GCSE Options Booklet
2015-2017
St Augustine’s Catholic College
SPECIALIST TECHNOLOGY AND SPORTS COLLEGE
Curriculum Options 2015-17
Dear Year 9 Student
W elcome to your Curriculum Options booklet for 2015 -2017. You are about to begin the two most
important years of study of your life so far and so it is essential that you recognise that the
decisions that you make are ver y important. At St Augustine’s College we teach a broad and
balanced CORE curriculum that you must follow. W e also appreciate that you will want to
express your own preferences and allow you to do this through OPTION choices.
These are very important decisions to make and so you must find out as much as you can about
the courses on offer before you make your final choices. Try to do all of the following:
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Listen to advice given out in the whole school assembly.
Attend the Options evening on 21 May, listen to what is said and ask questions.
Talk to your tutor who will explain the booklet and help you decide your priorities.
Speak with subject specialists and ask their advice.
Discuss your options with Careers (Mrs Hanlon) or Mrs W ills, Independent Careers Adviser.
Read the options booklet with your parents and talk about your choices.
Please return your Options Form by Friday, 5 June.
Mr J C Alsop
Head Teacher
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Mission Statement
St Augustine's is a Catholic College which embraces the gospel values of Jesus Christ in its everyday life and
work.
It is a learning community which seeks the highest standards of excellence whilst remaining committed to valuing
each individual and their gifts.
Help and Advice
Choosing the correct subject balance for 10th and 11th year courses requires information, consultation and advice. Subject teachers are
available at any time to advise on students’ progress and potential for different courses. Meanwhile during the term students will have been
given information explaining the options system together with various materials. This is designed to give guidance as to the criteria to be used
in making subject choices and to help students to research the requirements for further education courses and careers.
Mr Pitcher is available to speak to students and parents if any advice is
required on making the most of the option system, and Mrs Hanlon is
also available to provide further information on careers. She is
available in College and by email: chl@st-augustines.wilts.sch.uk.
Students can also make an appointment with Mrs Wills, Independent
Careers Adviser.
Options Evening for Parents
An opportunity exists for you to listen to a
presentation which will explain the options process
for a student in Year 9 on:
Thursday, 21 May
at
6.00 pm
There will be two parts to the evening
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Two short presentations in the hall and the
Lasallian Centre
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Subject displays
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The Core Curriculum
The Core Curriculum
At St Augustine’s we believe that our mission is to develop the whole person. This is reflected in our core curriculum offer which is
underpinned by the key academic subjects of English, Maths and Science. In addition all students study RE, which will enable every student
to flourish spiritually, and all students take core PE so that they leave school with a love of regular sport and physical activity which, we feel, is
essential to living a full and healthy life.
The CORE subjects are those that the college considers to be compulsory for all St Augustine’s students. They are:
English
Mathematics
Physical Education
Religious Education
Science
Each of the core subjects will offer a differentiated curriculum that will stretch the most able and support students with specific learning needs.
Please refer to the subject pages for more information regarding the core curriculum offer.
Core Changes
From September 2015 the first phase of reforms to GCSE qualifications comes into effect. The first subjects to be reformed from September
2015 are English Language, English Literature and Mathematics. The main changes to the GCSE are summarised as follows:
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A new grading scale of 9 to 1 will be used, with 9 being the top grade.
Assessment will be mainly by exam, with other types of assessment used only where they are needed to test essential skills.
There will be new, more demanding content.
Courses will be designed for two years of study – they will no longer be divided into different modules and students will take all their
exams in one period at the end of their course.
Exams can only be split into ‘foundation tier’ and ‘higher tier’ if one exam paper does not give all students the opportunity to show their
knowledge and abilities. This will apply to Mathematics with the foundation tier covering grades from 1-5 and the higher tier from 5-9.
Resit opportunities will only be available each November in English Language and Maths.
What does this mean for students beginning GCSE study in 2015?
This only applies to English Language, English Literature and Mathematics from 2015 with most other subjects being reformed from 2016. All
other subjects will continue to be assessed and graded as they were previously. A significant difficulty will be that students will be graded 9-1
in English and Mathematics and A*-G in all their other subjects.
Personal Development
At Key Stage 4, students will have opportunities to research Post 16
educational and career routes in Year 11. This coincides with open events
at principal centres of learning in the area.
The RE department delivers SRE (Sex and Relationship Education) at Key
Stage 4.
Drugs awareness programmes will be delivered during specific workshops
at key points of KS4.
E-Safety knowledge and awareness developed in KS3 will be reinforced
through all subject areas and as part of the ongoing pastoral programme.
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Optional Subjects
The OPTIONAL subjects are listed below together with the details of staff in charge of those departments.
You should speak with the Heads of Department and read the subject information in this booklet before
making your choices.
Subjec t
Head of Depar tment
Email
Art & Design
Business Studies
Design Technology
Drama
Geography
History
ICT/Computer
Science
Languages
Music
Dance/Performing
Arts
Physical Education
Mr Quigley
Mr Ryan
Mr England
Mr Smith
Mrs Ewings
Mr Reid
mjq@st-augustines.wilts.sch.uk
gfr@st-augustines.wilts.sch.uk
englandg@st-augustines.wiltss.sch.uk
smithr@st-augustines.wilts.sch.uk
jeh@st-augustines.wilts.sch.uk
mrr@st-augustines.wilts.sch.uk
Mr Mokebo
Mrs Braham
Mr O'Mahony
jmm@st-augustines.wilts.sch.uk
chb@st-augustines.wilts.sch.uk
rom@st-augustines.wilts.sch.uk
Mrs Nelson
Mr Andrews
nelsonv@st-augustines.wilts.sch.uk
maa@st-augustines.wilts.sch.uk
Optional subjects
We recognise that you have individual needs and aspirations, which are not necessarily met by the core alone. Consequently we enable you
to study FOUR OPTIONAL subjects.
Each of the optional subjects will offer a differentiated curriculum that will stretch the most able and support those with specific learning
needs. Please refer to the subject pages for more information regarding the optional subject curriculum offer. You must select FIVE subject
preferences from all the subjects that are available in rank order, with your first preference ranked 1, second preference ranked 2 and so on.
