Key Stage 4
Courses
2013-15
January 2013
Dear Parents and Students
This booklet details courses we hope to make available to Year 10 students in September 2013. At the back is a subject options choice form which must
be returned to school by Monday 25th February. Between now and then, students will need to consider their choices carefully, gathering as much
information as possible through their PD lessons, from their subject teachers, at the Year 9 Parents’ Surgery on Tuesday 29th January and, importantly,
at the Year 9 Options Information Evening on Thursday 17th January. They should aim to finalise their choices with their form tutor on the Review Day
on Thursday 5th February.
Much of the content of our curriculum is as laid out in the National Curriculum. There is a compulsory element (60% of taught time) for all students, which
involves the study of English, Mathematics, Science, Religious Education, Physical Education, Information Technology, and Personal Development
(Citizenship, Careers, and Personal Social and Health Education).
The remaining 40% of the Key Stage 4 curriculum is based on student choice, and is the main focus of this booklet. We aim to provide choices to ensure
that all of our students’ individual needs and strengths are catered for. For this reason we use a Pathway approach, which is explained fully on Pages 1
and 2.
All courses are certificated by one of the following awarding bodies: AQA, EDEXCEL or OCR. Where possible, each subject description in the booklet is
accompanied by information regarding the chosen examination board and specification.
In addition to the curriculum detailed throughout this booklet we hope to offer other opportunities to all students. These include a co-ordinated
programme of one week’s Work Experience for all pupils in Year 10 during the Summer of 2013 and theme days where students spend three days each
year concentrating upon one particular area of learning.
Finally, please note that although Science is a compulsory part of our Key Stage 4 curriculum, students will often need to exercise choice in relation to the
course(s) that they follow. This is explained in detail under Science in the Compulsory Subjects section.
The staff at school will be happy to answer any questions you may have about the courses. We hope that this booklet proves informative and helpful as
you make these important choices.
Yours sincerely
Mr A Oldfield
Assistant Headteacher (Curriculum)
Mrs I Bryce
Headteacher
CONTENTS
Proposed Curriculum
1
List A Courses (Continued)
Other Information
45
Compulsory Subjects
3
Geography
25
Special Educational Needs
46
History
27
Trematon Area Resource Base
46
29
Professional Advice
47
33
Important Guidelines
48
Year 10 Choices Form
49
English
4
Mathematics
5
ICT Options – Creative IT, Technical IT or
GCSE IT
Mathematics (Fast Track)
Science
6
Media Studies
34
Religious Education
9
Modern Languages – French and/or German
35
ICT
11
Music
36
Personal Development (PD)
12
Physical Education
38
Games
13
List A Courses
14
List B Courses
39
Art & Design
15
Engineering and Electronics GCSEs
40
Business Studies
16
Engineering BTEC
41
Catering
17
Hair and Beauty Principal Learning
42
Child Development
18
Countryside and Environment BTEC
19
DT- Product Design
20
List C Courses
43
DT- Textiles Technology
21
DT- 3D Design
22
Courses for Vocational Pathway
44
Drama
23
YEAR 10 PROPOSED CURRICULUM 2013-2015
We aim to provide choices to ensure that all of our students’ individual needs and strengths are catered for. For this reason we use a
Pathway approach - all students are asked to choose one from three available pathways.
The Mainstream Pathway is purely school-based and requires 4 courses (mostly GCSEs) to be studied. It is suitable for students of all
abilities, although there are minimum ability requirements for Fast Track Maths and Separate Sciences.
The Applied Pathway includes the study of a substantial applied course. These courses lead to Level 2 qualifications i.e. GCSE grades A*-C
equivalent. Learning will take place at Liskeard School or Cornwall College Saltash. Students choosing this pathway must have achieved
mostly National Curriculum Levels 4 and 5 or higher on Year 9 Progress Tracker 1.
The Vocational Pathway entails study at Cornwall College Saltash, or Duchy College, on one day per week, leading to a vocational
qualification at Level 1 i.e. equivalent to GCSE grades D-G. This pathway is appropriate for students achieving mostly Levels 3 and 4 on Year 9
Progress Tracker 1.
The table on the next page shows how subjects studied depend on the pathway chosen.
The English Baccalaureate
This is a certificate that is awarded to students who achieve GCSE grades A*-C in English, Mathematics, sciences, a language and a
humanities subject.
At saltash.net the required range of GCSE subjects needed for the EBacc would be English; Mathematics; Science and Additional Science or
any two from Biology, Chemistry, and Physics; French or German; and Geography or History. The EBacc combination of subjects is not
compulsory for any of our students.
Pathway
Compulsory subjects (ppf = periods per fortnight)
Optional GCSE subjects
Other learning
Mainstream
English
6ppf
Maths
6ppf
Science
10ppf
RE
2ppf
IT
2ppf
PD
2ppf
Games
2ppf
4 subjects from List A (5ppf each)
Applied
English
6ppf
Maths
6ppf
Science
10ppf
RE
2ppf
IT
2ppf
PD
2ppf
Games
2ppf
2 subjects from List A (5ppf each)
1 day per week following Level 2 course from
List B
(10ppf)
Vocational
English
6ppf
Maths
6ppf
Science
10ppf
RE
2ppf
IT
2ppf
PD
2ppf
Games
2ppf
2 subjects from List A (5ppf each)
1 day per week following Level 1 course from
List C
(10ppf)
List A
GCSE courses except *
At saltash.net
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Art & Design
Business Studies
Catering
Child Development
*Countryside &
Environment BTEC
Drama
DT Product Design OR
Textiles Technology OR
3D Design
French
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Geography
German
History
*Creative IT OR *Technical IT
OR GCSE IT
Maths (Fast Track)
Media Studies
Music
PE
Separate Sciences
List B
Level 2 BTEC courses unless otherwise stated
At SE Cornwall Learning Partnership provider



