Key Stage 4
Courses
2015-17
January 2015
Dear Parents and Students
This booklet details the courses that we are planning to make available to Year 10 students in September 2015. At the back is a subject options choice
form which must be returned to school by Tuesday 24th February. Between now and then, students will need to consider their choices carefully,
gathering as much information as possible through their PD lessons, from their subject teachers, at the Year 9 Parents’ Surgery on Thursday 22nd
January and, importantly, at the Year 9 Options Information Evening on Thursday 15th January. They should aim to finalise their choices with their form
tutor on the Review Day on Tuesday 3rd February.
Much of the content of our curriculum is as laid out in the National Curriculum. There is a compulsory element (60% of taught time) for all students, which
involves the study of English, Mathematics, Science, Religious Education, Physical Education and Personal Development (Citizenship, Careers, and Personal
Social and Health Education).
The remaining 40% of our Key Stage 4 curriculum is based on student choice, and is the main focus of this booklet.
All courses are certificated by one of the following awarding bodies: AQA, EDEXCEL or OCR. Where possible, each subject description in the booklet is
accompanied by information regarding the chosen examination board and specification.
In addition to the curriculum detailed throughout this booklet we plan to offer other opportunities to all students. These include a co-ordinated programme
of one week’s Work Experience for all students in Year 10 during the Summer of 2015, and theme days where students spend three days each year
concentrating upon one particular area of learning.
We hope that this booklet proves informative and helpful as you make these important choices.
Yours sincerely
Mr A Oldfield
Assistant Headteacher (Curriculum)
Mrs I Bryce
Headteacher
CONTENTS
Proposed Curriculum
1
Optional Courses
12
Other Information
34
Art & Design
13
Special Educational Needs
35
Compulsory Subjects
2
Business Studies
14
Trematon Zone
35
English
3
Catering
15
Professional Advice
36
Maths
4
Child Development
16
Important Guidelines
37
Science
5
Computer Science
17
Choices Form
38
Religious Education
7
Countryside & Environment BTEC
18
Personal Development
8
DT- Product Design
19
Games
9
DT- Textiles Technology
20
Drama
21
Engineering
23
Geography
24
Hair & Beauty Principal Learning
26
History
27
Media Studies
29
Modern Languages - French and/or
German
30
Music
31
Physical Education
33
PROPOSED CURRICULUM 2015-2017
We aim to provide choices to ensure that all of our students’ individual needs and strengths are catered for. We believe our proposed curriculum enables
us to do this through a combination of essential compulsory subjects, and an extensive range of optional subjects, with a variety of academic, practical,
and vocational choices.
Compulsory subjects (ppf = periods per fortnight)
English
7ppf
Maths
7ppf
Science
10ppf
RE
2ppf
PD
2ppf
Games
2ppf
Optional subjects
Students will study four subjects from the list here. Courses are GCSEs unless stated otherwise. Each subject will be timetabled for 5 periods per
fortnight. (Those wishing to study Hair & Beauty will study three subjects, as this course requires 10 periods per fortnight).
In their selection, all students must choose at least one subject from: Computer Science, French, Geography, German, History, Separate Sciences.
It is possible to choose only one DT subject ie Product Design or Textiles Technology. Countryside & Environment and Hair & Beauty may not both
be chosen.
Art & Design
French
Business Studies
Geography
Catering
German
Child Development
Hair & Beauty Principal Learning (at Cornwall College)
Computer Science
History
Countryside & Environment (BTEC)
Media Studies
Drama
Music
DT Product Design OR Textiles Technology
PE
Engineering
Separate Sciences
The English Baccalaureate
This is an award for students who achieve GCSE grades A*-C in English, Mathematics, sciences, a language and a humanities subject. At saltash.net the
required range of GCSE subjects needed for the EBacc would be English, Mathematics, French or German, Geography or History, and any two from
Science, Additional Science, Biology, Chemistry, Physics, Computer Science. The EBacc combination of subjects is not compulsory for any of our students.
COMPULSORY SUBJECTS
ENGLISH
In English at KS4, students study two GCSEs: English Language and English Literature. Both of these qualification are assessed by 100%
terminal examination in the June of Year 11. In addition to the examinations in English Language, students will also study and are assessed
on their spoken language skills, earning a separate endorsement for their ability to present information and ideas and to respond to spoken
language.
English Language Modules:
Module
Paper 1
Paper 2
Spoken
Language
Content
Reading literary fiction and writing to
describe/narrate
Reading non-fiction and writing to present a
viewpoint
Presenting information and ideas and responding to
questions.
Assessment
Examination
Examination
Oral Assessment
% of final mark
50
50
0 (separate endorsement)
Literature Modules:
Module
Paper 1
Paper 2
Content
Assessment
th
A Shakespeare text and a 19 -century novel
Examination
A modern novel or drama, a poetry anthology and unseen Examination
poetry
% of final mark
40
60
If you have any questions about GCSE English please don’t hesitate to contact: Ms Littledyke: klittledyke@saltashcloud.net or
Miss Allen: sallen@saltashcloud.net
MATHEMATICS
Edexcel GCSE in Mathematics (Linear) Specification A
This course has been chosen to encourage students to develop a positive approach to
Mathematics.
Throughout the course students will encounter a variety of learning methods including whole-class
interactive teaching, practical and investigational tasks, calculator and non-calculator work and use