The college will then offer you FOUR of your FIVE preferences.
To comply with the government’s revised accountability measures for schools regarding a broad and balanced curriculum, students must pick
at least one option from the first box.
We will endeavour to maximise your preferences, but please be aware that there will be some constraints due to resourcing and staffing and
so not all of you will be offered your first four preferences.
Should you decide to put Study Support as one of your options, please could you make that Option 1.
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ENGLISH
GCSE English Literature – AQA Specification
Students will sit two exam papers, which will cover the content
outlined below. The literature exams are both content and skill
based. Students will be taught how to respond to texts analytically,
looking at key literary concepts including character, setting, voice,
theme, relationships, context and audience. Students will learn how
to compare texts analytically; this skill is tested in the poetry element
of the course.
Shakespeare
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Macbeth, The Tempest, Romeo and Juliet, Much Ado About
Nothing, Julius Caesar or The Merchant of Venice
19th Century Novel
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A Christmas Carol, Strange Case of Dr Jekyll and Mr Hyde,
Frankenstein, The Sign of Four, Great Expectations, Jane
Eyre or Pride and Prejudice
Modern Prose or Drama
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Lord of the Flies, Animal Farm, Never Let Me Go, Pigeon
English, Anita and Me, Telling Tales, An Inspector Calls,
Blood Brothers, The History Boys, DNA, The Curious
Incident of the Dog in the Night-Time (play script), A Taste of
Honey
One cluster (15 poems) from AQA poetry anthology, Poems Past
and Present:
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Love and Relationships or Power and Conflict
Unseen Poetry
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Students will respond to two unseen poems separately
before then comparing them.
GCSE English Language – AQA Specification
Students will sit two exam papers, which will cover the content
outlined below. These exams are skill based, rather than content
based. The exams will test students’ ability to respond analytically to
unseen extracts of Literature and Non-Fiction writing. These
elements of the exams test students’ Reading skills. Students will
also be prepared to write creatively. These elements of the exams
test students’ Writing skills. Students will learn how to compare texts
analytically.
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Respond to an unseen Literary Fiction text (20th or 21st
Century)
Creative Writing: Descriptive or Narrative writing
Respond to an unseen Non-fiction text
Respond to an unseen Literary non-fiction text
Creative Writing: Writing to present a viewpoint
MATHEMATICS
Mathematics at GCSE
Mathematics is a core subject at GCSE and all students will take a
full GCSE qualification or an Entry Level certificate. The Maths
GCSE encourages students to develop confidence in, and a positive
attitude towards, mathematics and to recognise the importance of
mathematics in their own lives and to society. It prepares students
to make informed decisions about the use of technology, the
management of money, further learning opportunities and career
choices.
What will I learn?
The students will develop their knowledge, skills and understanding
of mathematical methods and concepts in the following areas:
number
algebra
geometry
measures
statistics and probability
They will use their knowledge and understanding to make
connections between mathematical concepts and apply the
functional elements of mathematics in everyday and real-life
situations.
The content of the GCSE course is a natural progression from the
Key Stage 3 syllabus. Topics covered in Year 9 will be revisited to
ensure that progression through each unit of work is based on a
solid foundation.
How will I assessed?
The GCSE will be assessed using the new 9 - 1 grading system
where 9 is the highest grade. There has been an increase in
breadth and depth of content and a greater emphasis on questions
at the highest grades. The students will need to memorise more
formulae than previously. The assessment consists of 3 exam
papers which have to be taken at the end of Year 11 and the total
length of the exams has to be at least four and a half hours. One
exam will be non-calculator.
The Entry Level Certificate will be assessed using a series of tasks
which are completed during normal lessons.
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RELIGIOUS EDUCATION
Why study RE?
Religious Education forms an important part of the core curriculum
at Key Stage 4. All pupils will participate in this course leading to
GCSE certification.
The title of this course is Religious Studies B (Philosophy and
Applied Ethics)
What will I learn?
Applied Ethics is delivered in Year 10 and comprises a study of the
following topics from the perspective of Christianity: B603 - Human
Relationships, Medical Ethics.
B604 - Equality, Peace & Justice.
Philosophy of Religion is delivered in Year 11. The topics covered
include:
B601 - Deity, End of Life
B602 - Good and Evil, Science.
The RE Department aims to deliver this course using interactive
and debate based teaching methods. We also allow time for
activities that promote spirituality to enrich the RE Key Stage 4
curriculum.
How will I be assessed?
The course will begin after Easter in Year 9 and all units will be
assessed at the end of Year 11.
For students requiring entry level courses we deliver OCR
Religious Studies A: Christian Practice.
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SCIENCE
AQA Science A
AQA Additional Science
Why study Science?
All students study Science. The specifications were new for 2011
and have been revised to provide modern, exciting courses to equip
students with the knowledge and understanding for life in the 21 st
century. All students will study Science A, most will go on to study
Additional Science in Year 11 which will lead to a second GCSE
qualification. This is an alternative route to Triple Science GCSE
and by far the most popular route. It is possible to study any of the
Science A Levels and university courses through this route.
What will I learn?
The Science A unit is the “core” and has an emphasis on How
Science Works; on evaluating evidence and on the implications of
science for society. In contrast, the Additional Science course has a
greater emphasis on explaining, theorising and modelling in science.
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Science A contains topics on Human Biology, Evolution and
Environment, Products from Rocks, Oils, Earth and
Atmosphere, Energy and Electricity, and Radiation and the
Universe.
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The Additional Science course includes the study of
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Biology: Cells, Photosynthesis, Food Chains, Life/
Carbon Cycles, Enzymes, Homeostasis, Inheritance.
Chemistry: Atomic Structure and Bonding, Synthesis
and Industrial Processes, Rates of Reaction,
Electrolysis.
Physics: Kinematics, Dynamics, Energy and Work,
Momentum, Electricity, Radiation, Nuclear Fission/
Fusion
How will I be Assessed?
In both Science A and in Additional Science there is a 1 hour written
paper each for Biology, Chemistry and Physics. There is also a
Controlled Assessment based on practical work for each GCSE
which is worth 25%.
Coursework, known as ISAs, is completed in both Year 10 and Year
11, however all examinations take place in Year 11.
