R006 Creating digital images Year 10

R007 Creating dynamic products using sound and vision Year 10

R003 Handling data using spreadsheets Year 11

R004 Handling data using databases Year 11

R009 Exploring computer hardware and networks Year 11

OCR Cambridge National in ICT

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LEISURE AND TOURISM

This course consists of two modules covered over a period of two years.

Module 1 — The Leisure & Tourism

Industry

This module is about all the different leisure and tourism organisations and industries in the UK and why and how people use them. It is the module which has an external examination at the end of Y11 which lasts one hour. The exam includes information on:

Different components of the leisure industry including different home based leisure and visitor attractions.

The facts that influence leisure and tourism choices.

Employment within the leisure industry and tourism industry.

The advantages and disadvantages of different transports.

Different types of holidays and accom-modation.

The different components of the tour-ism industry including travel agents and tour operators.

Health and safety in leisure and tour-ism.

New technological developments in the industries.

The different types of tourist destina-tions, sustainable tourism, Eco tourism, the impacts of tourism.

Module 1 is 40% of the final mark.

Module 2 - Marketing in Leisure and Tourism This module is all about the different marketing techniques used in Leisure and Tourism plus new technologies. It is linked to the Dome Leisure Centre. It is assessed by four pieces of controlled assessment. Research for assessments can be done at home but the controlled assessments have to be completed in college under controlled conditions. There is no examination in this Module.

Module 2 is 60% of the final mark. There is a lot of writing in this GCSE option. It is beneficial to the final mark of the course if a student’s work experience place-ment is linked to any aspect of leisure and tourism. For further information about the course please see Mrs Elmes.

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GCSE MUSIC Students following the AQA Music GCSE course will have an interest in all aspects of music. They may already play an instrument or sing or have a particular interest in mixing, re-mixing and sequencing music. They will improve on the skills they have

developed at Key Stage 3 and go on to learn

new skills in composing, performing and

analysing music through a wide variety of

musical styles. In this course the student

has the chance to arrange the coursework

around their particular musical interest.

Therefore, if you are a saxophone player

you will have the opportunity to perform

solo and ensemble improvisations or tradi-

tional pieces, if your interest lies in Music

technology you can perform using a

sequencer and/or develop your skills in

multi-track recording an ensemble.

Music GCSE is a flexible approach to study-ing music and allows the student to build on their own particular interests and abilities. The course is split between 3 skill bases:

Performing music – 40% of the overall GCSE mark

Composing music – 30% of the overall GCSE mark

Listening and Appraising – 30% of the overall GCSE mark

The focus for learning in the course is provided by the five Areas of Study and these are taught through three main strands:

As well as developing musical skills, GCSE

music also enables the student to develop

Key Skills in Communication and Infor-

mation Technology which are important

skills to have for the future in whatever

profession they choose. Also, because of

the nature of the course students will

develop their independent study skills

through personalised learning as they

choose which coursework path they would

like to pursue.

Through - 3 main strands

The Western Classical tradition

Popular Music of the 20th & 21st

centuries

World Music

Five Areas of Study

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GCSE PHYSICAL EDUCATION

Why choose PE?

The content of this course is designed to enable students to enjoy and understand the benefits of a healthy and active lifestyle. It can provide a route to further education such as ‘A’ levels, Diplomas and Higher Education in PE as well as related career opportunities.

What is the course made up of? 40% - knowledge and understanding of the active participant This is in the form of a written paper which includes short answer questions and extended answers based on a scenario issued prior to the exam. The 2 topics which you are examined on are: Linking physical activity with diet, work

and rest for personal health and a balanced healthy lifestyle.

Making informed decisions about get-ting involved in a lifetime of healthy activity that suit their needs.

The exam is marked out of 80. The exam is 1½ hours and takes place at the end of Yr11. 60% - The active participant

Four assessments from at least 2 ways of thinking (these include games, gymnastics, dance, swimming, and athletics).

Each assessment is marked out of twenty. Ten marks for skills and ten marks for impact in a game situation. At least 2 of the assessments must be as a player or performer however the new syllabus allows students to be assessed in a different role e.g. umpire, coach, leader, organiser. What will you be expected to do? Be motivated and have a desire to

achieve Commit and participate in regular and

varied extra curricular activities. Complete and hand in weekly home-

work during your theory lesson.

