INDEX/CONTENTS
Page
INTRODUCTION ......................................................................................................................... 3
CORE SUBJECTS ......................................................................................................................13
English .........................................................................................................................................14
Mathematics ................................................................................................................................15
Science ........................................................................................................................................16
Philosophy and Ethics in Religious Studies ..................................................................................18
Physical Education .......................................................................................................................19
Personal Social Health & Economic Education ............................................................................20
OPTIONS SUBJECTS .................................................................................................................21
Languages
French, German and Spanish ......................................................................................................22
Arabic ..........................................................................................................................................23
Humanities
Geography ...................................................................................................................................24
History ..........................................................................................................................................25
Creative Arts
Art & Design .................................................................................................................................26
Drama ..........................................................................................................................................28
Music (Green Course) ..................................................................................................................30
Music Technology (Blue Course) .................................................................................................31
Business & ICT
Economics (Green Course) ..........................................................................................................32
Business Studies (Blue Course) ...................................................................................................33
Computing (Green Course) ..........................................................................................................34
Design Technology
Product Design (Resistant Materials) ...........................................................................................37
Electronic Products (Systems and Control) ..................................................................................38
Graphics ......................................................................................................................................39
Textiles ........................................................................................................................................40
Food ............................................................................................................................................41
Physical Education
PE (GCSE) ...................................................................................................................................42
Dance ...........................................................................................................................................43
Vocational Options
(Health & Social Care, Catering) ...................................................................................................44
CHOICE FORM
Will be handed out to students during the Options morning on Thursday 6th February - to be
handed in by March 3rd.
Welcome to ‘Options’ 2014.
At Tapton School our mission statement is ‘valuing everyone, caring for each other and achieving
excellence’. With this at the forefront of our minds we have further developed our KS4 curriculum.
New opportunities are available for students in a more personalised Y10 and Y11 programme that
enables students to achieve both breadth and depth in their learning.
This booklet is written to give you information about the courses we wish to offer and to help you
and your parents make important decisions about the subjects that you will study in Year 10 and
11. It is clearly important that all of us - your parents, subject teachers, form tutor, year manager
and, not least yourself - work together to make informed choices. This booklet is only the
beginning of the decision making process. Please read it carefully, talk about your thoughts with
your parents and ask questions.
Until now you have been taking a larger number of subjects and you have had no choice in the
matter. From now on there will be the chance to study some subjects in much greater depth than
is possible in the lower part of the school and that means more time is needed for each subject. It
will no longer be possible to fit in every subject you have studied so far. Choices have to be made
and we want them to be the right choices for you. For students, it’s your opportunity to mould your
Y10-11 curriculum so that it suits your interests and the direction in which you want to go.
The decisions that you are about to make are probably the most important ones in your school life
and they can have a profound effect on the opportunities available when you move into the sixth
form or other post 16 education after Tapton.
Once we have all the options choices from all the students in Year 9 we will try to create a
timetable that meets the choices of as many students as possible within the staffing and budgetary
constraints. We will then involve you and your parents in finalising the right combination of
subjects for you.
Changing qualifications context: new challenges- new opportunities
The current period is one of great change in terms of the qualifications on offer, the recognition
given to different qualifications and how examinations and assessment are organised within
different qualifications. For this reason I have spent some time setting out the nature of these
changes and how we have responded to these new conditions and for this reason there is much
greater depth in this introduction to the options process than in previous years.
The Importance of English and Mathematics
The expectation that all students achieve well in both Mathematics and English is absolutely
central to our curriculum offer as this will underpin students’ success after leaving Tapton.
Achieving 5 good GCSE passes at A* to C including both English and Mathematics is widely
regarded as providing a secure foundation for future study and progression.
“Good levels of English and Mathematics continue to be the most generally useful and valuable
vocational skills on offer” Wolf Report (Professor Alison Wolf completed the review of Vocational
Qualification in 2011)
All teenagers who do not achieve good GCSE grades at English and Maths have to carry on
studying the subjects beyond the age of 16. Pupils in England who score a D grade "near miss" in
Maths and English GCSEs will be expected to re-take at the "earliest opportunity".
All students who have the potential to achieve A*-C in English and Maths must do so - this
message is very clear. To further support all our students to achieve success in English and Maths
we have introduced 2 Pathways through Key Stage 4.
2
The Blue Pathway will provide greater support and time to study English and Mathematics.
The Green pathway will allow students to study the subjects with sufficient time to reach
their potential and at the same time allow them to continue to study Science as three
separate GCSEs. The decision as to which pathway is more appropriate for you is decided
using prior attainment in Key Stage 2 and on progress and attainment in Key Stage 3. It is
crucial that each student is on the right pathway to give the right balance of both challenge
and support to closely match need.
The levels achieved at the End of Key Stage 2 provide a strong guide to the correct pathway. 50%
of students who achieved average 4b the end of Key Stage 2 went on to achieve 5A*-C including
English and Maths, 27% of those who gained a 4c reached 5A*-C including English and Maths and
75% of those at 4a reached this threshold performance in 2012.
We have analysed the performance and progress of all our students studying each course and,
using this information, there are slightly different choices available to each pathway. In order to
match the assessment demands of the curriculum to the abilities of each student we have 3
options in the normal school week and we have increased the amount of time spent studying the
Core Curriculum. At the same time, to help preserve the breadth on offer without overwhelming
students with examination pressure, we have an additional (non compulsory) option choice for
students on the Green Curriculum which will take place in 2 hours outside the school day.
The English Baccalaureate
The English Baccalaureate was introduced as a performance measure in the 2010 performance
tables. It is not a qualification in itself. The measure recognises where pupils have secured a C
grade or better across a core of academic subjects – English, Mathematics, History or Geography,
the Sciences and a Language. This is part of the current government’s emphasis on the
importance of a curriculum that is mainly academic and to make sure that how well schools
promote and support students’ opportunities to succeed in these key areas is well understood by
everyone.
The subjects included in the EBacc are designed to ensure that all pupils have the opportunity to
study a broad core of subjects, ensuring that doors are not closed to them in terms of future
progression.
The Russell Group (20 Leading UK Universities) guide on making informed choices for post-16
education identifies ‘facilitating subjects’ at A level. These are some of the subjects most likely to
be required or preferred for entry to degree courses and ones that will keep the most options open.
The subjects they identify are those included in the English Baccalaureate – Mathematics, English,
Physics, Biology, Chemistry, Geography, History and Languages (classical and modern). Some
other subjects such as Religious Studies and Economics are also seen as providing a good
preparation for university study but are not entry requirements for a large number of university
courses.
A recent study by the London Institute of Education and Surrey University highlighted the positive