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TRIPLE SCIENCE
AQA GCSE Biology, Chemistry and Physics
Why study Separate Sciences?
Triple Science is designed for those students with a passion for
science and who have achieved high academic levels in science in
Year 9; a minimum of a Grade D or level 6 equivalent.
It provides a very good foundation for A level but is not essential and
is not required for most university science courses.
Students showing passion for science, who have made the
necessary achievements in science and mathematics will be
selected for the course. Students should be aware that as this is not
an option it has the same learning time as Science A/Additional
Science but with a third extra content per science. For this reason
commitment to the course is essential.
What will I learn?
The Triple Science course is an extension to the Core and Additional
Science programme with one extra unit per subject. This course will
be taught in the same time period as Core and Additional Science.
The extra units are more complex and in many ways more enjoyable
as they will stretch the more able student.
It contains a
comprehensive coverage of each of the three sciences.
The course will enable you to understand better the world in which
you live, and take an informed interest in science and scientific
developments. You will learn about the basic principles of science
through a mix of theoretical and practical studies. In addition to
scientific knowledge and understanding, you will develop your ability
to handle information and solve problems. You will also develop
experimental and investigative skills. All these abilities are essential
for further study at A level and are useful in everyday life.
How will I be assessed?
For each science there will be:
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Three written exams of 1 hour each worth 25% of the total
mark
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One controlled assessment that is practical based worth 25%
of the total mark.
All written examinations are taken in Year 11.
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PHYSICAL EDUCATION
Why study Physical Education?
Mens sana in corpore sano
(A sound mind in a healthy body - Roman poet Juvenal)
Physical Education has been elevated to a prominent position
amongst school subjects, as we seek solutions to the projected
health problems caused by an increasing lack of physical activity
amongst our young people. There is also growing evidence from
neuro-scientists about the importance of movement for the
development of the brain and of the psychological benefits of being
physically active. The British Journal of Sports Medicine recently
published research that proposed, “one hour’s exercise each day
would translate in to a predicted increase of academic attainment of
almost one grade at GCSE level.” As a Department we embrace this
recognition and the challenges it brings to St. Augustine’s.
What will I learn?
All students will participate in two hours of Physical Education each
week and will be asked to select a ‘Pathway’ depending upon their
own strengths and aspirations. Pathways currently specialise in
adventurous activities, creative activities and the more traditional
strategic and tactical games. Athletic activities and health related
fitness are incorporated across the pathways. We aim to provide a
balanced curriculum which allows students to demonstrate
increasingly refined techniques; performance becomes more
consistent and effective. Students anticipate the responses of others
and use this information to adapt their own performance. They
undertake different roles, such as performer, coach and official;they
evaluate accurately and make judgements using the relevant
technical terms. Students regularly participate in health-promoting
physical activity, and show an understanding of the principles used
to prepare and monitor exercise programmes for an active healthy
lifestyle.
How will I be assessed?
This is not an examination subject but nevertheless we expect no
less in terms of commitment and standards. Students will have the
opportunity to gain National Governing Body Awards for
performance, coaching, officiating and Sports Leadership.
Our hope is that all students continue with some form of regular
physical activity for the rest of their lives, enjoying its benefits.
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ART
Why study Art & Design?
The GCSE Art & Design course aims to enhance the visual
education of our students through developing their critical
appreciation of Art, their technical skills and their creative responses
to ideas and situations. This creative thinking, coupled with
resourceful and independent study is essential at this key stage, as
it will be later on at A level, further education or employment. The
transition from Key Stage 3 is quite dramatic at first but once
students begin to harness the artistic disciplines and freedom
offered by the course they invariably progress successfully and
possess lifelong skills and understanding of Art. There are now more
than 80 different B.A. courses offered at Universities and Art
Colleges in the growing branches of Art & Design.
What will I learn?
Primarily students will understand that their art, as well as all other
art, flows from their own personal experiences, interests and
concerns. They will come to realise the importance of gathering their
own resources related to the themes they are investigating and
explore many new types of media, practices and processes on their
journeys. Critical study, analysing and responding to other art in their
own work, is perhaps one of the steeper steps in students’ learning,
but once embraced produces great reward.
How will I be assessed?
There is no timed written exam in Art & Design.
60% of the total marks are awarded for coursework, comprising 2
units of work, each based around a set, open-ended theme.
40% of the marks are for the examination unit, which lasts about four
months. The course finishes in the middle of May in Year 11.
In each unit students are required to produce a substantial body of
artwork in journals (sketchbooks) and on A1 sheets, They are
assessed in relation to how well they have Recorded & Resourced
(drawing, painting, 3D work, photography, gathering subjects for
study etc), Explored (media, ideas and practices and processes),
Analysed/Responded to other art and produced a final outcome.
These criteria form the objective ingredients of the assessment but
what underpins the most successful students’ work is a sense of
industry, struggle, enterprise and enjoyment.
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BUSINESS STUDIES
Why Study Business Studies?
This course is both active and enjoyable. To solve business problems
you need to be good at communicating and explaining your ideas. You
will learn how to be a creative thinker and how to make decisions. You
will also learn about the world of business through research, investigation
and practical tasks.
It doesn’t matter if you haven’t studied business prior to taking this
course. You might have an interest in business, and want to start your
own business one day. You may have an enquiring mind and be
interested in learning about the world around you, how businesses are
set up, and what it is that makes someone a great entrepreneur.
Highlights of the course include:
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Taking part in a Dragon’s Den competition
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Visiting Cadbury World to find out why marketing is important
What Will I Learn?
While studying the first two units of this course (Year 10) you will be
introduced to the world of small businesses and will look at what makes a
successful business person. You will find out how to develop an idea and
spot an opportunity, and turn that into a successful business. You will
understand how to make a business effective and manage money well.
You will also see how the world around us affects small businesses.
In Unit 3 (Year 11) you will learn more about how businesses are
developed and discover how businesses promote themselves and keep
their customers happy. You will learn how businesses manage their
finances and the people who work for them.
How will I Be Assessed?