Engineering and Electronics GCSEs (Liskeard)
Engineering BTEC (Liskeard)
Hair & Beauty Principal Learning (Cornwall College)
List C
Level 1 vocational courses
At Cornwall College Saltash or Duchy College
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Construction (Cornwall College)
Hair & Beauty (Cornwall College)
Motor Vehicle Studies (Duchy College)
Public Services (Duchy College)
COMPULSORY SUBJECTS
ENGLISH
All students in Years 10 and 11 study GCSE English.
In the light of the National controversy surrounding GCSE English last summer, we are currently reviewing the courses we offer.
More information will be provided when we are happy that we can provide the best possible courses to enable all of our young people to
achieve the grades they deserve.
MATHEMATICS
Edexcel GCSE in Mathematics (Linear) Specification A
This course has been chosen to encourage students to develop a positive approach to
Mathematics.
Throughout the course students will encounter a variety of learning methods including whole-class
interactive teaching, practical and investigational tasks, calculator and non-calculator work and use
of ICT. We expect students to possess their own scientific calculator. Students will be
encouraged to apply their knowledge to think and communicate using Mathematics, and to
consolidate basic skills and deal with appropriately challenging work.
Students will continue to be grouped in sets by ability and prior attainment, and will follow specifications leading to either Foundation or
Higher tiers targeting grades C – G and A* - D respectively.
This course is assessed by two examination papers initially taken in the November of Year 11, with the opportunity of a re-sit in the summer
of Year 11. Paper 1, which is non-calculator, is 50% of the qualification. Paper 2, a calculator paper, is 50%.
All students may also have the opportunity to sit the Edexcel Award in Functional Skills (reference number: 500/2783/9). This
qualification will recognise the ability of learners to apply and transfer skills across a range of contexts. Functional skills are recognised as
vital to learner’s personal development, increasing both confidence and effectiveness. This qualification is assessed through a written paper
taken at various opportunities during Years 9, 10 and 11, dependant on the ability of the student.
We hope that this brief outline of the courses offered will be useful but, should you require further details, please contact the Key Stage 4
Co-ordinator, Mrs R Lee.
SCIENCE
Choices in Year 9 for Year 10
A
Science:
GCSE
OCR 21st Century Science Suite
What does the course involve?
This course focuses on the knowledge and understanding that you need to make sense of the science you will meet in everyday life. During
the course, you’ll study many of the major theories of science in a way that enables you to appreciate their importance to everyday life. The
course also explores how scientific information is obtained, how reliable it is, what its limitations are, and how this information helps society to
make important decisions. You’ll be prepared to deal with, and take informed personal decisions about, issues involving science which you
may meet, for example, mobile phone safety, decisions about childhood vaccinations, and sustainable use of resources. The course is active
with an emphasis on practical based learning.
How will I be assessed?
The exact course is yet to be confirmed by the governing bodies it is likely to comprise 3 external
exams that contribute 75% of the course and a controlled assessment component that makes up the
final 25%.
What could I achieve?
2 x GCSE Science A* - G
What could I do next?
A-Level Science or KS5 BTEC Science
OR
B
Separate Sciences: Biology, Chemistry and Physics (OCR 21st Century Science Suite)
This course involves the study of complex scientific concepts- for this reason we recommend that students who choose it
have the potential to achieve a level 6 or 7 in Science at the end of Key Stage 3. Students choosing this option must pick the
separate science option as one of their four option choices.
What does the course involve?
Studying GCSE Biology, Chemistry and Physics as separate sciences provides you with the opportunity to further develop your understanding
of scientific explanations and how science works. You’ll be able to study elements of applied Biology, Chemistry and Physics with particular
links to the work of professional scientists. These separate sciences cover the content of GCSE Science and GCSE Additional Science with
further material from each of the disciplines.
How will I be assessed?
The exact course is yet to be confirmed by the governing bodies it is likely to comprise 3 external exams that contribute 75% of the course
and a controlled assessment component that makes up the final 25%. Each subject has the same assessment format.
What could I achieve?
GCSE Biology A* - G, GCSE Chemistry A* - G and GCSE Physics A* - G,
What could I do next?
A/AS Level Biology, Chemistry, Physics, BTEC Applied Science L3 or Psychology.
C
BTEC Diploma in Applied Science – Some students will be advised to follow this course
as an alternative to Choice A.
Students will complete a series of assignments over two years. This course has a more vocational and applied way of learning which is
practical based. There are no examinations, but students build a portfolio of work throughout the year. Students will be able to achieve a
Pass, Merit or Distinction. The course equips students for further education on our L3 BTEC in Applied Science which they can follow in the
Sixth Form. This course is not an entry pathway for Science ‘A’ levels.
Vocational Pathway
Students who follow the vocational pathway will follow the BTEC First Certificate in Applied Science which is the equivalent of two GCSEs.
Students will be able to achieve a Pass, Merit or Distinction over two years. The course follows a more vocational and applied way of learning
which is practical based and is assessed through assignments recorded in the student’s portfolio. There are no examinations and students will
be able to progress to the Diploma which is the equivalent of four GCSEs if they pass the Certificate.
RELIGIOUS EDUCATION
AQA GCSE in Religious Studies (4055)
Specification B: Ethics, Philosophy and Religion in Society
This specification meets the legal requirements for Religious Education and the requirements of the Cornwall Agreed Syllabus at Key Stage 4.
It also allows Religious Studies to link closely with other subjects, particularly Citizenship and Personal, Social and Health Education, and
actively contribute to the spiritual, moral, social and cultural development of all students here at the school. We feel that this active
contribution to students’ personal development is a key role within the course. When it comes to Religious Education at saltash.net, we feel
we need to ask our students questions, not give set answers.
The course provides opportunities for the exploration of important questions of meaning in a range of contemporary issues. It is taught over
eight terms, starting in Year 9. Teachers make use of a variety of teaching approaches, media, resources and speakers to enable the students
to have a clearer understanding of the variety of religious belief and practice as well as of the influence of religion in their world.
1
Aims
a)
To acquire knowledge and develop understanding of the beliefs, values and traditions of religions;
b)
To consider the influence of the beliefs, values and traditions associated with religions;
c)
To consider religious and humanist responses to moral issues;
d)
To identify, investigate and respond with a considered opinion to fundamental questions of life raised by religion and human
experience, covering aspects such as prejudice, conflict, animal rights, poverty and abortion amongst many others.
e)
To develop transferable skills relevant to the study of religion but as importantly, relevant for their future lives and careers.
2
Specification
Unit 1:
Topic
Topic
Topic
Topic
Topic
1:
2:
3:
4:
5:
Religion and Citizenship (40551)
Religion and Relationships
Religion, Sport and Leisure
Religion and the Multicultural Society
Religion and Identity
Religion and Human Rights
Unit 2:
Topic
Topic
Topic
Topic
Topic
1:
2:
3:
4:
5:
Religion and Life Issues (40552)
Religion and Animal Rights
Religion and Planet Earth
Religion and Prejudice
Religion and Early Life
Religion, War and Peace
Within these topics the students will, in relation to the area being studied, be expected to:

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Explore a range of ideas and viewpoints.
Demonstrate (where appropriate) an awareness of current legal requirements.
Cover in depth the specific teachings within the religion(s) studied.
Consider the links between religion and action in the lives of the believers.
Consider and evaluate in depth their personal responses to the area being studied using a range of reasoned arguments.
Show a knowledge and understanding of the diversity of viewpoints, which believers may hold within a single religious tradition.
AQA Entry Level Certificate in Religious Studies (5906)
The Entry Level Certificate is designed for students who are unlikely to achieve a Grade G at GCSE.
criteria/mark schemes and externally moderated by AQA.
The specification meets the statutory requirements for RE and the Cornwall Agreed Specification at KS4.
Two levels of Award are available, Entry Level 2 and Entry Level 3.
The students complete a portfolio of work, which is assessed and moderated by AQA.
All work is teacher assessed to
INFORMATION AND COMMUNICATION TECHNOLOGY
Core – Cambridge Nationals (Level 1 and 2)
Core ICT: This is the core ICT course and will be taken by ALL students regardless of any other ICT option choices.
The OCR Cambridge Nationals are vocationally related qualifications that take an engaging, practical and inspiring approach to learning and assessment. They’re
industry relevant, geared to key sector requirements and very popular with schools and colleges because they suit such a broad range of learning styles and
abilities.
Assessment: The breakdown of this course is 25% external assessment (exam) and 75% internal assessment (coursework). Students will cover the following
units:
Unit R001: Understanding Computer Systems (external exam): On completion of this unit, learners will have gained the knowledge and understanding
to use computers more effectively in a variety of different contexts including home, school and the workplace. Their regard for their own personal data security
and for the security of the data of others will be increased and, overall, learners will be more informed users of computers making them more effective
participators in business and social life.
Unit R002: Using ICT to Create Business Solutions: On completion of this unit learners will have extended their capability in the use of applications
software.
Unit R003: Handling Data Using Spreadsheets: On completion of this unit learners will be able to interpret requirements for a spreadsheet, take
unstructured data, plan how to use it in a spreadsheet, create and populate a spreadsheet, use relevant functions and tools to manipulate the data and produce
outputs to present the data graphically to support decision making.
This unit will be delivered through the Microsoft Office Specialist (MOS) system and will therefore carry with it an additional, industry-related qualification.
Unit R011: Understanding Technology – A Project Approach
On completion of this unit learners will have acquired the transferable skills to work through the cycle of planning, research, presentation and analysis to answer
a question, test a hypothesis or to design a product or new concept.
The qualification will be graded as follows (equivalent GSCE grades included for reference):
Cambridge Nationals
Qualification
Level 2 Distinction *
Level 2 Distinction
Level 2 Merit
Level 2 Pass
Level 1 Distinction
Level 1 Merit
Level 1 Pass
GCSE Equivalent
A*
A
B
C
D
E
F/G
PERSONAL DEVELOPMENT (PD) (A NON-EXAMINATION COURSE)
(Citizenship/Personal, Social and Health Education/Careers Education and Guidance)
The study of Citizenship aims to give students the knowledge, skills and understanding to play an effective role in society, and to help them
become informed and responsible citizens, aware of their duties and rights. Students will learn about our economic, political and legal systems and
will be encouraged to respect different national, religious and ethnic identities. Students will learn how to research, obtain and use different types
of information, including the media and ICT, and how to evaluate their effectiveness and bias. They will also be encouraged to play an active role
in the life of the school, the local community and the wider world.
Citizenship will be taught within PD lessons, but aspects will also be covered across the curriculum and within the wider life of the school.
This is a non-examination course for all students covering the National Curriculum programme of study and learning outcomes.
During PD lessons you will also cover:
 Careers Education Information and Guidance;
 Work Experience, including preparation, feedback from employers and debriefing/reflection.
 Sex and Relationships Education;
 Health Education;
 Drugs and Alcohol Education.
Students will work in a variety of classroom situations aimed at developing individual and group responsibilities as well as their own personal and
social skills. An understanding and tolerance of other points of view is encouraged through enquiry and debate.