impact that achieving success in the broad range of Ebacc subjects has on access to top
universities and on leading to future professional careers.
Following courses included in the Ebacc does not form a compulsory ‘core’ of our Key
Stage 4 curriculum. The core has deliberately been kept small to allow the opportunity for
additional study – whether that is in other GCSEs or vocational qualifications. All Tapton
Students will have the opportunity to follow a curriculum that would allow them to gain the
qualifications included within the Ebacc measure if this is appropriate to their abilities,
interests and future aims.
3
End-of-course Exams
The GCSE qualification was introduced in 1986. Most GCSEs have some assessment that is
completed as part of the course under Controlled Conditions. In recent years many students have
also taken examinations as they go along during their GCSEs - Module exams. These have
counted towards their final mark, and sometimes students have re-taken them where a mark is not
as good as it should have been. For all two-year GCSE courses all external exams have to
be taken at the end of the course. This means that re-sits of individual modules has ended.
Students will still be able to retake full GCSEs. There will also be the opportunity to retake a full
GCSE in Maths and English Language in November after the end of Y11 because of the
importance of these subjects for entry to further education and employment.
One consequence of this will be a significant increase in the number of examinations to be sat at
the end of Y11 and this is one reason why we have decided to reduce slightly the number of
GCSEs being studied - to reduce this end of course burden and pressure on students.
Spelling, Punctuation and Grammar
Marks for accurate spelling, punctuation and use of grammar are now a key part of GCSE
exams that have a sufficient written English element - English Literature, Geography, History
and Religious studies.
Vocational Qualifications
Vocational courses offer something very different from GCSE. They are more practical, closely
related to the use of the subject in people’s working lives and will lead to a different type of
qualification which will open up some wider progress routes post 16.
There has been a wide review of vocational qualifications both within and following the Wolf
Review. Some consequences are that only high quality, rigorous vocational qualifications will count
in performance tables, and they will be included on a one-for-one basis with academic
qualifications, under new guidance announced by the Department for Education.
Qualifications will only count if:
• they offer pupils proven progression into a broad range of further qualifications or careers post16, rather than narrowing students’ options
• they are the size of a GCSE or bigger
• they have a substantial proportion of external assessment and require students to use
knowledge across their subject
• they have grades such as A*-G (those with simple pass or fail results will be excluded).
The list of qualifications that count in performance tables is available but has been revised several
times.
This year the list of allowed qualifications has been further tightened and we have had to
restrict our offer. As part of the options all students will select 3 subjects in school and can
express an interest in other vocational courses. We will then meet each student who has
expressed this to try to create a suitable vocational offer.
At Tapton we have mainly chosen to follow courses that lead to a BTEC qualification which will be
awarded at grades: Level 1 (equivalent to a GCSE grade F) and level 2 passes at Pass, Merit and
Distinction (equivalent to GCSE grades C to A*). BTECs have been around for 25 years and their
reputation is second to none. They continue to be developed and updated with and for industry and
in response to the needs of learners.
4
The Key Stage 4 Curriculum Offer 2014
We carried out a review and redesign of our Key Stage 4 Curriculum offer for 2013. This has
proven to be very successful in the first year of offer and as a consequence of even greater
emphasis on English and Mathematics we have revised it further.
There are some subjects that all students will study - core subjects. The core offer of Maths,
English, Science and RE is there for all students. Success in these core subjects would allow all
students to achieve up to 6 or 7 GCSE passes and to progress to the next level of learning, for
example studying A levels. The choices beyond the core allow individual students to build up their
own curriculum and develop their passions and experiences. This year we are delighted to be able
to offer you even more choice than ever and we believe this is an even more personalised and
appropriate offer for all our different learners.
Moreover, there are now two clear pathways to ensure you achieve all that you can. All students
will take at least 3 options and some will have the opportunity to take an additional option as part of
our twilight learning programme. As you will see from the list below there are many options
available to students but each pathway includes a range of subjects that we know will engage the
two different cohorts. It’s important to note that the two pathways will not mean two cohorts of
students will never work together. In the core offer and PE, students will be grouped by pathway.
However, in the options subjects, students may continue to work together in fully mixed ability
groups.
When choosing options subjects we strongly encourage students to continue with:
•
a Foreign Language (French, German or Spanish)
•
and a Humanities subject (History or Geography).
However other subjects may be equally important to individuals and are valuable to everyone’s
general education:
•
•
•
•
•
Creative or Performing Arts subjects (Art, Dance, Drama, Music)
Business or Computing subjects (Economics, Business Studies, Computing)
Technology (Product Design, Electronic Systems, Graphics, Textiles or Food)
PE as a GCSE subject
or, if you have a passion or interest in further progression in the area, a Vocational Choice
But there is not time to fit in everything to the depth of study needed and so choices need to be
made.
The Curriculum Offer
All students will be guided as to which is the most suitable pathway for them. These two routes are
designed to ensure success for all in an increasingly challenging educational climate. English and
Maths are the keystone of success for all students. They ensure students can progress to the next
level in education and in employment and have become the single most important measure of
success for both schools and students.
Consequentially our curriculum has been designed around ensuring all students succeed in these
subjects by giving them the appropriate amount of time and the appropriate grouping. Three hours
per option subject and a choice of at least three options allows breadth without overwhelming
students. Linear GCSE courses will mean all examinations will be taken at the end of Y11. With
all this in mind, these are Tapton’s two pathways:
5
Green Curriculum
Close analysis of our data shows us that students with higher potential grades (based on KS2 and
KS3 performance) cope well with the demands of a wider range of options and multiple
examinations. Typically, students who follow this path will have the following timetable:
• 5 hours of English per week in Y10 and Y11 leading to GCSE English Language and GCSE
English Literature
• 4 hours of Maths per week in Y10 and 3 hours in Y11 leading to GCSE in Mathematics
• 6 hours of Science per week in Y10 and Y11 leading to the GCSE in each of the sciences (3
GCSEs) (All students will have already completed 3 hours a week in Y9)
• 1 hour a week of RE leading to GCSE Religious Studies
• (All students will have already completed 1 hour a week in Y9)
• An average of 2 ½ hours per week in each of the 3 options (This is split into 3 hours in Y10 and
2 hours in Y11 OR 2 Hours in Y10 and 3 hours in Y11)
• 2 hours of core PE
All students following the Green curriculum will also have the opportunity to study an extra option
subject from the list above studied as part of the twilight programme, or, as an alternative to an
extra option, they could choose to take GCSE PE in their core time.
Blue Curriculum
Close analysis of our data shows us that students with lower potential grades (based on KS2 and
KS3 performance) succeed and thrive when they have more time to focus on fewer subjects with
fewer examinations. A wider choice of courses, often with more practical and vocational
components to engage them and sustain them, is also the key to their success.
Typically, students who follow this path will have the following timetable:
• 5 hours of English per week in Y10 and 6 hours in Y11 leading to GCSE English Language and
GCSE English Literature
• 4 hours of Maths per week in Y10 and Y11 leading to GCSE in Mathematics
• 6 hours of Science per week in Y10 and 4 hours in Y11 leading to the Dual Award (2 GCSEs)
(All students will have already completed 3 hours a week in Y9)
• 1 hour a week of RE leading to GCSE Religious Studies
• (All students will have already completed 1 hour a week in Y9)
• An average of 2 ½ hours per week in each of the 3 options (This is split into 3 hours in Y10 and
2 hours in Y11 OR 2 Hours in Y10 and 3 hours in Y11)
• 2 hours of core PE
Making Choices
Students will receive either a blue or green options form. This will remind them of the core offer
and the option choices available. Students will then simply note their top 3 choices (in order) and
students undertaking the Green curriculum will need to clearly note their twilight or GCSE choice in
the separate box on the form.
The Twilight Option
Students following the Green curriculum have the opportunity to take a fourth option either by
opting to take GCSE PE in their core PE time OR by choosing to study a subject as a twilight. To
support the twilight offer we changed the school day on a Tuesday to enable us to finish lessons at
2.55pm and then start two hours of KS4 Twilight Study at 3.00pm. This change has also enabled
staff to offer extra-curricular opportunities on this evening. In 2013 we have approximately 120
students in Y11 and 120 students in Y10 who have taken up the twilight option and retention and
attendance have been very strong. We have also been delighted to offer a new GCSE subject of
Arabic in the twilight on a Tuesday.
6
PSHEE
PSHEE is a planned programme of learning opportunities and experiences that help students grow
and develop as individuals, as members of families and of social and economic communities.
Students will no longer study an hour a week of PSHEE; instead there are a number of focused
learning days to cover the key aspects of the programme.
7
The Options available in the Green and Blue Pathways
Blue
Curriculum