of ICT. We expect students to possess their own scientific calculator. Students will be
encouraged to apply their knowledge to think and communicate using Mathematics, and to
consolidate basic skills and deal with appropriately challenging work.
Students will continue to be grouped in sets by ability and prior attainment, and will follow specifications leading to either Foundation or
Higher tiers targeting grades C – G and A* - D respectively.
This course is assessed by two examination papers in the summer of Year 11. Paper 1, which is non-calculator, is 50% of the qualification.
Paper 2, a calculator paper, is 50%.
Some students in the top set may also have the opportunity to sit further Maths GCSE, which would also be sat in the summer of Year 11.
We hope that this brief outline of the courses offered will be useful but, should you require further details, please contact the Key Stage 4
Co-ordinator, Mr A Hawthorne.
SCIENCE
Choices in Year 9 for Year 10
A
Science:
GCSE
OCR 21st Century Science Suite
What does the course involve?
This course focuses on the knowledge and understanding that you need to make sense of the science you will meet in everyday life. During
the course, you’ll study many of the major theories of science in a way that enables you to appreciate their importance to everyday life. The
course also explores how scientific information is obtained, how reliable it is, what its limitations are, and how this information helps society to
make important decisions. You’ll be prepared to deal with, and take informed personal decisions about, issues involving science which you
may meet, for example, mobile phone safety, decisions about childhood vaccinations, and sustainable use of resources. The course is active
with an emphasis on practical based learning.
How will I be assessed?
The course is currently comprised of 3 external exams that contribute 75% of the course and a
controlled assessment component that makes up the final 25%, giving the students a GCSE in core
science by the end of year 10. This is then repeated in year 11 for a second GCSE grade in additional
science.
What could I achieve?
2 x GCSE Science A* - G
What could I do next?
A-Level Science or KS5 BTEC Science
OR
B
Separate Sciences: Biology, Chemistry and Physics (OCR 21st Century Science Suite)
This course involves the study of complex scientific concepts- for this reason we recommend that students who choose it
have the potential to achieve a level 6 or 7 in Science at the end of Key Stage 3. Students choosing this option must pick the
separate science option as one of their four option choices.
What does the course involve?
Studying GCSE Biology, Chemistry and Physics as separate sciences provides you with the opportunity to further develop your understanding
of scientific explanations and how science works. You’ll be able to study elements of applied Biology, Chemistry and Physics with particular
links to the work of professional scientists. These separate sciences cover the content of GCSE Science and GCSE Additional Science with
further material from each of the disciplines.
How will I be assessed?
The course for each of the separate sciences is currently comprised of 3 external exams that will contribute 75% of the course and a
controlled assessment component that makes up the final 25%. Each subject has the same assessment format and all exams are taken at the
end of Year 11. This will mean a total of 9 exams.
What could I achieve?
GCSE Biology A* - G, GCSE Chemistry A* - G and GCSE Physics A* - G,
What could I do next?
A/AS Level Biology, Chemistry, Physics, BTEC Applied Science L3 or Psychology.
RELIGIOUS EDUCATION
AQA GCSE in Religious Studies (4055)
Specification B: Ethics, Philosophy and Religion in Society
This specification meets the legal requirements for Religious Education at Key Stage 4. It also allows RE to link closely with other subjects,
particularly History, Personal Development and Child Development. We feel that this active contribution to students’ development is a key role
within the course. When it comes to Religious Education at saltash.net we feel we need to ask our students questions not give set answers.
The course provides opportunities for the exploration of important questions of meaning within a range of contemporary issues. It is taught
over eight terms, starting in Year 9. Teachers make use of a variety of teaching approaches, media, resources and enrichment opportunities
to enable the students to have a clearer understanding of the variety of belief and practice within two religions as well as of the influence of
religion in their world.
1
Aims
a)
To acquire knowledge and develop an understanding of the beliefs, values and traditions of Christianity and Buddhism.
b)
To consider the influence of the beliefs, values and traditions associated with religions.
c)
To consider religious and non-religious responses to moral issues.
d)
To identify, investigate and respond with a considered opinion to fundamental questions of life raised by religion and human
experience, covering aspects such as prejudice, conflict and animal rights amongst many others.
e)
To develop skills relevant to the study of religion and, just as importantly, other subjects, their future lives and careers. These include
analysis, critical thinking, evaluation, sensitivity to others’ views, empathy and articulating their own views clearly, persuasively and
responsibly.
2
Specification
Unit 1:
Topic
Topic
Topic
Topic
1:
2:
3:
4:
Religion and Citizenship (40551)
Religion and Relationships
Religion, Sport and Leisure
Religion and the Multicultural Society
Religion and Human Rights
Unit 2:
Topic
Topic
Topic
Topic
Religion and Life Issues (40552)
1:
2:
3:
4:
Religion and Animal Rights
Religion and Prejudice
Religion and Early Life
Religion, War and Peace
Within these topics the students will, in relation to the area being studied, be expected to:

Explore a range of ideas and viewpoints, non-religious as well as religious.

Demonstrate (where appropriate) an awareness of current legal requirements.

Cover in depth specific teachings within Christianity and Buddhism.

Consider the links between religion and action in the lives of the believers.

Consider and evaluate in depth their personal responses to the area being studied using a range of reasoned arguments.

Show a knowledge and understanding of the diversity of viewpoints which believers may hold within a single religious tradition.
PERSONAL DEVELOPMENT (PD) (A NON-EXAMINATION COURSE)
(Citizenship/Personal, Social and Health Education/Careers Education and Guidance)
The study of Citizenship aims to give students the knowledge, skills and understanding to play an effective role in society, and to help them
become informed and responsible citizens, aware of their duties and rights. Students will learn about our economic, political and legal systems and
will be encouraged to respect different national, religious and ethnic identities. Students will learn how to research, obtain and use different types
of information, including the media and ICT, and how to evaluate their effectiveness and bias. They will also be encouraged to play an active role
in the life of the school, the local community and the wider world.
Citizenship will be taught within PD lessons, but aspects will also be covered across the curriculum and within the wider life of the school.
This is a non-examination course for all students covering the National Curriculum programme of study and learning outcomes.
During PD lessons you will also cover:
 Careers Education Information and Guidance;
 Work Experience, including preparation, feedback from employers and debriefing/reflection.
 Sex and Relationships Education;
 Health Education;
 Drugs and Alcohol Education.
Students will work in a variety of classroom situations aimed at developing individual and group responsibilities as well as their own personal and
social skills. An understanding and tolerance of other points of view is encouraged through enquiry and debate.
GAMES (NON-EXAMINATION)
During this course students in Years 10 and 11 will cover a variety of sports from many areas of the PE National Curriculum. They will have the
opportunity to extend their knowledge and ability in the activities that they may have covered in Years 7, 8 and 9 as well as experiencing new
activities. These may include the following:
Level 1 in Sports Leadership
This is a course which gives students the opportunity to obtain a qualification in Physical Education. This award will work on the leadership skills of
the students and teach them the basics of how to deliver safe, fun activity sessions to younger students. It will also encourage them to become
more enthusiastic and confident about sport. This is a recognised award developed by Sports Leaders UK, in which candidates will receive
certificates and pin badges upon successful completion. There is no examination, but students are assessed throughout the course.
Trampolining
The trampolining module covers a variety of specific aerial movements requiring agility and fitness, in addition to developing an awareness of the
control of one’s body in space and its artistic appreciation.
Table Tennis
Students will have the opportunity to play this game which develops hand/eye co-ordination.
Streetsurfing
This activity is similar to skate boarding but involves skill development reflecting surfing. Students will learn basic skills in a safe environment, using
all the necessary protective equipment, and then develop their skill completing more challenging tasks.
Yoga
This module covers the basics of yoga and its benefits to health and well-being.
Climbing
A qualified climbing instructor will take students through an introductory climbing course on our purpose built wall.
OPTIONAL COURSES
ART & DESIGN
Art and Design: OCR HS1
In Art and Design students are encouraged to develop practical skills in a variety of
media.
They will become proficient in a variety of drawing skills with the emphasis of the
course being on direct observation and experimenting with all sorts of materials and
techniques.
The approach to studies will be thematic and students will be expected to express
ideas and feelings in diverse topics through the use of skills such as: drawing,
painting, collage, print-making and IT. Each theme studied will include a history of
Art element.
Homeworks will be set to support each topic covered. Whenever possible visits will be
made to see exhibitions throughout the country.
At the end of the course students must present for assessment a selection of their
Years 10 and 11 coursework which best expresses their skills, visual strengths and expressive abilities. This portfolio of work is worth 60% of the
GCSE. The rest of the mark comes from a controlled examination where students have made their own personal response to a set theme.
Mark Weighting:
Coursework (plus homework)
Controlled test
=
=
60%
40%
BUSINESS STUDIES
GCSE Examination board – WJEC
Specification code - 4080
WJEC Business Studies gives a solid base to the understanding of the subject. All aspects of business are covered from the basics via marketing to
basic accounting practices. As a GCSE course the focus is on the theory of business rather than the practical aspects.
Content
1.
2.
3.
4.
5.
6.
Business framework – the basics of business including why people start businesses and forms of business ownership
Businesses and their customers – finding out what customers want using market research, the marketing mix and the product lifecycle
Producing goods and services – forms of production, stock control and break even analysis
Human resource planning – recruiting, training, motivating and remunerating staff
The external environment – to include interest rates, exchange rates, taxation and legislation
Financial control – P&L accounts (income statements), cash flow forecast and statement, balance sheets and ratio analysis
Assessment
Examination
A single 2 hour examination paper in Year 11 covering A*-G grades made up of multiple choice, short answer and
longer, written answers. This is worth 75% of the GCSE marks
Controlled assessment A choice of tasks set by WJEC to be researched and then written up under examination conditions. This is worth 25% of
the GCSE marks
The course will suit students who are looking for a challenging business course with straightforward progression to our highly successful WJEC
AS/A2 course or to a L3 course at college. Many students who have taken GCSE Business Studies have gone on to study Economics, Finance,
Accountancy or related Business courses at university.
To be successful on this course students must not be worried by numbers, should be able to use a calculator and should have good written English
skills; an interest in the “what is going on?” and the “why does this happen?” of the business world and the wider economy is also very valuable.
CATERING
GCSE Catering: Welsh Board
www.wjec.co.uk
Catering consists of practical cooking tasks. It is more practical-based than Food Technology so it would suit the more practically inclined student.
It involves both written and practical tasks, as well as classroom based work. It is a demanding course which requires 100% commitment from
those who opt for it. All students undertake two practical exams; one in Year 10 and the other in Year 11. Both exams are set by the exam board
and worth 60% of the final GCSE grade. The written paper, which is completed at the end of the course, is worth 40% of the final grade.
This course will look at the following areas of study:
The industry – food and drink.
In addition to their GCSE qualification, students will sit a level 2 in Food Safety and Catering which accounts for 25% of an extra GCSE. This
qualification permits working with food in the food industry, food-related part-time jobs and helping in any school-based function.
We are also hoping to make links/visit the catering department at City College Plymouth.
This GCSE could inspire students to pursue a career in catering, a role as a home economist, TV work, product development, hotel and hospitality,
travel and tourism, to mention but a few.
Students who choose catering will be expected to provide their ingredients each week. The school may provide support with this if needed.
CHILD DEVELOPMENT
GCSE Child Development: AQA
This course focuses on the developmental stages of child development from conception to the age of 5 years. Lessons include a great deal of
discussion work, and topical issues from the media are used as teaching aids to keep abreast of the changes in society. Topics covered include;
parenthood, pregnancy, diet, health and care of the child, development of the child and support for the parent and child.
The course is made up of 60% coursework:
Consisting of:


Research Task – 20%
Child Study – 40%
and an examination element worth 40% of the final GCSE grade.
This GCSE could inspire students to go on to further education to study for a whole range of interesting and challenging careers such as;
Nursery nursing, paediatricians, teaching, child psychologists, social workers and many more.
A requirement of opting for this course is that students know a child aged 0-5 on whom to base their study.
COMPUTER SCIENCE
GCSE Computing J275: OCR
Through this qualification, students can:






Develop their understanding of current and emerging technologies and how they work.
Look at the use of algorithms in computer programs.
Become independent and discerning users of IT.
Acquire and apply creative and technical skills, knowledge and understanding of IT in a range of contexts.
Develop computer programs to solve problems, using Raspberry Pi, Small Basic, App Inventor and Python.
Evaluate the effectiveness of computer programs/solutions and the impact of computer technology in society.
The Units:
Computer Systems and Programming: This is assessed by a written paper, which has a mixture of short and long answer questions, some of which
require students to write program code. This is worth 40% of the final grade.
Practical Investigation: This will be on a topic chosen from a set of options supplied by OCR (controlled assessment). This is worth 30% of the final
grade.
Programming Project: Students create solutions to computing tasks chosen from a set of options supplied by OCR (controlled assessment). This is
worth 30% of the final grade.
COUNTRYSIDE & ENVIRONMENT
BTEC Level 2 Diploma - EDEXCEL
What does the course involve?
You’ll be able to study units of work covering elements of animals and plant husbandry, conservation of our natural environment, whilst
undertaking experience in Land-based industries. The qualifications are aimed at those interested in the management of the countryside and
investigation of natural and managed environments. Unit of work covered over the two years will be






Undertake Work Related Experience in the Land-based Industries
Environmental and Land-based Business
Introduction to Animal and Plant Husbandry
Introduction to Environmental Studies
Conservation and Improvement of British Habitats
Establish and Maintain Plants Outdoors
How will I be assessed?
Students will complete a series of assignments over two years building a portfolio of work for the units above throughout the year. This may
include some external assessment.
What could I achieve?
Students will be able to achieve a Pass, Merit or Distinction depending on the standard of work provided within their portfolio.
What could I do next?
BTEC Applied Science Level 3 or a vocational pathway.
DESIGN & TECHNOLOGY – PRODUCT DESIGN
Product Design: AQA 4555
Course Overview
This course has been chosen to encourage students to design and make products
with creativity and originality, using a range of materials and techniques.
The course aims to develop students’ understanding of the ever-changing world of
consumer goods and emerging technologies, building directly on their experience at
Key Stage 3.
The course:






Is equally appropriate for boys and girls.
Provides the opportunity to be creative and imaginative in a range of materials.
Explores and exploits new technologies.
Helps making value judgements in our modern consumer society.
Is exciting and fun, where risk taking is encouraged.
Can lead to a range of fascinating careers such as automotive design, animation, engineering, graphical design, advertising and architecture to
name a few.
 It can also provide an excellent route into GCE Product Design at AS and A2 level and Level 3 courses in Manufacturing and Product Design,
Creative Media or Engineering.
There is one tier of assessment covering grades A* to G to cater for students of all abilities.
There are two assessment units:
Unit 1 Written Paper (2 hours) - worth 40% of the total marks – students answer all questions in two sections:
Section A: Design based questions on content and Section B: on the content of the course.
Unit 2 Design and Making (approximately 45 Hours) – consists of a single design and make activity selected from a range of
exam board set tasks.
DESIGN & TECHNOLOGY - TEXTILES
Design and Technology: Textiles Technology: AQA
Course overview
Textiles are all around us and are an important part of our everyday environment. Textiles is open to all students, boys and girls.
This course is for people who like fashion or interior design. You will be designing and making textile products to wear or for the home.
The course will involve:







40% of the total marks on a written paper - 2 hour examination.
60% of the total marks a single design and make activity selected from a choice of set tasks. This will involve a made outcome and a
design folder.
Use fabrics as well as new technologies such as SMART fabrics as well as computer programmes on fashion and interior design.
Have an opinion on textiles in the ‘global’ economy looking at ‘Fairtrade’ and other related issues.
Can lead to a variety of careers such as interior design, theatre/costume design, fashion industry and so much more …
There is also a direct link from GCSE to the Fashion course at Plymouth City College.
Above all it is a fun course with a large practical element for those who enjoy being creative!
DRAMA
GCSE Drama: Edexcel 2DR01
www.edexcel
Do any of the following apply to you:








The course is popular with boys and girls
Are you imaginative and creative?
Do you enjoy and work well with other people?
Can you express yourself vocally and physically?
Do you want to take a course which will help you in any job in the future?
Do you prefer coursework to written exams?
Do you enjoy exploring ideas by putting yourself in other people’s shoes?
Do you enjoy creating your own Drama work?
If any of these apply to you then Drama GCSE is the course for you.
During the course we will:



Explore themes, issues and play texts through the medium of Drama creating and developing performance.
We will share our work, performing in the lesson to each other and to other people.
We will share our thoughts on each other’s work evaluating and responding to the work.
What will you actually do?