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For Unit 1 you will take a written examination paper at the end of Year
11 with multiple-choice questions. (25%)
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In Unit 2, you will be given a list of Controlled Assessment tasks to
choose from. The tasks will be based on what you have studied in Unit
1. This is written in January of Year 11. (25%)
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In Unit 3, you will sit another written examination paper at the end of
Year 11 giving you the other half of your marks. The questions will be
a mixture of multiple-choice, data response, short-answer, extendedwriting and scenario-based questions. (50%)
What can I do after I have completed the course?
The Business GCSE can help you prepare for further and higher
education. It prepares you for AS/A2 Levels in Economics & Business as
well as BTEC and NVQ courses in many different subjects. You will
become skilled in making decisions, being creative, solving problems,
understanding finance, dealing with data, communicating and working as
part of a team. Even if you do not want to go on to study business further
you will have benefitted from studying a GCSE Business course because
many jobs you do will involve working for a business. However, a GCSE
Business course could also lead to work in a business related profession
such as accountancy, law, marketing or the leisure and tourism industry.
Next Steps!
If you want to find out more about the skills you might learn or should develop
when studying this course, watch BBC programmes like The Apprentice and
Dragon’s Den. You could also look at the following websites to discover the
types of things you might learn:
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www.businessstudiesonline.co.uk/
And of course, talk to Business students in Year 10 and 11 to find out what
they think.
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DANCE
Why Study GCSE Dance?
Dance is a creative and physically demanding course for students
who may not have danced before but wish to be challenged in their
knowledge of movement, to work innovatively with others, and enjoy
expressing ideas. As an 80% practical course you will spend a great
deal of time being active, learning to create interesting dances and
perform with confidence. 20% of the course is preparing for one
written exam which asks students to evaluate professional dance
works.
What will I learn and how will I be assessed?
Students will study dance performance, creation and appreciation.
In performance work students will develop their range of movement
– greater physical control, stamina, strength and mobility. These
skills are used so students can express their ideas effectively in
performance. Students learn to be critical of their own skills and to
improve them.
A great deal of time is spent on choreography as this involves
experimenting, clarifying and rehearsing movement sequences,
developing techniques to communicate well with team members and
audiences, and reviewing dance pieces.
Students use their practical skills to review the work of professionals.
These analytical discussions ask students to critically engage with a
range of theatre work. Students will learn to share ideas and write
clear descriptions and evaluations.
Students also take a theatre trip each year to see dance
performances.
Students will need to equip themselves with dance trousers/leggings
and fitted black clothing.
How will I be assessed?
20% Critical dance appreciation – 1 hour written exam, externally
assessed
20% Set dance performance – practical, externally assessed via
DVD recording
20% Performance in a group dance - practical, Controlled
Assessment & moderated
40% Choreography 2 tasks—practical, solo composition and group
dance, controlled assessment and moderated.
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DESIGN TECHNOLOGY
Food Technology
What is Design & Technology?
Design & Technology is becoming an increasingly complex subject. As user
needs become more specialised and markets more competitive,
understanding human biases and general design principles requires astute
academic insight.
As a subject discipline it prepares pupils to engage with rapidly changing
technologies and provides opportunities to respond to the environment in
which they live. Here at St Augustine's we seek to enable our students to
explore their creativity and enjoy the wide ranging opportunities which Design
& Technology can offer.
Through the provision of a stimulating and creative learning environment our
students are encouraged to think and intervene imaginatively to improve
quality of life. The subject calls for students to become creative problem
solvers, as individuals and members of a team, qualities important to all
individuals and so highly valued by Higher Education and employers. They
must look for needs and opportunities and respond to them by developing a
range of ideas which they can then communicate, through a design folio and
practical solution. By doing this they will develop their research, analysis,
product development, project planning and evaluation skills. These are all
skills which are transferable and are applicable to many different careers.
What Design & Technology Courses are available?
We offer four GCSE Design and Technology courses at St Augustine’s.
Theses are as follows:
Food Technology
One of the most popular courses, Food Technology gives students a hands on
look into the food and catering industry. There is much to learn but most of this
will involve ‘learning-by-doing’. Students will learn a tremendous amount
through making activities which involve working with food ingredients and food
products. Hopefully this is one of the reasons students will choose to study
GCSE Food Technology. Food Technology involves:
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Learning about foods, ingredients, processes, techniques
Experimenting, investigating and testing products
Being creative and designing new products
Understanding how a product is developed in a test kitchen
Having an insight into how products are made in industry
Understanding about diets and health
Making choices as consumers
Food Technology involves students working in the same way as a food
technologist works in industry. The food technology room becomes the test
kitchen. Students will be designing and making a wide range of products,
developing making skills but also having the opportunity to design and make
different food products. This is called the design process. In addition to gaining
a GCSE, whilst on the course students will undertake a nationally recognised
Food Hygiene Certificate.
N.B.
How will I be assessed?
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Despite being continually assessed throughout the year, all formal assessment
will take place in the final year in the form of a Design and Make Project (60%)
and a 2 hour written exam (40%).
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Due to the new options process students can now choose to take two
Design and Technology subjects. Should they wish to explore this
opportunity they must first discuss it with Mr England before completing
the options form.
The student’s Year 9 performance will influence which choice they will be
offered.
The group size for each course will need to take Health and Safety
regulations into account.
DESIGN TECHNOLOGY
Graphic Products
Graphic Products
During the Graphic Products course students undertake a range of
design and make activities related to the fascinating world of graphic
design. Students will focus on corporate identity, commercial
marketing and advertising, display, packaging as well as getting an
insight into commercial printing processes. The course can lead
students into a wide range of interesting and worthwhile careers and
is extremely relevant to the understanding of how some of these
actually work. Graphic Products involves:
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Being creative and designing new products
Understanding how and why the ‘design process’ works
Learning how to research into a topic effectively and use this
research to guide your designs
Learning how industry uses graphics and modelling skills in a
wide range of products
Developing many skills which enable them to present and make
quality products
Learning about graphic processes, techniques and making skills
Experimenting, investigating and testing products
Understanding how a range of products are manufactured
commercially
Having an insight into the use of colour, shape and layout of a
design
Understanding and using a variety of CAD/CAM techniques
Graphic Products involves students working somewhere between
how a graphic designer and a model maker would work in industry.