Green
Curriculum

Mathematics GCSE


Science and Additional Science (2 GCSE)

Course
English Language GCSE
English Literature GCSE


Separate GCSE Sciences (3 GCSE)
Religious Studies GCSE


Core PE



4th option choice in twilight lesson or GCSE PE in Core PE
MFL
French GCSE


German GCSE


Spanish GCSE


Geography GCSE


History GCSE


Humanities

Arts
Art and design GCSE


Drama GCSE


Music GCSE


Music (Music Technology) GCSE


Business and Economics
Business BTEC


Economics GCSE
Design and Technology

Food and Nutrition GCSE
exceptional

Graphic Products GCSE


Product Design (Resistant Materials) GCSE


Textiles GCSE


exceptional

PE GCSE


Dance GCSE


Health and Social Care BTEC (in school)


Catering GCSE (in school)


Electronic products GCSE

ICT and computing
Computing GCSE
PE
Vocational option
8
Reasons for Choice
There are many wrong reasons for choosing a subject - because friends have chosen it is one liking the teacher is another. Friends come and go and this year's teacher may not be next year's.
The only really sensible reasons for choosing are as follows:
• Enjoyment. Choose subjects you really enjoy. The course will last for two years - if there is no
liking for the subject in the first place it is very easy for things to go wrong. But beware! Be sure
that the reasons for liking the subject will still apply in two years' time, and weren't just a passing
phase based on one unit of work in Year 9.
• Ability. Choose subjects you are good at. It is important to choose subjects in which you are
successful rather than others where you may do less well as things get harder - your Y9
Tracking should help you decide which these are.
• A Balanced Education. Balance in your choice of subjects provides you with a wider range of
opportunities. For example, balance will result in keeping open doors that over-specialisation
might otherwise close and will provide a fuller, more rounded education which will develop your
whole personality.
• Career Relevance. You may not know exactly where you are going just yet, but even if there is
only a vague idea it can be worthwhile finding out which subjects would be essential or useful.
We stress the importance of choosing a balanced range of subjects as we recognise that career
ideas develop and change.
How to Make the Choice
Please read all the information in this booklet provided by Subject Leaders and discuss it within
your family. On the options morning of 6th February we will be handing out the Options 2014
Choice Form, which we hope will guide you through the process of selecting. This is the same day
as the Parents evening. It should be completed and returned to your form tutor by Monday 3rd
March 2014.
The Parents' Evening is on Thursday 6th February. There will be an appointments system
operating.
After the Choice
As teachers, we may feel the need to get back to you for further discussion if we have reservations
about the choice of subjects you have made. We may also find that, excellent as the choice may
seem, we cannot fit it into the school timetable or cannot afford to run a subject if too few people
have chosen it. If this is the case we'll offer you a fresh choice from within the subjects remaining,
but we always prefer to give people as wide a choice as possible in the first instance.
Financial Support
Any young person or family in need of financial support to follow any course where additional
materials are required can be helped through the School Hardship Fund at the discretion of the
Heads of School. The matter will be dealt with in confidence. Parents should contact Mr Dennis or
Mrs Tasker, the Heads of School directly.
9
A Summary of the Green and Blue Pathways
Green
Subject
Blue
Hours per Week
Subject
Hours per Week
Year 10
Year 11
English
5
5
English
5
6
Maths
4
3
Maths
4
4
Triple Science
6
6
6
4
RE
1
1
Science and
Additional Science
PE
2
2
RE
1
1
Option 1
2
3
PE
2
2
Option 2
3
2
Option 1
2
3
Option 3
2
3
Option 2
3
2
Non Compulsory
Additional Twilight
Option
2
2
Option 3
2
3
This Pathway will allow you to achieve up to 11
GCSE grades with greater time in English, Maths
and triple Science than previous years
Year 10
Year 11
This Pathway will support you to achieve up to 9
GCSE grades with greater time in Y11 for both
English and Mathematics than the Green Pathway.
If you are successful in Core and Additional Science
you will be able to study Science at A level
10
Who can help and advise students and parents?
Information about the options process will be shared in the following ways:
• The Y9 Options assembly (Period 4, Wednesday 29th January)
• Y9 Options Information Evening (7.00pm Wednesday 29th January)
• One to one meeting with the member of the leadership team attached to their form at which time
the most appropriate pathway will be shared and explained to the student (30th January- 4th
February)
• Y9 Spring Term Tracking will be sent home prior to the Parents’ Evening
• Y9 Option Information week (3rd February)
During this time students will learn about the GCSE options and courses in their History,
Geography, MFL, DT, Art, Drama, PE, English, Maths, Science, RE and PSHE lessons
• Y9 Options Morning (Thursday 6th February)
• Students will receive more information about their guided pathway and their options forms in
period 1 (with Form tutors). In periods 2 and 3 they will have pathway specific briefings about
new courses available and the twilight option (Green pathway). Presentations will be delivered
for Economics, Computing, Health and Social Care (green) and Business Studies, Health &
Social Care and the nature of BTEC (blue)
• Y9 Parents’ Evening (4.30-7.00 pm Thursday 6th February)
• You will be able to see subject teachers and, if you need it, a careers adviser and Mr Dennis or
Mrs Tasker
• PSHE lessons
• Subject teachers, form tutors, Ms Simpson, Ms Rhodes or for Vocational options Mrs Ellis.
A Careers adviser will be available at the Options Evening, Parents’ Evening and throughout the
day on 6 February. The adviser will be available for drop in sessions but meetings can also be
booked for Students and parents. If you are unsure about how your choices will support your
career choice then this meeting may be really helpful.
Mr Dennis and Mrs Tasker will be available at Y9 Parents’ Evening and at drop in sessions at
lunchtime as well as via appointments at other times.
Following the options forms being submitted Mrs Williams, our Curriculum Manager, will begin the
mammoth task of creating a timetable for each student. Mrs Williams and Mr Dennis may need to
meet and discuss choices with you and your parents if it is proving to be difficult to meet all your
option choices.
Good luck with your choice.
David Dennis
Head of School
11
CORE SUBJECTS
ENGLISH
MATHEMATICS
SCIENCE
RE
PE
PSHEE
ALL STUDENTS DO THESE
12
English
Syllabus Titles: GCSE English Language and GCSE English Literature (Board AQA)
The English Department offers students the opportunity to study both English Language and
English Literature at Key Stage 4 through two separate GCSE qualifications. Students must
undertake a qualification in Literature for their English language qualification to count.
1. Basic Requirements
English Language
Students will be assessed on work produced throughout the course in controlled conditions (40%
of their final grade) and through examination (60% of their final grade).
Controlled Assessment comprised of written work. Written Controlled Assessment units will cover
the following: Spoken Language Investigation, Extended Text Study and Creative Writing. These
will total 40% of the final grade. Speaking and Listening will be assessed separately and students
will receive a qualification for this component in addition to their English Language grade.
The external examination will comprise one paper (2¼ hours). This will require a reading response
to non-fiction material and a writing response where students will be asked to produce two pieces
of writing. Writing tasks will ask students to inform, describe, argue or persuade.
Two tiers of paper will be set and students will be entered for the tier most appropriate to their
ability:
Foundation Tier: targeting Grades G - C
Higher Tier: targeting Grades D-A*
English Literature
Students will be assessed on the evidence of coursework (40%) and examination (60%). Students
will complete one piece of coursework, covering Shakespeare and Literary Heritage, and sit one
examination covering Poetry Across Time and Exploring Modern Texts.
The tier arrangements are the same as those for English Language. The texts studied are common
to both tiers.
Entitlement All students are given the opportunity at Key Stage 4 to study both Language and
Literature. These areas are covered by both qualification pathways, and the greatest care is taken
to make sure students are on the pathway most appropriate to their needs.
L Huckerby
Subject Leader for English
13
Mathematics
At the moment the Maths Department’s intention is to follow the course OCR GCSE Mathematics
B.
GCSE Mathematics B specification is a linear scheme. Two papers assess the content for the
relevant tier: Foundation or Higher. The content is listed in the specification document in four
stages within each of the two tiers. The four stages within each tier are: Initial, Bronze, Silver and
Gold. The stages are graduated in content and level of difficulty. The stages are designed to:
Allow teachers to account for the fact that different learners, or groups, start a GCSE Mathematics
course at different points. They allow teachers to identify content in which learners may already be
secure.
Give teachers the opportunity to target teaching appropriately to the needs of different learners or
groups.
Promote assessment for learning by providing a series of progressive, accessible targets
throughout the GCSE course.
Allow teachers to use summative assessments for each stage. This helps to identify strengths and
areas for improvement, as well as to give an indication of the current level of performance in
relation to the whole tier.
Can be used objectively to give learners a Stage Certificate, which does not contribute to the
GCSE, but links learners’ achievement to criteria, giving them a sense of achievement and
progress, and providing them with an indication of current performance.
ADDITIONAL MATHEMATICS
Students who achieve level 8 by the end of KS3 may have the opportunity to study for the Free
Standing OCR Certificate of Additional Mathematics, Tuition in Additional Mathematics will not take
place until Y11 and will form part of the mathematics syllabus for that teaching group.
N Hayden
Subject Leader for Mathematics
14
Science
Course A: Triple Science (green)
OCR GCSE Biology B + OCR Chemistry B + OCR Physics B
(These courses are called Gateway Science courses by the exam board)
This course leads to 3 separate science GCSE qualifications (GCSE Biology, GCSE Chemistry
and GCSE Physics). This means that pupil ability in the 3 separate branches of Science is
assessed independently.
It provides pupils with a wide knowledge and experience of Science and is therefore the ideal
preparation for progression to AS/A2 Science courses.
The course offers the opportunity for in-depth study of the 3 separate Sciences without having to
reduce the number of optional subjects taken. This is because pupils have 6 periods of Science in
Y10 and Y11.
Course Summary
Pupils will study 6 modules of work for each of the 3 separate courses.
GCSE Biology B
GCSE Chemistry B
GCSE Physics B
B1
Understanding Ourselves
C1
Carbon Chemistry
P1
Energy for the Home
B2
Understanding our Environment C2
Chemical Resources
P2
Living for the Future
B3
Living and Growing
C3
Chemical Economics P3
Forces for Transport
B4
It’s a Green World
C4
The Periodic Table
P4
Radiation for Life
B5
The Living Body
C5
How Much?
P5
Space for Reflection
B6
Beyond the Microscope
C6
Chemistry Out There
P6
Electricity for Gadgets
Each GCSE is assessed by 2 external exams and a controlled condition assessment.
GCSE Biology B
GCSE Chemistry B
GCSE Physics B
External Exams
External Exams
External Exams
35% - Exam
Unit 1 - on modules
B1, B2, B3
Unit 1 – on modules
C1, C2, C3
Unit 1 – on modules
P1, P2, P3
40% - Exam
Unit 2 - on modules
B4, B5, B6
Unit 2 – on modules
C4, C5, C6
Unit 2 – on modules
P4, P5, P6
Any area of the biology
Any area of the chemistry
Any area of the physics
25%Controlled
Assessment
Course B: Double Science (blue)
OCR GCSE Science B + OCR GCSE Additional Science B
(These courses are called Gateway Science courses by the exam board)