You can get more information about the course at www.aqa.org.uk

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GCSE RELIGIOUS STUDIES with particular emphasis on Philosophy and Ethics AQA Examination Board

The syllabus is designed to provide a struc-ture for the study of religion and aims to cater for students of any religious persuasion or none. This course provides an opportunity for stu-dents who have an enquiring mind and who like to discuss their views as well as listen-ing to others to put their skills into practice. Students will study Christianity and one oth-er world religion for part of the course. There are no right or wrong answers provid-ing one has the capabilities to take into account various view points including those you may disagree with. The philosophical aspects of the subject gives students the chance to complement other areas of the curriculum such as Science (Religious Studies also looks at the theory of evolution and the idea of a Big Bang at the start of the universe).

Topics covered include: Relationships both sexual and platonic Crime and punishment Abortion and fertility treatments Environmental issues + natural

disasters Moral and immoral occupations Suicide Euthanasia War Racism + other forms of discrimination Poverty Drugs - legal and illegal The Media Animal Rights

There are two examinations at the end of the course.

The examinations are 1 hour 30 minutes each and are taken in the Summer term of Year 11. For further information please see Miss Winters

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BTEC EXTENDED DIPLOMA IN HEALTH & SOCIAL CARE

Health & Social Care deals with develop-ment through the life stages and how different factors affect health and well-being. You will learn about the different health and social care services, often directly from people working in those services. You may visit and perhaps do work experience in nursery schools or care homes and day centres. You will consider how healthy people are, and how their health can be affected by factors such as diet, exercise, drugs, alcohol etc. You will find out about different job roles within the Health & Social Care sector and how organisations are structured. You will need to complete eight written assignments on different topics related to the course. There is no examination.

The BTEC Certificate (4 units) is equivalent to two GCSE’s and the BTEC full Diploma (8 units) is equivalent to four GCSE’s. The units of study and assignments are: 1. Communication 2. Individual Rights 3. Individual Needs 4. Health & Safety 5. Culture and Diversity 6. Anatomy 7. Development through

the life stages 8. The Impact of diet on

health Success in this course allows you to contin-ue in to the Sixth Form to do Level 3 BTEC National, or to go to College to take alterna-tive Health Care Courses, or take up employment in a related area.

For further information see Mrs A Guest or Miss S Smith

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IMPORTANT

DATE TO

REMEMBER

YR9 PARENTS’

EVENING

TUESDAY

15 JANUARY 2013

4.00 – 6.30pm

As well as discussing your

current progress you will

also be able to ask your

subject teachers about your

suitability for the optional

courses in this booklet

Some help with revision and preparing for exams!

Make revision active! If you are actively involved in doing some-thing during revision you are much more likely to remember your work. Just sitting and reading through notes is not a good method, there are better ways of doing things. For example: Writing revision notes Reading notes aloud Recording key points onto an iPod or

phone Discuss topics with a friend Test yourself Get others to test you Rewrite notes Try past exam papers Use revision websites

Creating revision notes!

Make them early, once each section of work is complete write your notes and keep them.

Avoid long lengths of text. When writing them create your own short hand – they are for your use, not other peoples.

Keep your notes spaced out, don’t cram too much in.

Clearly mark headings and titles, divide work clearly.

Use colour to section up your work, diagrams and drawings will help.

Once each section is completed, read through your notes and learn your work gradually. This will help your understanding throughout the course.

If you do not write your revision notes at the end of each section then make a list of all sections you have covered and work through these to build your file, but remember to leave plenty of revision time!

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Using your revision notes!

Choose a topic and get your revision notes ready, do not always pick your favourite subject or topics you are good at.

Read through your notes and try to recreate these in your mind.

Put your notes to one side and try to recite or write out your notes.

Compare what you have said (or writ-ten) with your notes and concentrate particularly on anything you may have missed out.

Repeat this process by testing yourself again.

If you struggle to remember things, visit the Learning Mentors. They have a range of information leaflets with handy tips and advice. These can also be downloaded from Frog (go to class-room, school departments, learning mentors, leaflets).

Constructing your revision time-table!

Draw up a list showing the dates and times of all your exams and work out how many weeks you have left.

How intense your revision timetable needs to be depends on how close your exams are. It is better to start early and build up your revision gently rather than leaving it late and panick-ing.

Timetables are a good way to organise your time but allow some flexibility. If you do not stick rigidly to your time-table it does not mean it is not work-ing.

When it comes to designing your time-table you could divide it up in a number of ways. For example in sessions; morning, afternoon and evening or in hours – you choose the one you prefer.

Design your timetable for the first week and trial it. You may need to adapt it to suit your style of learning.

For each subject make a topic check-list. These need to be added to your timetable. They will not all fit in the first week so keep it manageable and once you have revised a topic cross it off your list, this will allow you to see your progress.

You will need to revise each topic more than once, three times if possible to ensure you remember it well.

When designing the timetable make sure you balance your subjects and spread them out over the week and make sure you leave time for leisure activities.