The classroom becomes not only a design studio, but also a place to
make high-quality models in three dimensions. Students will be
designing and making a full range of products, showing different
ways of presenting ideas to a client, developing 3D-making skills and
using CAD/CAM to gain a really professional finish.
How will I be assessed?
GCSE grades will be awarded as a result of completing two units in
the final year of the course..
Unit 1: A 2 hour written examination on subject knowledge worth
40% of the total marks.
Unit 2: A design and make project involving the student making a
graphic product. This is worth 60% of the final mark.
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DESIGN TECHNOLOGY
Resistant Materials
Resistant Materials
Our world is full of products that are made from resistant materials.
From the moment you wake in the morning to the time you return to
bed, the whole day will be influenced and affected by products that
have been designed and made from resistant materials.
When undertaking the Resistant Materials course, students will get
the opportunity to design and make products using the three main
materials; metal, plastic and wood. Over the two years students will:
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Look at how products have been developed over the years
Research into famous designers’ creations and how they can
influence design today.
Learn techniques that will enable them to become a creative
designer
Experience different methods and ways of presenting design
ideas
Develop an understanding into the working properties of
materials
Know about different methods of manufacture
Be able to cut, shape, form, cast, join, clean and finish a wide
range of materials.
Learn about social, moral, environmental and sustainable issues
concerned with designing and making products
As well as experiencing traditional manufacturing processes,
students will work extensively with the department’s CAD/CAM
facilities. Ranging from CNC lathes, router and milling machines, to
injection moulder, laser cutters and 3D printer. In addition to this they
will also get a chance to look at the ever changing world of SMART
materials and how they can incorporate these into their designs.
How will I be assessed?
GCSE grades will be awarded as a result of completing two units in
the final year of the course.
Unit 1: A 2 hour written examination on subject knowledge worth
40% of the total marks.
Unit 2: A design and make project involving the student making a
real product. This is worth 60% of the final mark.
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DESIGN TECHNOLOGY
Textiles Technology
Textiles Technology
Students who opt to study Textiles Technology at GCSE are keen to
design and make creative and unique pieces of textile work. Textiles
Technology is a very exciting subject that encourages students to
consider technological advances in textiles as well as building up
traditional textiles skills, knowledge and understanding. Students will
explore textiles as a material and study how fabrics are
manufactured in the textile industry. Clothing for sport, fashion and
protection will be a major focus for understanding how items are
designed and made to satisfy consumer demand. The subject
involves:







Learning about fibres, fabrics and components
Being creative and understanding how designers get inspiration
for design ideas.
Understanding the issues that influence textile design and
marketing.
Investigating methods to colour, decorate and stitch textile
products.
Testing, developing and evaluating ideas.
Being aware of how textile products are manufactured.
Knowing about the use of computers in designing and making.
Many Textile Technology lessons involve practical work, to explore
exciting new textile techniques. Students will work with dyes, fibres,
threads, yarns, fabrics and components to add colour, pattern, shape
and texture to design ideas. Textile skills are taught to understand
how to shape and add 3D features and fastenings to products. Some
lessons will focus on learning about textile materials and
components, perhaps involving product analysis. Students will need
to know about how designers operate and how textile products are
manufactured in order to develop their own successful products. In
addition to this students will also look at sustainability, ethical and
recycling issues relating to the textile industry.
How will I be assessed?
Despite being continually assessed throughout the year all formal
assessment will take place in the final year in the form of a Design
and Make Project (60%) and a 2 hour written exam (40%).
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DRAMA
Why Study Drama ?
It develops a wide range of social skills, useful in all other subject
areas and outside the college environment, such as:
•
•
•
•
Self-esteem
Self-confidence
Negotiation
Respect for others
Concentration
Co-operation
Assertiveness
Communication
It is one of the few subjects which assesses a student's ability to
work as part of a team and this is recognised by schools, colleges,
universities and businesses.
W hat w ill I Learn?
Students will learn about different genres and performance styles.
They will explore the ways in which performers and designers
communicate meaning to an audience. Students will develop
understanding of stage and performance conventions as well as use
of appropriate drama terminology and how to use it. Not only will
students have the opportunity to create, interpret and communicate a
role or character, they will also have the option to learn about the
design and technical side of theatre.
How will I be assessed?
Unit 1 – 42401
Written Paper – 1 Hour 30 mins
(Students will sit the written exam at the end of Year 10.)
80 marks – 40%
The written paper comprises 3 sections.
 Practical work completed during the course
 Study and performance of a scripted play
 Study of a live theatre production seen
Students must complete Section A and choose between Section B or
C. This written exam involves the description, analysis and
evaluation of performance. Many students find this aspect of the
course demanding and many lessons and homework will be devoted
to developing written exam strategies.
Unit 2 – 42402
Practical Work
120 marks – 60%
Students are required to present practical work for two cControlled
Assessment options each with a weighting of 30%.
Options:
Devised Thematic work
Theatre in Education
Costume
Masks
Stage Management
Acting
Set Design
Make-up
Puppets
Sound
Improvisation
Physical Theatre
Properties
Lighting
.
Students can either choose to act or do design technical units. To
do well, students need to have a passion for the subject, see live
theatre in their own time, devote lunch times and after school to
rehearsals and - if wanting to do acting - be confident performing in
front of others.
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GEOGRAPHY
Why study Geography?
Examination Board: Edexcel (B)
The geography syllabus is modern and contemporary and allows
students to investigate the key issues which will affect us and the
planet in the 21st Century. It provides an opportunity for students to
develop the skills which are valued by employers and will be
essential in their further studies in geography but are also easily
transferrable to all other subjects.
What will I learn?
The students will study a range of topics both physical and human;
so they have a broad geographical knowledge and understanding,
but also focus in depth on key issues, allowing them to investigate
issues that interest them. They will also develop many skills such as
team work, computer literacy, data analysis and self-motivation.
•
Unit 1: Dynamic Planet (1hr 15 mins exam - 25%)
In this unit we will investigate some of the current issues in
physical geography: Climate change, Oceans on the Edge,
Coastal Change and Conflict, The Battle for the Biosphere,
Water World and the Restless Planet.