This course leads to 2 separate GCSE qualifications (GCSE Core science and GCSE Additional
science).
It will appeal to pupils who have an interest and ability in all branches of Science. The final grades
are determined on performance in all 3 branches of science.
The course provides the depth and breadth of study for progression to all AS/A2 Science courses.
Pupils will have 6 periods of science in Y10 and 4 periods of science in Y11.
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Course Summary
Pupils will study 6 modules of work for the OCR GCSE Science B course and a further 6 modules
of work for OCR GCSE Additional Science B course.
GCSE Science B
GCSE Additional Science
B1
B2
C1
C2
P1
P2
B3
B4
C3
C4
P3
P4
Understanding Ourselves
Understanding our Environment
Carbon Chemistry
Chemical Resources
Energy for the Home
Living for the Future
Living and Growing
It’s a Green World
Chemical Economics
The Periodic Table
Forces for Transport
Radiation for Life
Each GCSE is assessed by 2 external exams and a controlled condition assessment.
GCSE Science B (core)
GCSE Additional Science B
External Exams
External Exams
35% - Exam
Y10
Unit 1 - on modules
B1, C1, P1
35% - Exam
Y11
Unit 1 - on modules
B3, C3, P3
40% - Exam
Y10
25% Controlled
Assessment
Unit 2 - on modules
B2, C2, P2
40% - Exam
Y11
25% Controlled
Assessment
Unit 2 - on modules
B4, C4, P4
Any area of science B
Any area of Additional science
V Bates
Director of Science College
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Philosophy and Ethics in
Religious Studies
In Years 10 and 11 students continue and complete the GCSE Religious Studies course they
began in Year 9. The syllabus being followed is EDEXCEL specification A, Full Course Module A1
and Module B8.
Schools have a legal responsibility to provide Religious Education for all students in KS3 and KS4.
By beginning a full course in Year 9 we fulfil the legal requirements in both KS3 and KS4 with the
added advantage of a full GCSE grade at the end of the course. The modules to be covered have
been chosen because they maintain a balance between developing knowledge and understanding
of the main beliefs of Christianity and Islam, and an examination of religious and non-religious
responses to contemporary moral and philosophical issues.
The issues studied should be of interest to students because they will certainly affect everyone at
some stage in their life. Candidates are encouraged to draw upon their own experience in order to
evaluate these responses and to develop and justify their own reasoned opinions. The subject will
also help students to develop analytical, interpretative and evaluation skills which will help them in
other subjects.
From the point of view of qualifications, Religious Studies is at least as useful an indicator of a
candidate’s ability as any other subject. A qualification in Religious Studies is also extremely
useful for any career which involves direct contact with people and requires some understanding of
human nature, and any career which involves the use of texts. (The legal profession, banking,
personnel management, teaching and the medical profession are some of the many careers which
come under these headings.)
Candidates are not required to belong to any religious group and success in the subject is not
measured in terms of personal faith and commitment. All that is required is an open and enquiring
mind and a willingness to consider a range of responses to questions of philosophy and morality.
COURSE CONTENT
MODULE A1
Believing in God:
Arguments for and against the
existence of God, Origins of the Universe
Religious Upbringing, Design in the Universe
Religious Experience, The problem of
suffering and Evil
Matters of Life and Death
Is there life after death? Sanctity of life,
Abortion, Euthanasia
Marriage and Family Life
Attitudes to sex, Wedding ceremonies,
Bringing up children, Divorce and remarriage
Homosexuality
Religion and Community Cohesion
Multicultural, multi racial society
Racism, Sexism, Religious Freedom
How these issues are portrayed in the Media
MODULE B8
Rights and Responsibilities
Ways of making moral decisions and
sources of moral authority, Human Rights in
the UK, Democratic and electoral processes
Genetic Engineering and Cloning
Environmental and Medical Issues
Pollution, the greenhouse effect, acid rain
Use of natural resources, Stewardship /
Kaliphaship, Fertility Treatment
Organ Transplants
Peace and Conflict
Pacifism, pietism and the Just War Theory
Jihad, World peace and UNO, Conflict and
reconciliation between friends and family
Crime and Punishment
The law, Justice, Capital punishment
Laws on Alcohol and Drugs
H Bower
Subject Leader for RE
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Physical Education
CORE PHYSICAL EDUCATION
All pupils will have two hours per week of Physical Education. Pupils will learn the importance and
value of leading an active lifestyle through exercise and sport.
Pupils will participate in a variety of activities including Games, Athletics, Gymnastics, Swimming,
Dance, Outdoor adventurous activities and Fitness. Pupils will develop their skills and techniques
in these activities to improve their performance levels and competence. Additionally they will
increase their knowledge and understanding about the factors that contribute to leading an active
and healthy lifestyle.
All pupils will participate in a number of compulsory activities but will also select a number of
activity options which reflect their own personal interest. This will enable all pupils to extend their
knowledge and understanding further in activities of their choice.
Throughout Year 10 and 11 additional activities will be offered to enable pupils to experience new
activities off site including swimming, squash and racketball, golf, fitness and Health, hillwalking
and climbing. Those pupils who have an interest in sports coaching and leadership may want to
select the Sports Leaders option.
A Davis
Subject Leader for Physical Education
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PSHEE
Personal Social Health & Economic Education
What is PSHEE?
PSHEE is a planned programme of learning opportunities and experiences that help students grow
and develop as individuals, as members of families and of social and economic communities.
Why is PSHEE important?
PSHEE makes an important contribution to the school’s Spiritual, Moral, Social and Cultural
Development (SMSC) provision. It promotes students’ wellbeing by equipping them with
knowledge, understanding, attitudes and practical skills to live healthy, safe, productive, fulfilled,
capable and responsible lives.
PSHEE encourages students to be enterprising and supports them in making effective transitions,
positive learning and career choices and in managing their finances effectively. PSHEE
encourages students to reflect on and clarify their own values and attitudes, and explore the
complex and sometimes conflicting range of values and attitudes they encounter now and in the
future
How is PSHEE delivered at KS4?
PSHEE will be delivered through a number of Curriculum Enrichment Days in Y10 and Y11. On
these days the normal timetable will be suspended so that students can participate in a range of
exciting, innovative activities designed to extend and enhance their learning.
Topics covered will include:
•
•
•
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Personal Wellbeing
Mental and emotional health – dealing with stress and depression, body image
Health and lifestyle choices - sex and relationships, substance use and misuse
Economic and Financial Wellbeing
PSHEE will support students in making their post 16 applications
Researching routes at 16+
Self presentation skills – CVs, applications, interviews
Financial Capability
Enterprise
Citizenship
H Robertshaw
Subject leader for PSHEE & Citizenship
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OPTION SUBJECTS
PHYSICAL EDUCATION
PE GCSE
Dance
LANGUAGES
Arabic
French
German
Spanish
DESIGN & TECHNOLOGY
Product Design
Electronic Products
Graphics
Textiles
Food & Nutrition
HUMANITIES
Geography
History
CREATIVE ARTS
Art & Design
Drama
Music
Music Tech
VOCATIONAL
Health & Social Care
Catering
BUSINESS & COMPUTING
Economics
Business Studies (BTEC)
Computing
MAKE UP TO 3 CHOICES
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French, German, Spanish &
Arabic
Modern Foreign Languages are popular subjects in which many students do very well .The GCSE
courses in all three languages concentrate on developing further the four language skills already
practised in Years 7, 8, 9. Thus the emphasis in lessons is on listening, speaking, reading and
writing. Homework includes practice in all four skills.
The GCSE courses in French, German and Spanish will appeal to pupils who have an interest in
different countries and their people, languages and cultures. They provide the depth and breadth of
study needed for progression to AS and A2 courses.
Why study a foreign language?
There are now closer European links both in leisure activities and in business. The ability to
understand and speak a second European language is essential in today’s global world. As all
European countries make the study of a second modern foreign language compulsory until the age
of 16/18, the study of a modern foreign language is essential for equal career opportunities for
British students.
Linguists develop many useful and transferable skills and GCSE qualifications in a modern foreign
language are highly regarded amongst universities and employers, especially with the introduction
of the English Baccalaureate.
There is now a wide range of university and vocational courses which include the study of a
European language. Many university courses now include an optional or obligatory language
module both in Arts and Science degrees. Some now even require a language GCSE to access
specific courses.
What will I study?
The GCSE French/German/Spanish courses follow the AQA specification and consist of 4 units of
work which are taught across years 10 and 11:
1. Lifestyle
2. Leisure
3. Home and environment
4. Work and education
How will I be assessed?
Students will be assessed on work produced throughout the course in controlled conditions (60%
of their final grade) and through examination (40% of their final grade).
Controlled conditions assessments will comprise both written and oral work. Students will complete
two speaking assessments which will total 30% of their final grade and two writing assessments
which will also total 30% of their final grade.
The external examination taken in the summer of Y11 will comprise one listening paper (35-45
minutes) and one reading paper (30-50 minutes). For these, two tiers of papers will be set and
students will be entered for the tier most appropriate to their ability:
Foundation tier: targeting grades G-C
Higher tier: targeting grades D-A*
Extra-curricular opportunities
Pupils in Y10 and Y11 are encouraged to develop their language skills in a practical way and
benefit from weekly conversation classes with our Foreign Language Assistants. The MFL
department organises a range of study visits, work experience placements and exchanges in
France, Germany and Spain.
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Arabic
We have been delighted with the response to offering Arabic as part of our Key Stage 4 languages
offer. Students have been enthusiastic about the language and it makes a great contribution to
supporting the language learning that takes place outside school.
We follow the Edexcel specification:
How will I be assessed?
Listening: 23% of overall grade
1 exam at the end of the course - 45 minutes (externally assessed)
Speaking: 27% of overall grade
1 exam at the end of the course - 8-10 minutes (externally assessed)
Reading: 23% of overall grade
1 exam at the end of the course - 55 minutes (externally assessed)
Writing: 27% of overall grade
1 exam at the end of the course - 1 hour (externally assessed)
D Wilkinson
Subject Leader for Languages
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Geography
•
•
•
•
Are you interested in the world around you?
Do you care about your local area, your city, your planet?
Do other countries, landscapes and people fascinate you?
Do you like to learn in a variety of ways, through maps, Geographical Information Systems
(GIS) and media technology as well as through teachers and textbooks?
• Do you like fieldwork?
• Do you want to study a subject with links to Arts and Science subjects, helping you to make