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So you’ve got your notes and timetable so now what? Set a start and finish time and stick to

it! A reasonable length for a session is between 1-3 hours with breaks, but come back, wandering off after 20mins is not going to get you far. You do not even have to get up from your chair to take a break, just sit and daydream for a while – find out what works best for you.

Try to work in good light and have a

bottle of water to hand. Make sure you have all the equipment

you need so you don’t need to look for it.

Clear your work space of any irrelevant

material that may distract you. Find a quiet spot and if you are going

to listen to music, keep it at a low vol-ume and choose something that won’t distract you.

Sometimes just getting up and moving

around or changing your sitting posi-tion can help your concentration.

The school offers a programme of

revision classes so take advantage of these.

Always end a revision session by

summing up or by testing yourself. A quick re-cap just before you go to sleep on the topic you have looked at that day will help your brain to remember work.

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As the exams approach… The evening before… Keep your revision to a sensible

length, don’t try to re-cover every-thing.

Get all your equipment ready for the morning; make sure you include spare pens and your calculator if needed.

Try to get a good night’s sleep. Get up in plenty of time and have a

good breakfast, your brain needs food! Leave home in plenty of time, making

sure you have everything with you. If you want to do some last minute

revision do so, but only if you know it will calm your nerves and not make you panic.

Make an arrangement the day before

that when you meet your friends you will not talk about the exam but pick a neutral subject that will keep everyone calm.

In the exam hall… Once you have found your seat, you

have plenty of time as the exam regu-lations are read out. Read through the instructions on the front carefully.

When you open that exam paper pre-pare yourself, there are supposed to be some difficult questions – if you found them all easy then the paper has been written wrongly.

Ease yourself in gently, read the first question carefully and begin in your own time.

Concentrate on yourself; don’t worry about what other people are doing, what question they are on or how much they have written.

If it helps take a few minutes to jot down things you are worried about forgetting – these might be equations or formulas etc.

If you have a choice of questions read them through carefully and mark the ones you have chosen.

Start with the easier questions first, these will clock up your score and in-crease your confidence – remember no exam paper requires 100% to pass it – you do not have to get everything right!

Always check how many marks each question is worth. If there are three marks up for grabs they will probably want you to make three points, or in maths will want you to show your working out.

Keep an eye on the time; it’s always best to wear a watch.

Read every question at least twice and pick out key words.

And on a final point – ‘I can’t revise!’ is just a cop out!

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Some pointers to deal with exam stress! Don’t bottle it up, talk to people. Talk to someone who will listen, a friend, family member, teacher etc. – asking for help is a sign of strength not weakness. Make relaxation time During the revision period take time out to have some fun. Take your mind off your studies. Do some exercise Exercise provides a way of releasing a great deal of the muscle tension which stress causes. It also helps to clear the mind. Think positive – you can do it! We cannot all be Einstein or Van Gogh but we all have qualities and gifts, think positively about yours. Thinking you will fail drains your confidence making you worry more. Try to replace things like, ‘I’m use-less at this subject’ with ‘although this may not be my strongest subject I can…’

Try relaxation techniques Find a peaceful spot then tense and relax your muscles starting at the top of your head and working your way down your body. A good diet A well balanced diet will promote general all round good health. Use breathing techniques Try this: Sit comfortably and close your eyes. Breathe in slowly through the nose to

a count of ten. Hold this breath whilst you count to

ten again. Let your breath out slowly to the count

of ten. Repeat three times.

More information on relaxation and stress relief can be found in a range of leaflets from our Learning Mentor Team or can be downloaded from Frog (go to classroom, school departments, learning mentors, leaf-lets).

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What can Parents do to help…? We all know that all young people are different and react in different ways and so there is no single approach to helping. Here are just a few suggestions you might try. Try: Discussing with your child what will be

involved in the revision process and how you might help.

To provide a good place for your child

to study, if possible somewhere quiet and well-lit, where interruptions will be kept to a minimum.

Responding positively when they ask

for help. If it is not a good time immediately then try to arrange a time later.

Offering lots of praise and encourage-

ment. Keeping them well stocked with food

and drink. Keeping out of the way unless help is

needed. Encouraging your child to do his or her

best, not everyone will be an A* student but as long as they prepare well and try their best we will all be happy.

Try to Avoid: Making comparisons with brothers,

sisters, friends etc. Adding to their stress by constantly

mentioning their exams. Making a battleground of whether they

listen to music or not during revision. Distracting them unnecessarily. Expecting them to study all the time,

they will need some relaxation time too.

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These are:

ENGLISH MATHEMATICS SCIENCE TECHNOLOGY PHYSICAL EDUCATION

If you complete all your coursework you could achieve 7 GCSE’s in

Core Curriculum.