•
Unit 2: People and the Planet (1hr 15 mins exam - 25%)
In this unit we look at the ways in which people live on the
planet and how we interact with our physical
environments:
Population
Dynamics,
Consuming
Resources, Globalisation, Changing Economy of the UK,
Challenges of a Rural World and Development Dilemmas.
•
Unit 3: Geographical Decisions (1hr 30 mins exam - 25%)
During the course students will develop a range of skills
and they will use these, along with their knowledge and
understanding to make decisions about a topical,
contemporary issue in an exam.
•
Unit 4: Controlled Assessment (25%)
In this assessment students will write up the fieldwork they
have completed under controlled conditions and this will
be marked by their teachers.
How will I be assessed?
The GCSE assessed by three short exams (1-1.5 hrs each),
available as both Higher and Foundation tiers, and by a piece of
Controlled Assessment which is completed in lessons.
Fieldwork is an essential component of geography and allows
students to develop a deeper understanding of the theory they have
studied in the classroom. In order to complete their Controlled
Assessment, all students will take part in a compulsory residential
trip to Swanage which usually takes place in the summer term of
Year 10. There may also be the opportunity for students to take part
in an optional overseas visit in Year 11.
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HISTORY
Why study History?
Studying History at GCSE will enable you to study the events that
shaped the 20th Century.
You will be engaged in the process of historical enquiry and develop
your skills as a critical and reflective thinker with an enquiring mind.
History will give you the opportunity to ask questions about the past
and to investigate using a range of sources.
Historical knowledge will provide you with the basis for your role as a
responsible citizen.
What will I learn?
There are 4 parts to History GCSE.
Year 10:
International Relations from 1918 to 1939
This looks at how the major powers tried and failed to maintain
peaceful relations.
Depth Study of the USA 1918-1941
This covers the boom of the 1920s, crash of 1929 and FDRs New
Deal
Year 11:
Depth Study on Germany 1890 – 1945
This covers how Germany recovered from WW1, Hitler’s rise to
power and Hitler’s Nazi Dictatorship.
Depth Study on Britain 1890-1918
You will see how Britain undergoes rapid economic, political and
social change at the end of the 19th Century and beginning of the 20th
Century.
How will I be assessed?
You will take 2 exam papers.
Paper 1 on International Relations and the Depth Study on Germany
40%
Paper 11 on the British Depth Study
35%
You will also complete a Controlled Assessment
on the USA Depth Study
25%
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ICT – GCSE COMPUTING
(programming option)
Why Study GCSE Computing?
This course has been designed to give students a real, in-depth
understanding of how computer technology works.
It’s an excellent preparation for higher study and employment in the
field of computer science. The increasing importance of information
technologies means there will be a growing demand for
professionals who are qualified in this area.
Students will develop their critical thinking, analysis and problemsolving skills through the study of computer programming, which can
be transferred to other subjects and even applied in day-to-day life.
It therefore provides an excellent preparation for students who want
to study or work in areas that rely on these skills, especially where
they are applied to technical problems e.g. engineering, financial
and resource management, science and medicine.
Units Covered
Unit A451 - Computer Systems and Programming (Exam – worth
40%)
This unit covers the body of knowledge about computer
systems on which the examination will be based. It is
assessed by a written paper, which has a mixture of short
and long answer questions
Unit A452 - Practical Investigation (Controlled Assessment –
worth 30%)
An investigative computing task, chosen from a list
provided by OCR, which assesses the following: research,
technical understanding, analysis of problem, historical
perspective, use of technical writing, skills,
recommendations/evaluation.
Unit A453 - Programming project: (Controlled Assessment –
worth 30%)
Students will learn standard programming techniques and
then design, create and test a solution to a problem
provided by the exam board.
Assessments
40% - External assessment – written paper
60% - Controlled Assessment - Unit A452 & Unit A453
What can the qualification lead to?
This qualification provides learners with the skills, knowledge and
understanding to progress to:
Academic qualifications e.g. A Level in ICT or Computing
Level 3 qualifications e.g. BTEC Level 3 Nationals in IT
Employment in the IT field
Find out more info at:
http://www.ocr.org.uk/qualifi cations/gcse -computi ng -j275
-from-2012/
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ICT – CiDA (Certificate in Digital Applications)
(creative option)
Why Study CiDA?
The UK is a world leader in the creative digital industries, such as in
the creation of visual effects for films and computer games. Its game
industry is among the largest in the world, and is set to continue to
grow. This qualification has been designed to engage and enthuse
young people with an interest in these industries. It appeals to
students who want the opportunity to explore and acquire a broad
understanding and knowledge of the creative digital industry and the
ability to apply that knowledge in practical contexts.
Units covered
Unit 1 - Developing Web Products (30 Guided Learning
Hours)
This unit provides students with the knowledge, practical and
creative skills they need to use web authoring software,
multimedia assets and navigation features to produce web
products. Students will learn to design, create, test and
evaluate them.
Unit 4 - Game Making (30 Guided Learning Hours –
Coursework)
This unit enables students to investigate different aspects of the
game making industry in order to understand its success.
Students will learn to plan, design, create & evaluate computer
games.
Assessment
25% - Sit-in exam (Unit 1 - Developing Web Products)
The practical examination for this unit is set and marked by Edexcel.
Students will be expected to use web authoring and other software
tools to build and test a website based on a scenario set by Edexcel.
75% - Coursework project (Unit 4 - Game Making)
Students will be expected to research, design, create, test and
evaluate a computer game based on a scenario provided by the
exam board.
What can the qualification lead to?
This qualification provides a broad and solid foundation for further
study of various aspects of creative computing, such as graphic
design, web design, computer games design and interactive media.
It supports progress to further study, including:
● Level 3 BTECs in Creative Media Production
● Level 3 BTECs in IT
It also enhances young people’s overall digital literacy and gives
them a solid foundation for further study and employment.
Find out more info at:
http://qualifications.pea rson. com/content/de mo/ en/
qualifications/dig ital -applica tions -cida-dida/cida -dida -l2 2014.ht ml
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equivalent to 1 GCSE
LANGUAGES (French/Spanish)
Why choose a language at GCSE?