balanced subject combinations at GCSE, AS and A2 level?
• Do you want to study a subject that will take you places?
The GCSE Geography course follows the AQA ‘A’ specification and consists of three units of work
that are taught across Years 10 and 11:
Physical Geography: 3 topics - The Coastal Zone, Weather and Climate, and The Restless
Earth.
Human Geography: 3 topics – Population Change, Changing Urban Environments and Tourism.
Controlled Assessment: Local Fieldwork Investigation
Fieldwork Opportunities:
There will be a field trip to the East Yorkshire Coast during Year 10 and a visit to the Peak District
in Year 11. There is also the possibility of a residential overseas visit to an exciting destination
such as Iceland, where we have visited in recent years.
How will I be assessed?
25% of the GCSE is assessed through the controlled assessment task whilst the remaining 75% is
assessed through examinations. These examinations will test the students knowledge, skills and
understanding in both human and physical Geography.
Future Opportunities?
Geography is considered valuable in many career areas as it provides a broad and balanced
education, as well as developing a wide range of skills and understanding that is relevant to
modern society. Careers can range from Vulcanologist to Landscape Architect, from
Environmental Engineer to Travel Agent and from Town Planner to Marine Hydrologist. I will be
happy to provide you with further details about career opportunities or the course in general on
request.
A Kennedy
Subject Leader for Geography
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History
Why study History?
History continues to be amongst the most popular options at GCSE. Students of all abilities enjoy
studying History because:
• They study a broad and diverse range of people, places and periods
• They learn in a wide variety of ways, to suit students’ different needs and learning styles
• They are provided with the opportunity to debate and explore a range of controversial
issues and events
You will be choosing a GCSE subject that;
• Is very highly regarded by colleges, universities and employers.
• Develops your analytical, evaluative and critical skills; these skills will make you an effective
historian, and will also equip you for a wide range of post-16 opportunities.
If you have enjoyed History in your first years at secondary school, you will probably enjoy it even
more at GCSE level.
What will I study?
Unit 1 – Medicine and treatment
This unit focuses on change and continuity over time from Roman Britain to the present day. The
key themes are people’s understanding, treatment and prevention of illness.
Unit 2 - The American West c1840-1895
This unit focuses on a key period in depth. You will explore why different groups migrated West
and what effect this had on the Plains Indians. You will be able to explain which other groups
settled on the Plains. You will explore the conflict on the Plains and what the results of this were.
Unit 3 – Protest, law and order in the twentieth century
This unit will develop your source evaluation skills. You will examine four case studies as examples
of the causes, leaders and tactics of protests and of the responses of the authorities and
outcomes; the case studies include the Suffragettes 1903-1914, the General Strike, 1926, the
Miners’ Strike, 1984 and the Poll Tax protests, 1990.
Unit 4 – China 1945-76
This is a controlled assessment unit, which will focus on the triumph of Communism, the Great
Leap Forward and the Cultural Revolution. We will answer the question “Mao: hero or villain?”
How will I be assessed?
Units 1, 2 and 3 will all be assessed by examination at the end of Year 11; each of these exams is
worth 25% of the GCSE qualification. The final 25% is awarded through the completion of
Controlled Assessment (three questions) relating to Unit 4.
A McAuley
Subject Leader for History
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Art & Design
If you visit the Art rooms during GCSE lessons, you will see students working independently, using
a range of media. Clay work, Paint; Mod Roc, Silk Painting, Felt Making, Screen Printing, Batik,
Sculpture, Graphic Design, Coloured Pencil, Etching, Pastel etc are all being used. How do
students develop the skills to work with so many materials with confidence?
When you begin the course you will take part in a series of workshops designed to build on,
or add to, previous experiences. You will take part in painting and drawing; use of pencil/coloured
pencil; silk-screen printing; silk painting; clay sculpture; batik; felt making, etching and graphic
design. These workshops will develop from work on organic forms (flowers/ skulls/ bugs/ plants);
and will be the start of your first project. This part of the course is about learning new skills, with
lots of support from your teacher.
During the course you will be required to work from primary sources (objects that are in front of
you), contextual sources (looking at the work of artists, designers and craftspeople) and other
sources to develop your ideas. The emphasis is on your personal response, using your research
to develop exciting and interesting outcomes that demonstrate your skill and creativity. This
part of the course is about learning to develop ideas, and then make them.
We will go to London, visiting the Victoria and Albert Museum to look at the wonderful
collections from non-western cultures such as India, Japan, China, and Islam; and the National
Gallery to work from the fantastic collection that includes work by world-famous artists such as
Rembrandt, Monet, Van Gogh and many others. The work you do here will be developed into a
piece of coursework. We also visit the Yorkshire Sculpture Park as a further starting point. This
part of the course is about showing that you understand that we are influenced by the work of
others. This is how Art has changed and developed for centuries. As Picasso said, “Bad artists
copy, great artists steal”.
Homework is marked as part of the coursework and is set every 2-3 weeks. They will be like those
you are used to doing in KS3. These tasks link to complement and support the work being
covered in the classroom. Another homework task might be building up study sheets. All the
homework you do will be submitted as part of the coursework portfolio – so it counts towards your
GCSE!
Will I enjoy this work? Do I have to work hard? Will I learn new techniques? Will I get to go on
trips? Will I discover new artists and develop my own ideas? Yes to all of these if you follow the
course with enthusiasm and commitment! Student surveys show that the course is interesting,
creative and allows students to develop as individuals. Students tell us that they enjoy the course.
Attainment: results are consistently ‘outstanding’ in Art. Typically, if you gain a level 6 or above,
you are likely to achieve an A or an A*. In 2013 our results were:
A*
A* or A
A*-B
A*-C
43%
66%
84%
95%
What does this mean for you? That the course is successful and delivers consistently ‘outstanding’
outcomes for students.
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Assessment: The GCSE comprises 2 units which you will exhibit in April of Y11. All the work you
do in the classroom over two years, and for homework, is assessed as the coursework component,
so your efforts in the classroom are rewarded. There is also an exam which is set by AQA and is
usually a choice of 7 starting points. You prepare your responses and use these to create a final
piece under supervised exam conditions, in the art rooms, over 10 hours. Your prep work is
marked as part of the exam.
Unit One: PORTOFOLIO
Coursework completed between Sept Y10 and Jan Y11
•
•
60%
2 or more completed project assignments (prep / research / development / final piece)
Portfolio of work from the course (studysheets / homework book / experimental and
workshop pieces)
Unit Two: EXAM
Externally Set Task in Jan Y11
•
•
40%
Question Papers from AQA issued from Jan 1st , prep for exam
10 hours supervised time (exam) to complete a final piece (early March)
So if you’re interested, creative, and enjoy developing your own ideas and responses, then
this would be the course for you! Speak to me in T12 or any of the Art team.
J M Bows
Subject Leader for Art
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Drama
Drama is an active, enjoyable, creative subject, for people who like throwing themselves into things
but who also have the maturity to think about other people and the way they would react in
different circumstances; for people who don't mind making fools of themselves but who have the
good sense and understanding to be able to watch other people's performances and comment
thoughtfully on the good things about them as well as the bad; for people who are outward going
and yet who have the wisdom to look closely and critically at themselves. It is a subject which
stretches the most able, intellectually and creatively, making them think on their feet and cooperate with others.
It is enjoyable in itself and is different from other subjects in the degree to which it encourages
people to work with others as a team. It can lead on to professional training or ‘A’ level Theatre
Studies, but is equally valuable in many careers involving working with people and thinking
creatively to solve problems, from journalism to teaching, from nursing and social work to business
management, in fact anything to do with people.
The GCSE Drama course involves performance - both scripted and improvised - but that doesn’t
mean that everyone has to be assessed on their acting ability, because theatre is also about
design - of set, and costume - about the making of props and the application of make-up - and
about technical skills in lighting and sound. Everyone will find out about these skills and have the
opportunity of taking them further, if they wish, for their GCSE.
Everyone will also have the opportunity of going out to theatres and experiencing professional
productions. To succeed in GCSE Drama you need three things:
1. COMMITMENT
2. ENTHUSIASM
3. WILLINGNESS TO TRY THINGS YOU MAY NOT HAVE DONE BEFORE
Drama builds self-confidence, sensitivity, creativity and the ability to work with others. Students
who start off shy really develop by the end of the course. People who are really pushy learn how
to work in a group. Everyone learns to think about others. If you’d like to do this, and you’re
prepared to work at it, join us.
COURSE CONTENT
The course we follow at Tapton is the OCR syllabus. You will spend most of Year 10 becoming
skilled in using drama techniques to explore ideas. The course aims to develop your imaginative
and creative powers of expression, through performance.
The assessment is divided into two sections: Drama Coursework and Drama Performance.
Drama Coursework: This is worth 60% of your final marks, divided into two units
Unit 1 is entitled “From Page to Stage” where the focus will be on how a script is animated and
brought to life for an audience. The emphasis is on working to the intention of the original
playwright and not on devising. You will work on a selected text through workshops and undertake
a controlled assessment in which you will perform an extract from the text and complete a working
record.
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Unit 2 is entitled “Drama in the Making” where the focus is to explore and develop your
understanding of the devising process using stimulus material. You will explore and gain an
understanding of the key principles and concepts of devising a piece of drama. You will undertake
a series of workshops and a controlled assessment in which you will deliver a workshop
presentation and complete a working record.
Both units of coursework are marked by your teacher.
Drama Performance: This is worth 40% of your final marks
Unit 3 is a practical exam of either a performing role or a technical support role (designer) in a
performance of either devised work of your own, or of a scripted play. This performance will take
place in front of an audience. If you choose to support a performance through design work, you
will need to submit a portfolio which charts the development of your ideas to the finished designs.
The performance option does not require any written work to accompany it.
The performance is marked by an external examiner.
In order to achieve a good grade in this subject you will need to work co-operatively in a variety of
groups. You will need to become confident in expressing your ideas and experimenting with ways