Most of the course is practical and you will be assessed on your practical work in the lessons and your ability as an actor.
You will also be assessed on your ability to work with other people, how well you cooperate and support others and contribute your ideas.
You will have to keep a written record of your practical work and create a final written set of notes which go towards your final GCSE mark.
There is no written exam and your notes can be visual as well as written.
What will I do during the two years?
The course is divided into three units:
Unit 1 30% - We will explore a theme together such as ‘War’ or ‘Protest’, developing ideas together about that theme through the Drama work
Unit 2 30% - We will explore a play together, developing our knowledge of the themes and issues in the play through the practical work. We will
also see a play together at the theatre and write about it.
Unit 3 40% - You will work in a small group to create your own performance for an audience this will be marked by a visiting examiner.
How will it help me in the future?


With confidence, working with other people, making presentations, working creatively and independently.
You may also want to go on to a career in the creative industries via university or Drama school as an actor or in the technical side of film
and/or theatre.
Please note:
In order to succeed in Drama you will be expected to:


Work well with other people.
Attend rehearsals after school when needed.
Have a good attendance in lessons because other people cannot succeed without you being there.
ENGINEERING
Product Design: AQA 4852
Course Overview
Intended as an introduction to Engineering, this qualification allows
students to develop skills and understanding which will be of use generally
and as part of a progressive career path leading to further technical or
academic engineering qualifications.
The course:
 Is equally appropriate for boys and girls.
 Provides the opportunity to be creative and imaginative in a range of
materials.
 Explores and exploits new technologies.
 Helps making value judgements within a modern manufacturing context.
 Is exciting and fun, where risk taking is encouraged.
 Can lead to a range of fascinating careers such as automotive design, animation, engineering, graphical design, advertising and architecture to
name a few.
 It can also provide an excellent route into GCE Product Design at AS and A2 level and Level 3 courses in Manufacturing and Product Design,
Creative Media or Engineering.
There is one tier of assessment covering grades A* to G to cater for students of all abilities.
There are two assessment units:
Unit 1 Written Paper (1 hour) - worth 40% of the total marks – students answer all questions in two sections:
Section A: Product Study and Section B: Materials and manufacturing
Unit 2 Design and Making (approximately 45 Hours) – Designing and Communicating/ Manufacturing an Engineering Product – Worth 60%
of the GCSE
GEOGRAPHY
Students follow the AQA Geography specification A 9030 examination course:
The GCSE course in Geography aims to give students a knowledge and understanding of the world in which they live and an awareness of the
issues and challenges that face the modern world. The specification is topical and provides students with a knowledge and understanding of the
social and economic influences that will affect their lives today and in the future.
Within the specification there are three units, each concentrating on the interaction between people and the environment. The units studied are
the following:
Unit 1:
Physical Geography (37.5%)
The Restless Earth
Rocks, Resources and Scenery
Weather and climate
Living world
Rivers
Coasts
Ice on the land
Unit 2:
Human Geography (37.5%)
Population change
Changing Urban environments
Changing Rural environments
Development
Globalisation
Tourism
Fieldwork plays an integral role in the two years of the course. The students
will be involved in two days of field study. The first will normally involve making a
detailed study of the features of the River Plym at Cadover Bridge on Dartmoor using
a variety of study techniques. These will include using flow meters, clinometers, tape
measures and metre rules, while working co-operatively in small groups. A second
field day normally involves a detailed study of Looe to assess the impact of tourism
upon the town. The themes for fieldwork/coursework will change from year to year
and are prescribed with examination board guidance.
Students will be expected to carry out data collection using mapping techniques
and questionnaires. The field studies constitute the basis of the coursework
component of the GCSE course (25% of the final exam marks).
Unit 3:
Local Fieldwork investigation (25%)
Task setting - involve fieldwork, collecting
primary and secondary data
Task Taking - work under supervision of a
teacher
In the second year of the GCSE course a decision will be made by the Geography department on the suitability of the students to take the
examination on the basis of their performance in Year 10 and the result of the mock examination. Students will be entered either for the Higher
Tier Examination (Potential grades A* to D) or for the Foundation Tier Examination (Potential grades C to G). Students will sit two terminal
examination papers. One paper assesses knowledge, skills and understanding of Physical Geography themes (37.5%), the other assessing
knowledge, skills and understanding of Human Geography themes (37.5%) including map work and data response in both papers.