El que habla dos lenguas vale por dos."
("The person who speaks two languages is worth two.")
Develop language learning at a higher level (builds on FCSE and
prepares for AS)
Improve your communication skills in another language whilst
developing your own literacy learning
Enhance your travel experiences
Join the global community and learn about different cultures
What will I Learn?
An exciting, up to date course based on topics such as leisure,
media, healthy lifestyles, education and holidays.

Speaking and listening activities linked to audio and video
clips improve students’ understanding of speech and
develop pronunciation, building confidence in language
learning skills.

Strategies provide valuable hints and tips in English to help
develop the language learning skills needed for the exam.

Grammar boxes linked to interactive grammar exercises with
instant feedback make learning grammar more engaging.
Support for Controlled Assessment with exemplars and interactive
analysis.
The best possible exam preparation for Listening and Reading with
exam-style questions, video clips and audio recording tool that
allows students to interact with native speakers and classmates.
How will I be assessed?
The GCSE is available at both Higher (A*-C) and Foundation (C-G)
tier., and assessed by AQA.
The speaking (30%) and written (30%) skills are assessed in school
during the two year course after the teaching of each module. The
best two results in each skill are submitted to AQA in May of Year
11. This makes it a very student friendly course.
There are two final exams of 40 and 50 minutes in Year 11 for the
reading (20%) and listening (20%) skills.
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MUSIC
Why study music?
Music is a subject which allows you to express yourself, grow in
confidence and develop lifelong skills. Musicians are thought very
highly of as they are motivated, determined and committed people.
In choosing music you demonstrate a level of discipline, an ability to
work with others and an excellent understanding of so many skills
which could be transferred in so many ways and in so many
situations. You are probably getting to a level in performance and
understanding of the subject where working with like minded people
would be rewarding and immensely satisfying.
What will I learn?
The board we chose to study at Key Stage 4 is OCR, specification
J535. You will continue to develop your skills and knowledge in
performing, composing and listening.
This specification has 4 Areas of Study which will help you to
increase your depth of knowledge and understanding in the above
areas.
Area of Study 1
My Music
Area of Study 2
Shared Music
Area of Study 3
Dance Music
Area of Study 4
Descriptive Music
Within these Areas of Study you will cover some of the following
material: History of your instrument and the influences on the way it
is used, explore the relationships of the roles of voices and
instruments in areas such as Pop, Ballads, classical concertos,
Baroque and classical chamber music, great choral classics and
African and Capella singing. You will also learn about the Waltz,
Latin Dances, Line Dance, Bhangra, Disco and Club Dance. In our
look at Descriptive Music you will understand how composers write
Programme Music, Film Music and compose music to express a
story or mood.
How will I be assessed?
There are 4 assessment units
 Unit B351 Integrated Tasks (Controlled Assessment) This
includes a performance (15%), composition (10%) and a
commentary (5%). In total 30% of the examination.
 Unit B352 Practical Portfolio (Controlled Assessment) A portfolio
containing a group of performances (15%), a composition (10%)
and a log commentary (5%). In total 30% 0f the examination.
 Unit B353 Creative Task (A timed task in exam conditions) You
will compose a short piece from a given stimulus and
communicate your work. In total 15% of the examination.
 Unit B354 Listening Task
(A written paper which lasts
approximately 1 hour) This will test your knowledge on all the
material covered in Area of Study 2, 3 and 4. ( In total 25% of the
examination)
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PERFORMING ARTS (Musical Theatre) BTEC
LEVEL 1/LEVEL 2 FIRST AWARD
BTEC Level 1/2 First Award in Performing Arts
Why take performing arts?
The course is aimed at students who enjoy being creative,
developing performance skills and sharing ideas.
The course gives students opportunities to develop their individual
skills in acting, dancing and singing as well as encouraging
specialist skills in other performance areas. Most students are
confident in one performance area but quickly develop new skills
through a series of class assessed projects.
On the course students will be able to work together to perform in
productions as well as music and dance evenings and course
assessments.
What will I learn?
A range of practical presentation skills including acting, physical
theatre, movement, and vocal skills. Students will participate in all
areas of the course but will tend to specialise in two areas for their
assessments.
How will I be assessed?
BTEC courses are developed as a series of continually assessed
projects over the course of two years. This Award consists of three
units. Two units are assessed in school and externally moderated,
one unit is externally assessed via DVD recording and a written
explanation of individual progress.
Students will be challenged through both individual and group work,
such as a musical theatre performance over three public
performances. The assignments will be based upon work related
scenarios and students will be guided through their work with
individual tasks and target setting. Students learn to adhere to
deadlines and manage their commitments whilst developing their
personal skills in performance. Students also learn to take
responsibility and manage their time and work responsibly as part of
a team.
BTEC Level 2 in Performing Arts will complement but not duplicate
work studied in GCSE Dance, Drama and Music.
As part of the course students usually attend 1 or 2 professional
performances a year.
Students will need to be equipped with plain black exercise trousers
and t-shirts for movement sessions.
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SPORT STUDIES
Why Study GCSE Sport Studies?
'Citius, Altius, and Fortius'
Sport is no longer limited to the traditional study of coaching and
teaching. Contemporary Sport is now characterised by the demands
for elite performers and of a 'healthier' society. Here at St. Augustine’s,
the study of Sport requires as much engagement with the principles of
natural and social science as it does with participation in practical sport
and fitness activities. Therefore, Sport Studies now functions as a
pathway for people with a variety of interests, such as elite sports
performance and its analysis, public health, sport and exercise
participation, coaching, teaching, the fitness industry, the armed forces,
public services and as a stepping stone into further and higher
education. GCSE Sport Studies enables students to become
increasingly physically competent through being actively engaged in a
range of physical activities, and to become increasingly effective in
their performance of different physical activity roles such as player/
performer, leader, official and choreographer.
What will I learn?
Over the two years students will:
 develop and apply their knowledge, skills and understanding of
sport through a selection of practical activities.
 develop their knowledge and understanding of the major factors
which affect both participation and performance and demonstrate
the relationship between them.
 understand and implement rules and conventions in a selection of
activities.
 develop their understanding of both the health benefits and risks
associated with participation in physical activity.
 develop the skills necessary to analyse and improve performance.
 further their personal and social development through adopting the
different roles of performer, coach, organiser and official in a range
of sporting activities.