of communicating them successfully to an audience. The more experimentation you do in Year 10,
when you are not being marked, the better your final grade is likely to be.
R M Gerrard
Subject Leader for Drama
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Music
(AQA Syllabus)
The GCSE Music course builds on skills learnt in Years 7, 8 and 9, concentrating on the practical
skills of performing, composing and listening. Students with different musical interests and
abilities, who are interested in learning an instrument or singing, are suited to this course. This year
the school pays for a 20 minute instrumental or vocal lesson for each student if the lesson is taught
by one of our visiting instrumental tutors during school hours. A typical GCSE group may include a
rock guitarist who reads tab, an instrumentalist who already has lessons in school, a vocalist
(including rap), a DJ, and a student who has experienced music in the classroom, but is interested
in music and has some natural ability.
Listening (20%)
During the course, students listen to music from a wide variety of genres, e.g. pop music, world
music and classical music. At the end of the course there is a listening exam that includes a range
of music from all the genres and will include questions based around the musical elements, for
example, tempo, dynamics etc.
Composing (40%)
In this unit students compose 2 different pieces of music in any style or genre. Computer software
is used for composition and students usually opt to use Sibelius, but Cubase and Reason are also
available. Each piece must relate in some way to some of the musical elements, such as
dynamics, texture etc. and one of the compositions must also link loosely to a specific genre.
Compositions are completed in controlled time during lessons.
Enrichment: All students get the opportunity to take part in a composition project (Powerplus) run
by an external, specialist teacher. This involves the students taking part in workshops and having
their compositions performed by professional musicians.
Performing (40%)
In this unit students will complete one solo and one ensemble performance, which can be
assessed at any time during the course. For a high mark in performance, students should
remember that the emphasis is very much on how well the piece is performed rather than the
difficulty level. Any instrument is acceptable and students can also opt for DJing or rapping.
Enrichment: All students are encouraged to take part in the many instrumental and vocal groups
at Tapton. There are a number of concerts held throughout the year, with regular solo performance
opportunities.
The GCSE Music course is extremely practical and creative and would suit any student who has
an interest or flair for creating and performing music. The music staff will be happy to discuss
further details about the course with individual students.
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Music Technology
(AQA Syllabus)
The GCSE Music Technology course is an exciting new course that builds on skills learnt in Years
7, 8 and 9, concentrating primarily on performing, composing and listening through the use of
music technology. Students who have a specific interest in music production are suited to this
course. A typical GCSE group may include a student who plays an instrument (or sings) and
wishes to learn new skills and a student who has enjoyed using music technology within lessons
but doesn’t necessarily play an instrument.
As part of the course students will acquire a thorough working knowledge of music software
programs; be able to sequence and perform music; learn how to “mic up” different instruments and
make good quality recordings; produce an effective mix down by adding different effects (FX) and
learn the necessary skills needed to compose and arrange music.
Listening (20%)
During the course, students listen to music from a wide variety of genres, e.g. pop music, world
music and classical music. At the end of the course there is a listening exam that includes a range
of music from all the genres and will include questions based around the musical elements, for
example, tempo, dynamics etc. and also identifying technological effects, for example reverb and
distortion.
Composing (40%)
In this unit students compose 2 different pieces of music in any style or genre. A typical genre
might be dance or rock. Computer software is used for composition and students use Cubase
and/or Reason. Each piece must relate in some way to two different Areas of Study and one must
also show a link to a specific genre.
Performing (40%)
In this unit students will complete one solo and one group performance, which can be assessed at
any time during the course. For the solo performance students can either complete a sequencing
task using computer software (which could be based around a melody from a pop song), or they
could opt to do a multi track recording. For the group performance students will work together to
produce a live performance. This might be a pop song using keyboards, guitars etc. or a world
music piece using African drums, Samba etc.
Enrichment: Students have the opportunity to attend various extracurricular clubs related
specifically to Music Technology, such as DJ club and Music Technology Club, as well as any of
the other music groups on offer. Students will also visit and see a recording studio in action during
their course.
The GCSE Music Technology course is very practical and creative and would suit any student who
has an interest in creating and producing music. The music staff will be happy to discuss further
details about the course with individual students.
E Northin
Subject Leader for Music
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Economics
GCSE (Green Course)
Economics is a subject relevant to all of us, whether we consider ourselves producers, consumers
or citizens. For instance, we all hope to get a job and become a producer of some goods or
service. Some may even hope to control their own business and employ others. We all certainly
will become consumers and spend our incomes on goods (and unfortunately pay taxes!). We also
become citizens, voting for MPs discussing government policies, etc. It is important we all have
some understanding of these roles.
The media frequently mention for example, inflation, the European Union, the ‘Pension Time
Bomb’, Credit card debt which are issues affecting us all in some way. These are all issues and
ideas which are discussed in the course, which also tries to explain why some countries are more
advanced than others, what influences the standard of living, and the benefits and costs of
international trade. The course involves a traditional economic analysis of the price system,
opportunity cost, and resource allocation, which leads students to develop a theoretical, as well as
practical understanding of the subject.
The course does involve hard work and plenty of effort. Not all the work is written - students are
encouraged to offer opinions and argue in favour of them and some work takes place outside the
classroom involving surveys etc. Plenty of help is at hand in coming to terms with a ‘new’ subject
and the great majority of students settle down to find Economics interesting, enjoyable and
relevant.
Students will need to work with effort and determination but will find an understanding of the
subject a fine reward in itself and an excellent preparation for life outside school or indeed for
further study. Students must be aware, however, that the course demands a great deal of reading,
understanding, and consideration, in order to fully appreciate the economic environment around
them. The GCSE syllabus we follow emphasises the importance of economic issues in a modern
industrial society and seeks to encourage the development of a basic awareness and
understanding of this economic environment. It has the following three key objectives:
•
•
•
To provide students with a sound knowledge of basic economic ideas and concepts, with
appropriate reference to theory and key principles.
To develop an initial understanding of the role and significance of a variety of economic
institutions.
To prepare students to participate more effectively in decision-making processes they will
face as consumers, producers and citizens.
More specifically, the course delivered involves two units of work, both assessed by a final exam.
Personal Economics: The Unit first considers a series of decisions individuals face such as
spending, borrowing and saving followed by an analysis of the nature of work, its rewards and also
an understanding of unemployment before finally looking at the significance of international trade in
the global economy and how consumers can influence the effects of trade. This Unit helps
students understand their role in the local, national and international economy as consumers,
workers and citizens.
Investigating Economic Issues: This Unit takes a different approach, focussing on MacroEconomics; this approach considers the management of the economy at a national level by the
Government in order to achieve a specific range of policy objectives, e.g. low inflation rates, steady
economic growth as well as a focus on the impact of issues like globalisation of markets and the
role of the EU. There is also an opportunity for students to engage in independent, though guided,
research into two Current Economic Issues, specified by the Exam Board and which vary each
year
K Taylor
Subject Leader for Economics and Business Studies
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Business Studies
BTEC (Blue Course)
This is an exciting new course which has been designed to prepare individuals for employment
and/or career development opportunities. The course investigates different types of business
activities, what they are trying to achieve and what others expect of the business. You will gain
skills to help you manage money, set up your own business, create a successful brand and provide
effective customer services.
A BTEC Level 2 First Award in Business is predominantly internally assessed and students will
need to produce portfolios. Students will complete 4 units on this course which is predominantly
internally assessed. 25 per cent of the qualification is externally assessed where a written
examination will take place. It is graded at Level 2 Pass, Level 2 Merit, Level 2 Distinction, Level 2
Distinction*, Level 1 and Unclassified
Units in the programme include:
•
•
•
•
Enterprise in the Business World
Finance for Business
Promoting a Brand
Principle of Customer Service
For further information regarding the content of these units, please either contact a member of the
Business team or alternatively take a look at the Edexcel specification guide on their website:
www.edexcel.org.uk
To be successful on this course, you will need to be hardworking, well organised and self
motivated. You will need a good level of IT, numeracy and communication skills. Most of all you will
need to be dedicated and interested in the area of business studies and looking to succeed!
K Taylor
Subject Leader for Economics and Business Studies
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Computing
GCSE (Green Course recommended)
A MODERN COURSE FOR A MODERN WORLD
This is a course that has real relevance in our modern world. Most students will already have some
knowledge of using computers, particularly for game playing, the course will give them an in-depth
understanding of how computer technology works and a look at what goes on "behind the scenes".
As part of this, they will learn some computer programming using Visual Basic, HTML and assembler
language, which can be both challenging and rewarding for all learners.
THE FUN OF COMPUTING
By studying computers and how they are controlled by programs and operating systems, learners will
begin to develop critical thinking, analysis and problem solving skills. For many, it will be a fun and
interesting way to develop these skills, which can be transferred to other subjects and applied in dayto-day life.
GCSE Computing will enable learners to:
•
Develop their understanding of current and emerging technologies, understanding how they
work and how to apply this knowledge and understanding in a range of contexts
•
Acquire and apply a knowledge, some technical skills and an understanding of the use of
algorithms in computer programs to solve problems using programming
•
Develop computer programs to solve problems
•
Acquire and apply creative and technical skills, knowledge and understanding of computers in