GAMES (NON-EXAMINATION)
During this course students in Years 10 and 11 will cover a variety of sports from many areas of the PE National Curriculum. They will have the
opportunity to extend their knowledge and ability in the activities that they may have covered in Years 7, 8 and 9 as well as experiencing new
activities. These may include the following activities depending on staffing and facilities available:
Level 1 in Sports Leadership
This is a course which gives students the opportunity to obtain a qualification in Physical Education. This award will work on the leadership skills of
the students and teach them the basics of how to deliver safe, fun activity sessions to younger students. It will also encourage them to become
more enthusiastic and confident about sport. This is a recognised award developed by Sports Leaders UK, in which candidates will receive
certificates and pin badges upon successful completion. There is no examination, but students are assessed throughout the course.
Trampolining
The trampolining module covers a variety of specific aerial movements requiring agility and fitness, in addition to developing an awareness of the
control of one’s body in space and its artistic appreciation.
Table Tennis
Students will have the opportunity to play this game which develops hand/eye co-ordination.
Streetsurfing
This activity is similar to skate boarding but involves skill development reflecting surfing. Students will learn basic skills in a safe environment, using
all the necessary protective equipment, and then develop their skill completing more challenging tasks.
Yoga
This module covers the basics of yoga and its benefits to health and well being.
Year 11 Games
As well as options in school, the year 11 programme now includes some options to do PE off site. Students can choose to go to the Leisure centre
to swim or use the gym. Zero gravity to use the state of the art gymnastics equipment or try Golf lessons from the professionals at China Fleet.
LIST A COURSES
ART & DESIGN
Art and Design: OCR HS1
In Art and Design students are encouraged to develop practical skills in a variety of
media.
They will become proficient in a variety of drawing skills with the emphasis of the
course being on direct observation and experimenting with all sorts of materials and
techniques.
The approach to studies will be thematic and students will be expected to express
ideas and feelings in diverse topics through the use of skills such as: drawing,
painting, collage, print-making and IT. Each theme studied will include a history of
element.
Art
Homeworks will be set to support each topic covered. Whenever possible visits will be
made to see exhibitions throughout the country.
At the end of the course students must present for assessment a selection of their
Years 10 and 11 coursework which best expresses their skills, visual strengths and expressive abilities. This portfolio of work is worth 60% of the
GCSE. The rest of the mark comes from a controlled examination where students have made their own personal response to a set theme.
Mark Weighting:
Coursework (plus homework)
Controlled test
=
=
60%
40%
BUSINESS STUDIES
GCSE Examination board – WJEC 4080
Content
1.
2.
3.
4.
5.
6.
Business framework – to include business ownership and why people start businesses
Businesses and their customers – to include market research, marketing mix and the product lifecycle
Producing goods and services – to include forms of production, stock control and break even analysis
Human resource planning – to include recruitment, remuneration and motivation
The external environment – to include business taxation and legislation
Financial control – to include P&L, cash flow, balance sheets, ratio analysis
Assessment
Examination
A single 2 hour examination paper in Year 11 covering all grades made up of short answer and longer, written answers.
75% of marks
Controlled assessment A choice of tasks set by WJEC to be researched and then written up under examination conditions. 25% of marks
The course will suit students who are looking for a challenging business course with progression to our highly successful WJEC AS/A2 course.
Strong Mathematical and written English skills are highly desirable as is an interest in the what and the why of the business world and the wider
economy.
CATERING
GCSE Catering: Welsh Board
www.wjec.co.uk
Catering consists of practical cooking tasks. It is more practical-based than Food Technology so it would suit the more practically inclined student.
It involves both written and practical tasks, as well as classroom based work. It is a demanding course which requires 100% commitment from
those who opt for it. All students undertake two practical exams; one in Year 10 and the other in Year 11. Both exams are set by the exam board
and worth 60% of the final GCSE grade. The written paper, which is completed at the end of the course, is worth 40% of the final grade.
This course will look at the following areas of study:

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


Basic catering skills
Food preparation
Health and hygiene
Menu planning
Dietary requirements
Healthy eating
In addition to their GCSE qualification, students will sit a level 2 in Food Safety and Catering which accounts for 25% of an extra GCSE. This
qualification permits working with food in the food industry, food-related part-time jobs and helping in any school-based function.
We are also hoping to make links/visit the catering department at City College Plymouth.
This GCSE could inspire students to pursue a career in catering, a role as a home economist, TV work, product development, hotel and hospitality,
travel and tourism, to mention but a few.
Students who choose catering will be expected to provide their ingredients each week. The school may provide support with this if needed.
CHILD DEVELOPMENT
GCSE Child Development : OCR
www.ocr.org.uk
This course focuses on the developmental stages of child development from conception to the age of 5 years. Lessons include a great deal of
discussion work, and topical issues from the media are used as teaching aids to keep abreast of the changes in society.
Topics covered include; the family, pre-conception care, conception, pregnancy, birth and post-natal factors, diet and health in relation to young
babies and children, stages and condition of development and support available to the child.
The course is made up of 60% coursework:
Consisting of:


three short tasks 30%
a child study of 30%
And an examination element worth 40% of the final GCSE grade
This GCSE could inspire students to go on to further education to study for a whole range of interesting and challenging careers such as
Nursery nursing, paediatricians, teaching, child psychologists, social workers and many more.
A requirement of opting for this course is that students know a child aged 4-5 on whom to base their study.
COUNTRYSIDE AND ENVIRONMENT
BTEC Level 2 Diploma - EDEXCEL
What does the course involve?
You’ll be able to study units of work covering elements of animals and plant husbandry, conservation of our natural environment, whilst
undertaking experience in Land-based industries. The qualifications are aimed at those interested in the management of the countryside and
investigation of natural and managed environments. Unit of work covered over the two years will be

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Undertake Work Related Experience in the Land-based Industries
Environmental and Land-based Business
Introduction to Animal and Plant Husbandry
Introduction to Environmental Studies
Conservation and Improvement of British Habitats
Establish and Maintain Plants Outdoors
How will I be assessed?
Students will complete a series of assignments over two years building a portfolio of work for the units above throughout the year. This may
include some external assessment.
What could I achieve?
Students will be able to achieve a Pass, Merit or Distinction depending on the standard of work provided within their portfolio.
What could I do next?
BTEC Applied Science Level 3 or a vocational pathway.
DESIGN & TECHNOLOGY – PRODUCT DESIGN
Product Design: AQA 4555
Course Overview
This course has been chosen to encourage students to design and make products
with creativity and originality, using a range of materials and techniques.
The course aims to develop students’ understanding of the ever-changing world of
consumer goods and emerging technologies, building directly on their experience at
Key Stage 3.
The course:

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


Is equally appropriate for boys and girls.
Provides the opportunity to be creative and imaginative in a range of materials.
Explores and exploits new technologies.
Helps making value judgements in our modern consumer society.
Is exciting and fun, where risk taking is encouraged.
Can lead to a range of fascinating careers such as automotive design, animation, engineering, graphical design, advertising and architecture to
name a few.
 It can also provide an excellent route into GCE Product Design at AS and A2 level and the Diplomas in Manufacturing and Product Design,
Creative Media or Engineering at Level 3.
There is one tier of assessment covering grades A* to G to cater for students of all abilities.
There are two assessment units:
Unit 1 Written Paper (2 hours) - worth 40% of the total marks – students answer all questions in two sections:
Section A: Design based questions on content and Section B: on the content of the course.
Unit 2 Design and Making (approximately 45 Hours) – consists of a single design and make activity selected from a range of
exam board set tasks.
DESIGN & TECHNOLOGY - TEXTILES
Design and Technology: Textiles Technology: AQA
Course overview
Textiles are all around us and are an important part of our everyday environment. Textiles is open to all students, boys and girls.
This course is for people who like fashion or interior design. You will be designing and making textile products to wear or for the home.
The course will involve:
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40% of the total marks on a written paper - 2 hour examination.
60% of the total marks a single design and make activity selected from a choice of set tasks. This will involve a made outcome and a
design folder.
Use fabrics as well as new technologies such as SMART fabrics as well as computer programmes on fashion and interior design.
Have an opinion on textiles in the ‘global’ economy looking at ‘Fairtrade’ and other related issues.
Can lead to a variety of careers such as interior design, theatre/costume design, fashion industry and so much more …
There is also a direct link from GCSE to the Fashion course at Plymouth City College.
Above all it is a fun course with a large practical element for those who enjoy being creative!
DESIGN & TECHNOLOGY - 3D DESIGN
AQA AS in Product Design (3D – Design) 1551
Students considering this option must currently be in a set 1 for DT taking the short course GCSE. The AQA AS in Product Design consists of one
written paper taken in June of year 11 (50% of the marks), and one piece of coursework which may take the form of a simple design and make
product, two smaller projects or a portfolio of work (50% of the marks).
Having completed the AS level, students may progress to A2 level in Year 12, subject to a viable class size.
We hope that this brief outline of the courses available for Design and Technology will be useful but, should you require further details, please
contact the head of Department, Mr R J Blackhall.
DRAMA
GCSE Drama: Edexcel 1699
Do any of the following apply to you:







Are you imaginative and creative?
Do you enjoy and work well with other people?
Can you express yourself vocally and physically?
Do you want to take a course which will help you in any job in the future?
Do you prefer coursework to written exams?
Do you enjoy exploring ideas by putting yourself in other people’s shoes?
Do you enjoy creating your own Drama work?
If any of these apply to you then Drama GCSE is the course for you.
During the course we will:



Explore themes, issues and play texts through the medium of Drama creating and developing performance.
We will share our work, performing in the lesson to each other and to other people.
We will share our thoughts on each other’s work evaluating and responding to the work.
What will you actually do?




Most of the course is practical and you will be assessed on your practical work in the lessons and your ability as an actor.
You will also be assessed on your ability to work with other people, how well you cooperate and support others and contribute your ideas.
You will have to keep a written record of your practical work and create a final written set of notes which go towards your final GCSE mark.
There is no written exam and your notes can be visual as well as written.
You will also be expected to evaluate and respond to your own and others’ work in the lessons.
What will I do during the two years?
The course is divided into three units:
Unit 1 30% Unit 2 30% Unit 3 40% -
We will explore a theme together creating plays and performances from the theme.
We will explore a play together and perform sections of it in several different ways. We will also see a play together at the
theatre and write about it.
You will work in a small group to create your own performance for an audience this will be marked by a visiting examiner.
How will it help me in the future?

With confidence, working with other people, making presentations, working creatively and independently.
Please note:
In order to succeed in Drama you will be expected to:



Work well with other people.
Attend rehearsals after school when needed.
Have a good attendance in lessons because other people cannot succeed without you being there.
GEOGRAPHY
Students follow the AQA Geography specification A 4030 examination course:
The GCSE course in Geography aims to give students a knowledge and understanding of the world in which they live and an awareness of the
issues and challenges that face the modern world. The specification is topical and provides students with a knowledge and understanding of the
social and economic influences that will affect their lives today and in the future.
Within the specification there are three units, each concentrating on the interaction between people and the environment. The units studied are
the following:
Unit 1:
Physical Geography (37.5%)
The Restless Earth
Rocks, Resources and Scenery
Weather and climate
Living world
Rivers
Coasts
Ice on the land
Unit 2:
Human Geography (37.5%)
Population change
Changing Urban environments
Changing Rural environments
Development
Globalisation
Tourism
Unit 3:
Local Fieldwork investigation (25%)
Task setting - involve fieldwork, collecting
primary and secondary data
Task Taking - work under supervision of a
teacher
Fieldwork plays an integral role in the two years of the course. The students
will be involved in two days of field study. The first will normally involve making a
detailed study of the features of the River Plym at Cadover Bridge on Dartmoor using
a variety of study techniques. These will include using flow meters, clinometers, tape
measures and metre rules, while working co-operatively in small groups. A second
field day normally involves a detailed study of Looe to assess the impact of tourism
upon the town. The themes for fieldwork/coursework will change from year to year
and are prescribed with examination board guidance.
Students will be expected to carry out data collection using mapping techniques
and questionnaires. The field studies constitute the basis of the coursework
component of the GCSE course (25% of the final exam marks).
In the second year of the GCSE course a decision will be made by the Geography department on the suitability of the students to take the
examination on the basis of their performance in Year 10 and the result of the mock examination. Students will be entered either for the Higher
Tier Examination (Potential grades A* to D) or for the Foundation Tier Examination (Potential grades C to G). Students will sit two terminal
examination papers. One paper assesses knowledge, skills and understanding of Physical Geography themes (37.5%), the other assessing
knowledge, skills and understanding of Human Geography themes (37.5%) including map work and data response in both papers.
Geography acts as a natural link between the Sciences and the Arts. It should be regarded as a central focus for study in a balanced GCSE
programme, as it incorporates the skills used in Mathematics, Science, English and IT in its delivery. Geography is a popular subject at GCSE and
many students continue with their studies at A Level and within higher education, and it leads to careers in planning, leisure and tourism,
conservation, land management, National Parks, local government, education and many more!
Entry Level Certificate: Geography
The content and approach of this syllabus reflects that of the GCSE syllabus. There is a significant reduction in the size and demand of this content
to allow positive achievement by this group. The unit titles are the same as the GCSE course as listed on the previous page.
Assessment of the course is through an end of course test, a coursework folder and an oral test. Decisions on entry for this certificate will be made
in Year 11 after the mock examination and coursework marking.
HISTORY
Edexcel GCSE History B:
Schools History Project:
2HB01
The School History Project was developed as an alternative to the more traditional History courses. Rather than focus on a narrow period of time
or area, SHP gives students the opportunity to study History in a number of ways: thematically (over a long period of time) or in depth; and in a
variety of scales: national, international, regional, European, ancient and modern. Emphasis is placed on the development and use of historical
skills as well as the acquisition of knowledge. Something for everyone!
You will study:
Unit Name
Content
Unit 1
Development
Study
Medicine and treatment through time
Unit 2
Depth Study
The American West c1840-1895:
Unit 3
Source Enquiry
The transformation of Surgery c1845-1895 (links to Unit 1)
Weighting
Assessment
structure
25%
Exam 1hr 15 mins.
Short & extended
answers
25%
Exam 1hr 15 mins.
Short & extended
answers
25%
Exam 1hr 15 mins.
Traces the history of medical change from Roman times to the present day. What ideas did
people in the past have about the cause of ill health, and what cures did they use? What factors
brought about progress, and what was the rate of change? What impact did medical change
have on the rest of society?
The way in which the American West was settled and developed by different groups, and the
impact that this had on the Native American people. Why were people willing to risk all to settle
in the unknown, and how did they overcome the problems they encountered? What were the
consequences of the clash of cultures and lifestyles?
The problems of surgery in early 1800 and how they were then dealt with; this covers
anaesthetics, antiseptics and blood loss. What factors helped to promote these developments
and make them possible?
Germany 1918 – 39
Unit 4
Representations in Examines Weimar Germany and its problems, the reasons for its collapse and the development
History
of the Nazi State. Examines how the Nazis were able to keep control of Germany through the
use of terror and propaganda. The skills required link to those from unit 3.
5 source based
questions
25%
Controlled
assessment. Max 2hrs
30mins
In addition the History Department offers an Entry Level Certificate, assessed by a school-based Core Task and coursework units, for those who
are unlikely to obtain a GCSE pass in this subject.
The History Department has always placed a high value on study outside of the classroom. Our GCSE students are offered a study visit to London
in the past.
The study of History is an excellent base for a balanced student because:

History helps to develop an awareness of the past and the part it plays in
today’s world.

History develops sound logical thinking and the ability to make informed
judgements.

Historical topics relate to Science, Technology, Politics, Sociology, Media and
Geography.

History involves a variety of teaching approaches.

History develops skills of research and essay-writing valued both in post-16
education and in the world of work.