Core Physical Education is not an examination subject.

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Last year the sixth form went to the Brecon Beacons in Wales for a fun weekend. They roughed it in log cabins and did a range of exciting and challenging activities like; boat building, dragon boat racing, survival, archery, orienteering, problem solving and loads more. This year as an end of exams celebration they are planning an even bigger treat, a trip at the end of the year ….to Disneyland. As well as numerous activities and trips, the sixth form are always giving. They are involved and actively run most charitable events that take place in school including Jeans for Genes and Boxes to Africa.

The Sixth Form delivered over 100 hampers to the local elderly people last Christmas? The Sixth Form collected and donated over 150 shoe boxes to the African Shoe Box Appeal?

As well as playing hard students work hard too. Proof of this is that many of our sixth formers go to the country’s top universities including Oxford and Cambridge. This year, 100% of our sixth form achieved at least 1 A level; 100% achieved at least 2 ‘A’

levels and an astonishing 97% achieved at least 3 ‘A’ levels. That’s something that we are

proud of and you should be too, because after all it is your sixth form.

Campsmount Sixth Form

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‘Education is the most powerful weapon that you can use to change

the world.’

Nelson Mandela

So if you want to change the world and receive the best education then Campsmount is obviously the best choice for you. Let us think about that for a while…. Well, we have the best facilities, we have the best staff and most importantly we have the best students! So why change a winning formula? Every year we have large numbers of students that stay on into the sixth form because they want to be part of something special. They want to achieve good grades in order to guarantee a brighter future.

Excellent results Brilliant facilities Exclusive workroom Exclusive cafeteria Treated like an adult Variety of activities Really supportive 6f team Staff know you Small class sizes

Choose you

r GCSE

options c

arefully!

Make sure yo

u

study what y

ou want

to study at A

level

If you’re stuck on what to choose – choose what you like and what you are good at

After Key Stage 4 . . .

Campsmount Sixth Form

Our Success in Higher Education - Leavers in 2011

Name University Degree Course

Robert Barker University of Lincoln Politics

Sophie Bevan Liverpool

John Moore University

English

Manuel Bisby University of Doncaster Business Management

Michael Bloomer University of Derby Computing

Lauren Booth University of Huddersfield Psychology

Thomas Brennan Liverpool Hope University Politics/History

Thomas Coe Hull University Primary Teaching

Connor Evans University of Teesside Sport and Exercise

(Coaching Science)

Kane Gibbon Sheffield Hallam University Mathematics

Charlotte Greaves Leeds Metropolitan

University

Business and Management

Stephanie Hayward Sheffield Hallam University Design and Technology with

Education and Qualified Teacher

Status

Daniel Hobson Leeds Metropolitan

University

Law

Harley Langfield Lancaster University Sociology

Andrew Lewins University of Derby Health and Social Care

Chloe Lewins University of Doncaster Early Childhood Studies

Ellis Meek Sheffield University Geography

Kirsten Oliver York St John University Creative Writing & English

Literature

Dominic Parker Leeds Metropolitan

University

Music Technology

Joseph Readman University of Teesside Sports Development

Ben Sanderson Keele University American Studies and History

Andrew Smith Sheffield Hallam University Computer and

Information Security

Keil Taylor University of

Huddersfield

Chemistry with Forensic

Science

Thomas Wright Sheffield Hallam

University

Environmental Conservation

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After Key Stage 4 . . .

Campsmount Sixth Form

Our Success in Higher Education - Leavers in 2012

Name Destination Course

Charlotte Ball Bishop Grosseteste University College- Lincoln

Education Studies and English

Thomas Barnes Newcastle Civil Engineering

Alexander Baxter Liverpool John Moore Forensic Science

Philip Brailey York Biology

Leah Amy Byatt Manchester Metropolitan Film and Media Studies

Melissa Cocliff Lincoln Psychology with Clinical Psychology

Robyn Cooke Bishop Grosseteste University College - Lincoln

Applied Studies (Children and Youth Work)

Hollie Ellison Nottingham Trent Equestrian Psychology and Sports Science

Jordan Hale-Clowes Liverpool John Moore Engineering and Technology (with Foundation Year)

Bridie Hayes Nottingham Trent Psychology with Criminology

Graham Parker Liverpool John Moore Science and Football

Sarah Parker Sheffield Hallam Early Childhood Studies

Jasmine Peen Oxford Brookes Film Studies

Niall Rogers Newcastle Electrical and Electronic Engineering

Thomas Ryalls York English

Rebecca Smith University of Teesside Chemistry

Amelia Werrett University of Teesside Accounting & Finance

Andrew Wigglesworth Bristol Physics (deferred 2013)

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