a range of contexts
•
Use their knowledge and understanding of computer technology to become independent and
discerning users of computers, able to make informed decisions about the use and
implications of different technologies
•
Develop the skills to work collaboratively
•
Evaluate the effectiveness of computer programs/solutions and the impact of and issues
related to the use of computer technology in society
LOOKING TO THE FUTURE
Information technologies continue to have a growing importance. This means there is a bigger
demand for professionals who are qualified in this area. If learners want to go on to higher study and
employment in the field of Computer Science, they will find that this course provides a superb
stepping stone. Students who have taken a Computing GCSE and who then progress to study the
subject at A Level or university will have a sound underpinning knowledge of this subject area.
It would be easy to think that Computing GCSE would lead only to Computing jobs, but Computing
GCSE can be just as relevant to a student studying other subjects at A level or for a degree, as
computing skills can enhance overlap areas as diverse as computer-aided design and molecular
modelling.
The course prepares you for assessment in 3 modules:
Unit A451
Computer systems and
programming
Written Paper (40%)
1½ hours, June 2016
Short- and long-answer questions, testing the ability of
candidates to explain how computers work; write
algorithms and segments of program code; work with
binary numbers and understand computer hardware and
software.
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Unit A452
Current trends in computing
20 hours Controlled assessment
(30%)
Unit A453
Programming project
20 hours Controlled assessment
(30%)
A practical investigative task which will require
candidates to research a new skill or programming
language, then use that skill to solve a programming
task. Some of the assessment is for appropriate
documentation of the learning process and the planning
of the solution.
3 separate programming tasks using Visual Basic or
another programming language to create a program that
matches a given specification. Assessment expects
appropriate documentation of the development process
and the planning of the solution.
Coursework Controlled Assessment
This consists of three main phases:
Classroom introduction to the task
•
Including possible approaches and sources of evidence, time allocations, programmes of
work and deadlines, methods of working, control requirements.
Research/collection of evidence
•
A low level of control is required, so students can undertake this part of the process
anywhere, at any time, using any resources they require. Students can even collaborate
during this stage. (However, when producing their final piece of work, all work will be
completed independently.)
•
The task will be explained, advice on how the task could be approached will be given,
advice on resources and alerts to key features that must be included in their final piece of
work. Students will be provided with the most appropriate materials and have full access
to the marking criteria. Research material can include internet or book research, even
questionnaires, audio and video files, with due regard to confidentiality and intellectual
property rights.
Completing the task:
•
Students work independently to produce their final piece of work in the classroom under
controlled conditions of direct teacher supervision and silence.
•
During the completion of the task, students may have access to any paper notes which
they have made during the research/data collection phase of task taking but completed
work must not enter or leave the schools systems. The teacher will ensure that these are
research notes and do not include a draft or final version of the task.
Students should be advised that they must be prepared to undertake some mathematical work during
this course and will require competence in this area.
C. Jacobs,
Subject Leader for Computing)
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Design & Technology
Design & Technology is an exciting, dynamic and fast changing area of the curriculum, providing a
vital area of study for all students engaging in a technological world. There is a choice of five DT
subjects:
•
•
•
•
•
Resistant Materials Technology
Electronic Products
Graphic Products
Textiles Technology
Food Technology
Through Design and Technology, students learn to think and intervene creatively to improve our
lives. They become autonomous and creative problem solvers, who look for needs and opportunities
and respond to them by developing a range of ideas. They combine practical skills with an
understanding of aesthetics, social and environmental issues, function and industrial practices. As
they do so, they reflect on and evaluate present and past design and technology, its uses and
effects. Through design technology, all students can become discriminating and informed users of
products.
All GCSE Design Technology subjects, in addition to their technology content, will encourage
students to develop ability in all six key skills. These are:
1.
2.
3.
4.
5.
6.
Communication
Application of Number
Information Technology
Working with others
Improve their own learning and performance
Problem solving
Information technology including computer aided design and computer manufacture features heavily
in these courses. A more detailed breakdown of each course on offer follows.
60% of the course is usually based on Controlled Assessment Coursework
Students may choose one DT subject (or two if one is a twilight)
T Priest
Subject Leader for Design and Technology
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Product Design
(Resistant Materials)
(Exam Board Edexcel)
If You Enjoy:
• Thinking Creatively
• Problem Solving
• Making Models
• Testing Your Ideas
Then GCSE RMT is the ideal subject for you.
Over the course of two years you will develop a range of creative designing and making skills,
technical knowledge and understanding relating to RMT, and invaluable transferable skills such as
problem solving and time management.
Content
GCSE Product Design consists of a Design & Make task that is internally marked through Controlled
Assessment. The marks for the written and practical parts of the Design & Make task are
approximately equal.
In Y10 we aim to give you the skills and knowledge that you will need to complete your GCSE
successfully. We do this through focused practical tasks using wood, metal and plastics and mini
design projects.
GCSE Controlled Assessment begins approximately half way through the year 10 course.
In Y11 you will continue with your coursework, which is in two parts:
• Designing - which tests your ability to design and communicate your ideas
• Making - which tests your ability to choose the correct tools and equipment to make a good
quality, fully working product. You can see some of these products on the Y11 page of the MLE
The Future
There are a wide range of careers open to students who study product design. Students who
have studied DT at A level have gone on to study a range of subjects at university. These
include Product Design, Architecture, Automotive Design, Engineering, Architecture,
Environmental Design, Theatre Design and Jewellery Design.
Others possibilities are Design Management, Brand Design, Ergonomics, Furniture Design,
Industrial Design, Packaging, Transport Design, Lighting Design, Teaching and Copywriting.
W Wall
Leader of Learning Resistant Materials
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Electronic Products
(Green Course recommended)
We live in a world surrounded by electronic products and gadgets. Wouldn’t it be great to find out
how they work, understand how they were designed and then build on this experience to develop
your own electronic systems and products? A fascinating subject in which pupils combine practical,
intellectual and technological skills with creative thinking, to design and make products and systems
that meet human needs. They learn to use current technologies and consider the impact of future
technological developments. Through Electronic Products, pupils develop confidence in using
practical skills and become discriminating users of products. They apply their creative thinking and
learn to innovate. They learn to think creatively and intervene to improve the quality of life, solving
problems as individuals and members of a team.
You need to be interested in Electronics. You need to have a good imagination and be able to think
logically. Keen to learn. Be prepared to work hard. You need to be confident, creative and well
organized. To be successful you must have pride in your design folder work and be prepared to work
at finishing your products to a high standard. Girls always achieve very high examination results
in Electronics, it is not just for boys!
Technological skills are in high demand. It is an area at the forefront of innovation, but with a skills
shortage and employment is high with excellent career prospects. With technology increasingly
influencing our lives, an understanding of electronics is useful in many fields of employment. This
course historically often achieves the highest improvement in grades for its students of any subject
in the school
Y10
Gain a foundation in electronics and an understanding of how components work.
Develop practical skills and experiment with these to build simple circuits.
Y11
GCSE Controlled Assessment runs roughly from Easter to February.
Your chance to devise, develop and realise a major project, using Computer Aided Design
and Manufacture to realise your product. Previous products include:
•
•
•
Cyber-Pet
Electronic scorecard
Reaction speed games
• Electronic Dice
• Tune Playing Money Box
The Future
This GCSE leads to A level Systems and Control and will provide a basis for further study and
training in a wide range of fields including:
•
•
•
•
•
•
Electrical/Electronic Engineer
Special effects in film and theatre
Technical roles in music/TV
Computer/IT opportunities
Communications
Medical equipment
Students should be advised that they must be prepared to undertake some mathematical work during
this course and will require competence in this area.
T Priest
Leader of Learning for Electronics and DT
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Graphics
(Exam Board: Edexcel)
• Are you interested in modelling, designing and you work well in a group as well as on your
own?
• Are you interested in learning photoshop, google sketch up and other design programmes
on the computer?
• Are you interested in style and understanding how new products are designed to appeal to
different people?
• Would you enjoy creating your own designs on paper and in models using new technology
such as laser cutters, 3D printers and sticker cutters aiming for an accurate and
professional finish?
In graphics you have to show an understanding of the techniques and processes used to make
Graphic Products. You will analyse other people’s designs to see how they have been designed and
use this knowledge to design and make your own products.
Content
In Y10
• Design and make all the promotional material for a band/DJ. This could include – posters, Tshirts, CD’s etc.
• Model a mini festival that will be featuring your band
• You will then begin your coursework project which will be chosen from a list set by the exam board
Projects allow you to show your drawing and ICT skills to present folder work and produce the final
products. You will also be gaining knowledge and understanding of what designers have to consider
when designing Graphic Products.
GCSE Controlled Assessment runs roughly from February half term to February half term.
In Y11
Completing your coursework, which will include a folder of about 20 sheets and a 3D product. The
project has two sections: Designing and Making.
Possible Projects:
• Designing and making the packaging for a new perfume, bottle and the outer packaging.
• Redesigning a new cafe for the food court in Meadowhall and making a scale model
The Future
This GCSE will provide a basis for further study and training in the following professions:
Architecture, Advertising, Interior Design, Graphic Design, Illustration
J Fuller
Leader of Learning in Graphics
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Textiles
(Exam Board: AQA)
• Are you interested in the world of Fashion and Textiles? How products get to the shops?
How they are made? Where trends come from?