Geography acts as a natural link between the Sciences and the Arts. It should be regarded as a central focus for study in a balanced GCSE
programme, as it incorporates the skills used in Mathematics, Science, English and IT in its delivery. Geography is a popular subject at GCSE and
many students continue with their studies at A Level and within higher education, and it leads to careers in planning, leisure and tourism,
conservation, land management, National Parks, local government, education and many more!
Entry Level Certificate: Geography
The content and approach of this syllabus reflects that of the GCSE syllabus. There is a significant reduction in the size and demand of this content
to allow positive achievement by this group. The unit titles are the same as the GCSE course as listed on the previous page.
Assessment of the course is through an end of course test, a coursework folder and an oral test. Decisions on entry for this certificate will be made
in Year 11 after the mock examination and coursework marking.
CITY & GUILDS PRINCIPAL LEARNING IN HAIR AND BEAUTY STUDIES
Examination Board: AQA
Specification:
600/6482/1
What is special about this subject?
This course provides a new approach into the world of hair and beauty. You will take a trip into the past, where you will study how hair and beauty
played its part in ancient cultures and explore what has influenced hair and beauty in society today. You will then travel into the present where you
will see the science and technology that goes into hair and beauty produce research, design and developments that are driving the sector forward.
You will study:
You will study all the six industries that make up the hair and beauty sector: hairdressing, barbering, and African – Caribbean hairdressing, beauty
therapy, spa therapy and nail services. This will give you a good foundation of understanding of how each of them relates to other industries. You
will develop a good level of skill in English, Maths and ICT by studying them in work like situations related to the world of hair and beauty sector.
You will learn:
You will gain an insight into the world of hair and beauty to help you choose the appropriate career pathway, including progressing onto a higher
level course in the same or a different sector. You could also move onto employment, apprenticeship, trainee customer services assistant, salon
junior assistant receptionist, a salon assistant, or a junior stylist/therapist.
Assessment:
Internally set and marked research assignments:
- External exams that are set and marked by AQA and City and Guilds.
- Presentations.
- Practical observations.
Levels:
This course may lead to a Level 1 or Level 2 qualification. Level 2 is broadly equivalent to GCSE Grades A*-C and suitable for students who have
achieved mostly Levels 4 and 5 or higher on Year 9 Progress Tracker 1. Level 1 is equivalent to GCSE Grades D-G and is most appropriate for
students who achieved mostly Levels 3 and 4 on Year 9 Progress Tracker 1.
HISTORY
Edexcel GCSE History B:
Schools History Project:
2HB01
The School History Project was developed as an alternative to the more traditional History courses. Rather than focus on a narrow period of time
or area, SHP gives students the opportunity to study History in a number of ways: thematically (over a long period of time) or in depth; and in a
variety of scales: national, international, regional, European, ancient and modern. Emphasis is placed on the development and use of historical
skills as well as the acquisition of knowledge. Something for everyone!
You will study:
Unit Name
Content
Unit 1
Development
Study
Medicine and treatment through time
Unit 2
Depth Study
The American West c1840-1895:
Unit 3
Source Enquiry
The transformation of Surgery c1845-1895 (links to Unit 1)
Weighting
Assessment
structure
25%
Exam 1hr 15 mins.
Short & extended
answers
25%
Exam 1hr 15 mins.
Short & extended
answers
25%
Exam 1hr 15 mins.
Traces the history of medical change from Roman times to the present day. What ideas did
people in the past have about the cause of ill health, and what cures did they use? What factors
brought about progress, and what was the rate of change? What impact did medical change
have on the rest of society?
The way in which the American West was settled and developed by different groups, and the
impact that this had on the Native American people. Why were people willing to risk all to settle
in the unknown, and how did they overcome the problems they encountered? What were the
consequences of the clash of cultures and lifestyles?
The problems of surgery in early 1800 and how they were then dealt with; this covers
anaesthetics, antiseptics and blood loss. What factors helped to promote these developments
and make them possible?
Germany 1918 – 39
Unit 4
Representations in Examines Weimar Germany and its problems, the reasons for its collapse and the development
History
of the Nazi State. Examines how the Nazis were able to keep control of Germany through the
use of terror and propaganda. The skills required link to those from unit 3.
5 source based
questions
25%
Controlled
assessment. Max 2hrs
30mins
In addition the History Department offers an Entry Level Certificate, assessed by a school-based Core Task and coursework units, for those who
are unlikely to obtain a GCSE pass in this subject.
The History Department has always placed a high value on study outside of the classroom. Our GCSE students are offered a study visit to London
in the past.
The study of History is an excellent base for a balanced student because:

History helps to develop an awareness of the past and the part it plays in
today’s world.

History develops sound logical thinking and the ability to make informed
judgements.

Historical topics relate to Science, Technology, Politics, Sociology, Media and
Geography.

History involves a variety of teaching approaches.

History develops skills of research and essay-writing valued both in post-16
education and in the world of work.

History has been a popular choice over the past ten years at both GCSE and
A Level.
MEDIA STUDIES
GCSE Media Studies - OCR J526
"If students aren't taught
the language of sound
and images, shouldn't
they be considered as
illiterate as if they left
college without being
able to read and write?"
George
Lucas
Filmmaker
"In the 21st
Century... media
literacy will not be a
luxury; it will be a
necessity."
Linda
Ellerbee
Journalist
What is special about this subject? We spend a third of our lives watching films, television, playing computer games, surfing the web and
reading magazines – perhaps even more. But what is the impact of all this media consumption? How do these texts work and how are they
made? As people turn more and more to the media to be informed and entertained, shouldn't we equip ourselves with the skills to read and create
a range of media texts?
Analyse how media texts are constructed and their impact on audiences, whilst learning how to craft detailed analytical essays. Gain practical
experience in web and graphic design, as well as photography and filmmaking. Make your own posters, games covers and magazine content. Get
your work to look like the professionals by using industry-standard software and equipment.
Unit 1: Production Portfolio
(Controlled Assessment – 30%)
Students will write an essay comparing the representation of gender in two music videos and then create their
own music magazine covers and contents.
Unit 2: Individual Portfolio
(Controlled Assessment – 30%)
Students will research video game advertising and then create their own game covers and posters.
Unit 3: Textual Analysis
(Exam Unit – 40%)
Students will analyse an unseen clip from an action/adventure film and answer questions about TV comedy.
Where next? The analytical skills you will develop will benefit your study of English, as well as a range of A-Level courses (including Media
Studies, English Language, Politics and Psychology). You will also gain practical design and ICT skills, which you can use in a variety of careers, for
instance marketing, advertising as well as graphic and web-design as well as a good understanding of audiences and market research.
MODERN LANGUAGES – FRENCH AND/OR GERMAN
French OCR J730
German OCR J731
You can study one language at GCSE or both French and German if you wish. It is only possible to study German at GCSE level if you have taken
German in Years 8 and 9.
The courses will equip you with the skills necessary to cope in everyday situations whilst in France/ Germany, be it for the purposes of work or
leisure. A communicative teaching approach is adopted using role-play, video, audio-tapes and computers as appropriate. You will be encouraged
to use as much French/ German as possible in the lessons.
The skills of listening and reading will be assessed in May/June of Year 11. For these exams you will be entered at either the Higher level (grades
A* - D) or Foundation level (grades C – G). It is possible to be entered for a combination of Higher and Foundation papers, thereby giving you the
chance to aim for a B grade or better. The skills of writing and speaking are assessed by controlled assessments. These are tasks which will be
completed in lesson time between February and May of Year 11. There are no Higher or Foundation levels in controlled assessments.
You will have the opportunity to participate in the French/ German exchanges. The exchanges are not compulsory but they are an ideal way to
practise your French/German and they are great fun.
In the global society we now live in, languages are a very important subject area and the ability to use at least one foreign language can lead to
many exciting opportunities. If you have skills in a foreign language you will have an advantage in the job market. You may decide to learn a new
foreign language at some stage in the future. You will find it much easier if you have studied French and/ or German, as you will have learnt the
principles which underlie foreign languages. Languages feature prominently in many careers now: science, IT, engineering, business,
accountancy, secretarial work, retailing and tourism are but a few. If you intend to go on to Higher Education you will have the chance to combine
a language or a period of study in the foreign country with your main course of study, e.g:
Exeter Uni:
Biology/Chemistry/Physics/Law + Year in Europe
Reading Uni:
Uni of Bristol:
Nottingham Uni:
Business Studies + French/German
Chemistry in Europe
Leicester Uni:
Electronic & Software Engineering with Industry
in Europe
Uni of Teeside:
John Moores,
Liverpool:
Staffordshire Uni:
Landscape Management with Studies in
Europe
Design and a Modern Language
Sport, Recreation and European Studies
Media Studies + French/German
MUSIC
AQA 4270
Students opting for Music at GCSE level should have a passion for performing and listening to music. You will follow a two year course comprising
the three musical areas: Listening, Performing and Composing.
Assessment of all three areas will take place during as well as at the end of the course:
PERFORMING
Candidates will be required to:
a) play (or sing) a piece of music of their own choice on any instrument of their choice (including electronic keyboard, drums, electric guitar).
b) play (or sing) a piece of music in a group of two or more people.
This paper is internally assessed and externally moderated.
Candidates will explore five Areas of Study through three strands of learning. Areas of Study for the whole specification are based on the Musical
Elements:
1.
2.
3.
4.
5.
Rhythm and Metre
Harmony and Tonality
Texture and Melody
Timbre and Dynamics
Structure and Form.
These will be explored through three stands:
(a)
(b)
(c)
The Western Classical Tradition
Popular Music of the 20th and 21st Centuries
World Music.
LISTENING
A written examination marked externally. Candidates respond to questions based on short musical excerpts (presented on a CD) drawing on music
from all five Areas of Study.
COMPOSING
Candidates will compose their own music throughout the course. Two pieces of work will be submitted for assessment.
(Music may be composed and/or notated using ICT if the candidate wishes).
Why Study Music?
Music is both an art and a science. The study of GCSE Music will develop the following skills:
 Instrumental skills
 Literacy skills
 Numeracy skills
 Analytical skills
 Social skills
What you need to study Music:
A real enjoyment of music and a positive attitude towards your work are definitely the most important requirements for this course. The ability to
play something on an instrument or sing.
If you are interested and would like to know more please speak to Mrs Venner or Mrs Silvester.
PHYSICAL EDUCATION
OCR J586
This GCSE course is designed to provide a means by which individuals who are motivated sports players can both further their interest and improve
their practical and theoretical knowledge of physical activity. It would be of value to the school leaver who is interested in pursuing a career in the
leisure industry and also as an appropriate foundation course for those hoping to take a GCE in Physical Education possibly leading to sports based
degree courses in higher education.