N.B.
Extra-curricular and off-site activities are important components of
GCSE Sport Studies and allow students to develop their own areas of
expertise. Students can be assessed in over 120 different physical
activities, many of which form part of our own extra-curricular
programme.
Course Content
Physiology: Health; fitness and healthy active lifestyle; individual differences; training; fatigue and stress; injury; differences between aerobic and
anaerobic exercise; diet; health and safety in sport.
Psychology: Attitudes; emotional health and well-being; social groupings.
Social/Cultural: Sponsorship; media; sports provision; leisure time; fairness and personal social responsibility; opportunities and pathways available for
becoming or remaining involved in physical activity; competitions; role models; rules; science and ICT.
Practical: Four activities from at least two of the following activity areas:Games Activities, Gymnastics Activities, Dance Activities, Athletics Activities, Life Saving, Personal Survival and Outdoor and Adventurous Activities;
Fitness and Health Activities.
How will I be assessed?
Unit 3 (Theory) Knowledge and Understanding of the Active Performer (40% of the course) 1 hour 30 minutes written exam in the Summer of Year 11
(80 marks)
Unit 4 (Practical) Controlled Assessment throughout the course 90 marks (60% of the course) For each activity students will be assessed in Key Process
A – Developing skills in physical activities (10 marks) and Key Process B – Being creative and making decisions (10 marks). For one activity students
are assessed on their ability to analyse, evaluate and improve performance Key Process C (10 marks)
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STUDY SUPPORT
STUDY SUPPORT
At this vital time in every young person’s life it is important to
recognise that the demands of studying for 9 subjects is not
appropriate for all students.
Study Support is available to give some students the choice of
studying one fewer GCSE and use the time to support their studies/
learning. The member of staff allocated to these lessons will spend
time on the following:
1) Helping students acquire the skills they need to become more
independent learners.
2) Mentoring individuals
3) Offering guidance with homework and coursework
4) Supervising private study
The aim will also be to timetable an English and Mathematics
specialist for at least two of the lessons so that, if necessary, specific
support can be given in these two subjects that underpins progress
in all others.
‘In a rapidly changing and uncertain world, it has to be one of the
most important elements of the curriculum to ensure that pupils know
how they learn best, ready to face a lifetime of learning with
confidence and enjoyment.’ Bill Lucas, Campaign for Learning.
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ACTIVE LEARNING PATHWAY
Why take the active learning pathway:
The Active Learning Pathway is an option that will allow a student to
engage in a range of vocational learning opportunities which have a
value equal to GCSE qualifications at either grade B or grade E,
depending on the motivation of the student. These are recognised
by learning institutions and employers. Students will develop a
range of skills which are transferable to other learning environments.
What will I learn?
Where possible, the Active Learning Pathway is personalised to
meet the interests and agreed personal development needs of the
student. For example: previous students have completed
programmes of work experience, first aid and workplace hazard
awareness; they have established mini enterprise businesses and
worked with the Countryside Team, Wiltshire Council and Wiltshire
Wildlife Trust.
Students select from a list prescribed by the exam board, ASDAN, or
they design their own tasks to meet the relevant criteria. The
students negotiate how the challenge will be executed and liaise
with the teacher to establish how the challenge meets their interests,
ambitions and learning needs. This process aids the student in
developing the skills to self-manage their learning and to capitalise
on and to develop their interests and abilities.
.
How will I be assessed?
All units are moderated internally and quality assessed by the exam
board, ASDAN.
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TIMETABLE FOR OPTIONS 2015
Step one: making the right choices
1. Try to use a logical approach in making your choice. This involves gathering information, some self assessment and thought about
consequences.
2. Reflect on the work you completed in your Year 9 Options Programme. What did you learn about your personal talents and skills? Which
qualifications do you need to pursue your dream career?
3. Obtain as much information as you can: from subject teachers, parents, your careers teacher, and students already experiencing courses
in Years 10 and 11. In order to help your decisions, an Options Evening for Year 9 students will be held in the College Hall on Thursday,
21 May 2015.
4. Do not be afraid to ask for advice. Students in Year 9 have the right to request a meeting with Mrs Wills, Independent Careers Adviser.
5. Try to balance the subjects you prefer with those which may be necessary for a future career.
6. Complete and return the Option Choice form (Page 31) to Reception with your final choices by Friday, 5 June.
7. Where necessary, individual choices will be discussed with the student concerned.
Step two: the process
Select four choices and one reserve choice from the list of subjects. Please rank order your choices from 1st to 5th choice. Your choices
must be guided by the right hand column.
Every effort will be made to provide all students’ preferred choices but in some circumstances it may not be possible to meet all four and a
reserve will be offered.
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Step three: complete and return the Option Form
Name: …………………………………………
Tutor group: ………………
Please complete this form carefully and return it to RECEPTION after you have attended the Options Evening but no later than
Friday, 5 June.
CORE Subjects
These have been ticked for you
English (Language and Literature)
√
Mathematics
√
Science
√
Religious Education
√
Physical Education – non examination
√
Subjects
Limitations
Geography
You must pick at least 1 option from this box
History
French
Spanish
Art
Business Studies
Computer Science
Dance
Design Technology: Food
Design Technology: Graphics
Design Technology: Resistant Materials
Because of the coursework demands of
Design Technology subjects you can only pick
a maximum of 2 and this will be subject to
agreement with the Head of Design
Technology
Design Technology: Textiles
Drama
ICT: CiDA
Music
Performing Arts: BTEC
Sports Studies
ALP
Study Support
Parent/Guardian’s Signature: ………………………………… ….
Student’s Signature: ………………………………………………….
Date: …………………………………………………………………….
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Head Teacher : Mr J C Alsop BA (Hons), MSC
St Augustine’s Catholic College
Wingfield Road
Trowbridge
Wiltshire
BA14 9EN
Tel: +44 (0)1225 350001
Fax: +44 (0)1225 350002
Email: admin@st-augustines.wilts.sch.uk
Web: www.st-augustines.wilts.sch.uk
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