• Fancy yourself on Project Runway? Do you enjoy working with fabrics?
In Textiles you will gain an understanding of:
•
•
•
•
How Textile items are made.
What is involved in the manufacture and production of textile items
How items are decorated
How to construct an item of your choice (Coursework)
In Y10:
• Basic skills project
This project is to enable students to reach GCSE standard in construction and decoration.
It involves basic sewing techniques, use of the sewing machine, decoration and embellishment
techniques
• Bag Project
This project builds on the skills of the previous project, but introduces more complex skills, such as
pattern cutting and further construction skills. You will also cover product analysis, use of
moodboards, design and illustration, fabric manipulation and testing and evaluating
In Y11
This involves an extended project worth 60% of the overall mark from which runs until March in Year
11.
Design briefs are set by the exam board. Some examples include:
• Make a fashion item suitable for 18-24 year age group based on another culture
• Make an outfit suitable for a child age 5 to retail in a high street shop
• Create an interior item (cushions/wallhangings) based on the images which relate to another
culture
Students undertake an external exam at the end of Year 11 which tests designing and making. This
is worth 40% of the overall mark
Year 11 coursework is a controlled assessment. Some folder work may be completed at
home, but making the practical outcome must take place in school
The course leads to A Level Product Design (Textiles) which could lead to fashion buying,
promotion, marketing and many other careers related to textiles. Students who have studied
A level have gone on to courses such as Fashion and Promotion, Fashion Design, Fashion
and Technology and Fashion Journalism amongst others.
Please be aware that this course involves drawing, designing and relates to industry.
M Shepherd and K Pilarek
Leaders of Learning for Textiles
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Food and Nutrition
(Exam Board: AQA)
Overview
The focus of this syllabus is to use food as a tool to explore, investigate and understand food as a
material with unique properties. The course offers students exciting opportunities to look at the
physical, chemical and sensory properties of food, to learn about the nature of food and understand
how this affects the products that we make.
The syllabus allows for the full range of making skills to be demonstrated, particularly higher level
making skills; however the course also requires extensive theoretical knowledge and enquiry.
Course Content:
The course breaks down into five major areas of study. Students will be expected to complete a
folder/booklet of detailed information covering all aspects of the course content
1. Nutrition, Diet and Health throughout Life
2. Nutritional, Physical, Chemical and Sensory Properties of Foods in Storage, Preparation and
Cooking
3. Techniques and Skills in Food Storage, Preparation and Cooking
4. Factors affecting Consumer Choice
5. Food Hygiene and Safety
This section is assessed through a terminal examination which provides 40% of the final
GCSE grade. GCSE Controlled Assessments are broken down into two projects which
provide 60% of the final GCSE grade. This section of the course requires students to be
independent, inquisitive and well organised in their approach; self motivation and the ability
to write coherently are important skills.
Research Task of 10-12 hours of guided learning in the Spring Term of Year 10.
Individual Investigation of 20-22 hours of guided learning in the second half of the Autumn Term
and the first half of the Spring Term.
The Future
Students can now study Food to A level which then provides a basis for further study and training in a
wide range of professions including:
•
•
•
•
•
•
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Food Marketing and Retail
Health Care Professions
Dietetics
Food Manufacture
Food Design and Product Development
Food Technologist
Home Economist
A S Dodd
Leader of Learning for Food
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Physical Education
GCSE
All pupils will have two hours of Physical Education per week. Pupils who want to extend their skills,
knowledge and understanding further in this subject will have the opportunity to undertake a GCSE
course within the option choices.
GCSE Physical Education
Pupils opting to follow GCSE Physical Education will follow the OCR specification which reflects
National Curriculum requirements and satisfies the criteria for a full course GCSE. All pupils will
take part in a wide variety of activities from the six National Curriculum areas of activity – Games,
Athletics, Gymnastics, Swimming, Dance and Outdoor Adventurous Activities. Of these, the four
best activity marks will be selected for examination purposes. The planned practical activities
covered at GCSE level include Football, Rugby, Cross Country, Netball, Basketball, Swimming
activities, Fitness, Badminton, Athletics, Trampolining, Rounders, Cricket, Volleyball, Table Tennis
and Hockey.
In addition to practical participation and assessment, pupils will also follow a theoretical component
which is rigorous in its demands and includes:
•
•
•
factors that contribute to an active and healthy lifestyle
factors affecting performance in physical activity
safety aspects of physical activity
This component is classroom based with weekly homework tasks. As 60% of the mark is for
practical participation, pupils opting for GCSE PE should have displayed commitment to the subject
and participated in extra-curricular sporting activity either through school or through an external
sporting club. Pupils who achieve level 5 and above in a minimum of four practical activities at
key stage 3 usually gain final grades of A*-C at the end of the two year course.
Method of Assessment:
Practical assessment of four activities, plus two written assessments which focus on analysis of
performance and a healthy lifestyles investigation. These components contribute 60% of the overall
mark. Two written papers lasting one hour examine the theoretical component and contribute the
remaining 40% of the overall mark. In addition to displaying a firm commitment to practical
participation students should be prepared to support this by working hard in the theoretical
component. The usual mark threshold for a C grade in this subject is 70%.
A Davis
Subject Leader for Physical Education
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Dance
GCSE
GCSE Dance focuses on the artistic qualities of dance and the use of movement as a medium of
expression and communication. Students will develop the knowledge and skills needed to perform,
choreograph (the devices, dynamics, relationships, dynamics and space) and appreciate dance,
including an awareness of its artistic contexts.
Pupils will develop an understanding and appreciation of Contemporary Dance and its techniques as
well as elements from other styles. The practical content of the course is worth 80% of the overall
mark.
The course covers the following components:
Unit
Title
Percentage and
length
Unit 1
Critical
Appreciation of
Dance
20%
1 hour written
exam.
Unit 2
Set Dance
Unit 3
Performance in
a group
20%
1 minute long
20%
3 - 3½ minutes
Choreography
40% overall
Task 1 – Solo
Composition
Task 1 – 15%
1 – 1 ½ minutes
• Task 1 = solo composition in based on learning
and developing motifs from a professional work.
Task 2 – Solo
Choreography
Task 2 – 25%
1 ½ - 2 minutes
• Task 2 = Solo Choreography, where students
chose a stimulus and choreography a piece
based on the idea.
Unit 4
Description
Questions on two professional works (which we will
also study practically through unit 3 and 4) and the
choreographic process.
Students perform a solo dance, this is created by
AQA and taught by the teacher
This is created by the students and based on a
professional work.
The process of creating a choreography using a
choreographic structure and choreographic devices.
This unit is divided into two tasks –
H Sharman
Teacher of Dance
A Davis
Subject Leader for Physical Education.
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Vocational Options
HEALTH AND SOCIAL CARE
The following explains the Health and Social Care BTEC which is delivered in school:
Edexcel BTEC Level 1/ Level 2 First Award
This is a vocationally related qualification; pupils will develop knowledge and understanding by
applying their learning and skills in a work related context. It will enhance their English and
mathematical competence in relevant, applied scenarios. It will also develop their transferable
interpersonal skills, including working with others, problem- solving, independent study, and personal,
learning and thinking skills. It will provide a clear progression into further study of a vocational level 3
course or GCSEs. It also provides progression into a suitable apprenticeship.
This qualification will provide the pupils with an appreciation of the importance of health and social
care values; covering themes on human lifespan development, communication, health and wellbeing
and an individual’s rights.
Course Summary
Students will have 3 periods of Health and Social Care in both Y10 and Y11. They will study 4 units
over the two years, of which Units 1 and 2 are compulsory. Two more units will be studied from the
optional units. Unit 1 is assessed by a one hour exam and the other three by internal assessment of
a portfolio of work.
UNIT
1
2
3
4
5
6
7
8
CORE UNITS
Human Lifespan Development
Health and Social Care values
OPTIONAL UNITS
Effective communication in Health and Social Care
Social Influences on Health and Wellbeing
Promoting Health and Wellbeing
The Impact of Nutrition on Health and Wellbeing
Cultural Diversity in Health and Social Care
Individual Rights in Health and Social Care
METHOD OF ASSESSMENT
External
Internal
Internal
Internal
Internal
Internal
Internal
Internal
Course Qualification Grade
The certification will show one of the following ...Level 2 Pass, Merit, Distinction or Distinction*
If these are not achieved a Level 1 or Unclassified may be awarded.
V Bates
Director of Science College
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Catering (Single Award)
(Exam Board: WJEC)
Overview
A course in Catering offers a unique opportunity in the curriculum for students to develop their
knowledge and extend their skills within hospitality and catering in a vocational context. The course
provides opportunities to develop a range of skills as well as developing their creativity and
independence. The award provides a GCSE qualification across the full range of grades.
The specification uses a range of assessment techniques to enable the students to respond through
practical and investigative work
Course Content:
The course breaks down into nine areas of study. Students will be expected to complete a
folder/booklet of detailed information covering all aspects of the course content. This folder will be
used for revision purposes when preparing for their external examination.
1.
2.
3.
4.
5.
6.
7.
8.
9.
The industry- food and drink
Job roles, employment opportunities and relevant training
Health, safety and hygiene
Food preparation, cooking and presentation
Nutrition and menu planning
Costing and portion control
Specialist equipment
Communication and record keeping
Environmental considerations
The assessments for each unit are as follows:
Unit 1: Catering Skills related to food preparation and service (Controlled assessment) 45hours - 60%
1. Task 1: (20%) ONE task to be selected from a bank of three tasks set by WJEC
Duration 15 hours
2. Task 2: (40%) ONE task to be selected from a bank of three tasks set by WJEC
Duration 30 hours to be started during the second half of the course
Both tasks are internally assessed using WJEC set criteria and externally moderated
Unit 2: Catering, food and the customer (Written paper) - 1hour 15minutes - 40%
An untiered paper externally set and assessed. The questions are short answer, structured
and free response in nature drawn from all areas of the course
The Future
The qualification is suitable for those who want a broad background of study in the Food area and for
those who wish to progress to further education. The skills acquired can also be valuable preparation
for those entering the world of work
You cannot choose this course as well as the Food and Nutrition GCSE course.
A S Dodd
Leader of Learning for Food
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