During the two year course students will complete modules in at least six different activities covering invasion games, striking games, net/wall
games, gymnastic activities, martial arts, dance activities, athletic activities, outdoor and adventurous activities, swimming activities along with an
option of coaching/officiating in many of the activities within the above categories. The students are assessed in all areas with their highest four
marks submitted. Students who are very able in other activities which are not covered in the curriculum can be assessed on an individual basis
even if they are activities in which they are coached/taught outside of school.
The course includes a significant amount of theory areas which are very in depth with students needing to know many technical terms along with
an understanding of how skills are performed and improved. Three out of the five lessons a fortnight will be in a classroom and two will be
practically based. The theoretical aspects of the course cover four areas:
1.
2.
3.
4.
The healthy and active body
Exercise and training the body for an active, healthy lifestyle
Acquiring movement skills and motivation for involvement in physical activity
Opportunities and pathways for involvement in physical activity.
Assessment of the course is as follows:
Written examinations:
Unit B451: An introduction to Physical Education: 1 hour multiple choice and short
answer questions worth 20% of total GCSE mark.
Unit B453: Developing knowledge in Physical Education: 1 hour multiple choice and
short answer questions worth 20% of total GCSE mark.
Practical assessment:
Unit B452: Practical performance and developing fitness: 2 practical performances
from 2 different activity areas in addition to an Analysing of Lifestyle Task for one
activity. This is a written document and combined with the 2 practical performances is
worth 30% of the total GCSE mark.
Unit B454: Practical performance and developing skill: 2 practical performances from 2 different activity areas in addition to an ‘Analysing
Skill Performance Task for one activity. This is a written document and combined with the 2 practical performances is worth 30% of the total GCSE
mark.
OTHER INFORMATION AND
CHOICES FORM
SPECIAL EDUCATIONAL NEEDS – MAIN SCHOOL
In Key Stage 4, students with Special Educational Needs are mainly supported in class by teaching assistants. A few students are still given regular
small group literacy tuition, usually by Mr Skelton. Support and advice from the SEN Department is available at the Transitional Review (for
students with Statements of SEN or EHCPs) or at the Year 9 Parents’ Surgery. In exceptional circumstances, support for college or work
placements for those on the vocational pathway can be arranged.
TREMATON ZONE
Students who have a placement in the Trematon Zone follow National Curriculum programmes of study, working within the levels appropriate to
their ability and individual needs. Key Stage 4 students follow ASDAN course at Bronze and/or Silver level and may also enter GCSE Entry Level or
Certificate of Achievement qualifications as appropriate. Integration into some mainstream classes may be arranged at the discretion of
Mr Skelton. Work experience placements and college visits are arranged for students in KS4 as preparation for the wider society.
PROFESSIONAL ADVICE AVAILABLE AS FOLLOWS
1.
For individual students from subject teachers.
2.
At the Options Information Evening on Thursday 15th January.
3.
By appointment with Mr M Feldwick (Head of Year 9) or Mrs K Snowdon (Assistant Head of Year 9)
4.
Information on careers via Mrs P Wadsworth (Careers Co-ordinator) - details through your child.
5.
For individual parents from subject teachers, by appointment and preferably at the Year 9 Parents’ Surgery on Thursday 22 nd January.
6.
For individual students and parents from form tutors, by appointment on the Review Day on Tuesday 3rd February.
7.
Information about Hair & Beauty is available from Mrs T Boulton.
IMPORTANT GUIDELINES
For the first time in your school career you are able to make some decisions about the subjects you wish to study. You need to think carefully
about these decisions because by not choosing certain subjects you will be affecting your career choices at a later stage. Consequently, make sure
that you consider the following things when making your choices (these may be discussed at your interview with your tutor) and, if unsure, seek
advice from your subject teachers, your tutor, Head or Assistant Head of Year or the Head of PD.
If you are certain about a future career, have you selected the correct subjects? If so, are you capable of achieving the required GCSE grade in
those subjects e.g. in the case of most A level subjects you will need to have gained at least a GCSE grade C to continue to A level.
1. You must enter at least one subject above the dotted line on the Choices Form from Computer Science, French, Geography, German, History,
Separate Science.
2. At this stage it would be sensible to study a range of subjects. It is advisable not to make too narrow a choice.
3. Although not compulsory, choosing a foreign language is strongly advised, especially if you intend to go on to Further and Higher Education
(e.g. Sixth Form and University). Even if you are not intending to do so, a foreign language is of great benefit in all walks of life.
4. Do not choose a subject because (a) ‘you like the teacher’ – he or she may not take you next year or (b) ‘my friend is doing it’ – you may be in
different groups.
5. If you choose the separate science option, you will also take two separate sciences in the compulsory science block. You should expect to
achieve a level 6 or 7 in your Science assessment by the end of Year 9.
6. It is only possible to study one of the DT courses- ie Product Design OR Textiles Technology.
7. You may not choose Hair & Beauty and Countryside & Environment.
8. The study of Religious Education is subject to parents’ rights under the appropriate legislation.
Year 10 Choices Form
Student’s Name: ..............................................Form: ...........
This form must be returned to your form tutor or Mr Feldwick between 9th and 24th February.
Please refer to the Proposed Curriculum outlined at the start of this booklet, and the important guidelines on the previous page.
You must enter at least one subject from Computer Science, French, Geography, German, History, Separate Sciences above the
dotted line.
You are asked for more choices than are actually needed- this is to provide reserves where we cannot exactly match your preferred choices.
Complete this column if you do not wish to study Hair & Beauty.
Complete this column only if you wish to study Hair & Beauty. Then
choose 5 subjects from the options detailed on page 1.
Choose 5 subjects from the options detailed on page 1.
I wish to study Hair and Beauty at Cornwall College.
My choices in order of preference are:
My in-school choices in order of preference are:
1
1
2
2
3
-----------------------------------------------------------
4
3
---------------------------------------------------------
4
5
5
6
Complete the following:
I understand that the school reserves the right, following consultation, to place my/our child in subjects not covered by the choices indicated
above:
Signed: ............................................................... (Student) ........................................................... (Parent/Guardian)
I verify that I have checked and discussed this form with the named student:
Signed: .................................................................. (Form Tutor)
Date: ....................
Date: ...................