History has been a popular choice over the past ten years at both GCSE and
A Level.
IT OPTIONS
Students wishing to study IT in addition to the compulsory provision can choose one of the following 3 options:
1. Creative ICT
This option follows the Creative Strand of Cambridge Nationals, providing additional units which ‘bolt on’ to their core ICT units and enable students
to achieve an additional GCSE-equivalent qualification. The course is 100% coursework, but is dependent upon students passing the compulsory
units R001 and R002, discussed in the Core ICT section.
Units covered:
Unit R004: Handling Data Using Databases
On completion of this unit learners will be able to modify an existing database and produce a relational database. They will also be able to create
queries to interrogate a database and find specific records and produce reports based on the results of these queries and create a user interface for
the database.
This unit will be delivered through the Microsoft Office Specialist (MOS) system and will therefore carry with it an additional, industry-related
qualification.
Unit R005: Creating an Interactive Product Using Multimedia Components
On completion of this unit learners will be able to show how the interactive product meets both the user needs and extends their capability within
the use of applications software such as website development.
Unit R006: Creating Digital Images
On completion of this unit learners will be able to create a digital image that communicates the intended message effectively, meeting the client’s
needs, and they will have extended their capability within the use of digital editing software packages.
Unit R007: Creating Dynamic Products Using Sound and Vision
Movies, animations and sounds bring messages and communications to life. The ability to create, edit and enhance these types of media is an
essential business and personal skill that can be used for many purposes. On completion of this unit learners will be able to prepare, create, export
and evaluate a timeline-based dynamic product.
The qualification will be graded as follows (equivalent GSCE grades included for reference)
Cambridge Nationals
qualification
Level 2 Distinction *
Level 2 Distinction
Level 2 Merit
Level 2 Pass
Level 1 Distinction
Level 1 Merit
Level 1 Pass
GCSE
equivalent
A*
A
B
C
D
E
F/G
Where next?
The A-Level IT course will accept any students who have taken Creative ICT as an option.
2. Technical ICT
This option follows the Technical Strand of Cambridge Nationals, providing additional units which ‘bolt on’ to their core ICT units and enable
students to achieve an additional GCSE-equivalent qualification. The course is 100% coursework, but is dependent upon students passing the
compulsory units R001 and R002, discussed in the Core ICT section.
Units covered:
Unit R004: Handling Data Using Databases
On completion of this unit learners will be able to modify an existing database and produce a relational database. They will also be able to create
queries to interrogate a database and find specific records and produce reports based on the results of these queries and create a user interface for
the database.
This unit will be delivered through the Microsoft Office Specialist (MOS) system and will therefore carry with it an additional, industry-related
qualification.
Unit R008: Introduction to Computer Programming
On completion of this unit learners will be able to appreciate the range of programming and scripting languages that are used and their applications
and will be able to develop, test and evaluate working programs in one language of their choice. Learners will have acquired the skills necessary to
help develop their programming further into interactive websites, mobile phone and tablet apps and a range of computer applications and they will
communicate technical concepts effectively using terminology appropriately.
Unit R009: Exploring Computer Hardware and Networks
On completion of this unit learners will have acquired skills and knowledge that would be beneficial to working with IT systems within different
employment sectors or within the home environment and they will communicate technical concepts effectively using terminology appropriately.
Unit R010: Developing Control Systems
On completion of this unit learners will be able to explore the different components which can be used to build control systems and the rules which
are written to ensure they work properly, and be able to communicate technical concepts effectively using terminology appropriately. Learners will
build working control systems using either real components or simulation software to show they understand the concepts.
The qualification will be graded as follows (equivalent GSCE grades included for reference)
Cambridge Nationals
qualification
Level 2 Distinction *
Level 2 Distinction
Level 2 Merit
Level 2 Pass
Level 1 Distinction
Level 1 Merit
Level 1 Pass
GCSE
equivalent
A*
A
B
C
D
E
F/G
Where next?
The A-Level IT course will accept any students who have taken Technical ICT as an option.
3. GCSE Full Course in IT (WJEC 178 01/02)
‘The Academic Option’
A course in Information and Communication Technology offers a unique opportunity in the curriculum for candidates to identify and solve real
problems by designing information and communication systems in a wide range of contexts relating to their personal interests. Information and
Communication Technology develops candidates' interdisciplinary skills and their capacity for imaginative, innovative thinking, creativity and
independence. Those with other interests and aspirations can also benefit from the many transferable skills inherent in the study of Information
and Communication Technology.
Assessment
Unit 1: Understanding ICT (20%)
This examination paper will assess the requirements of the Key Stage 4 Programme of Study for Information and Communication Technology and
the functional elements of ICT in a home and school context.
Unit 2: Solving Problems with ICT (30%)
This controlled assessment consists of a portfolio of work which shows candidates' attainment in obtaining and interpreting different types of
information; using, developing and communicating information to meet the purpose of their studies and presenting the results of their work. This
assignment will assess the practical aspects of the functional elements of ICT.
Unit 3: ICT in Organisations (20%)
This examination paper will assess the 'application' content of ICT in a business and industry context.
Unit 4: Developing Multimedia ICT Solutions (30%)
This controlled assessment will give candidates the opportunity to develop a piece of work
using multimedia software following a single task brief issued by WJEC.
Where next?
This GCSE option is offered to cater for students who wish to follow a more traditional, academic route in the subject. This is the preferred option
for students wishing to take AS/A2 ICT in Years 12 and 13.
MATHEMATICS (Fast Track)
Edexcel GCSE in Mathematics (Linear) Specification A
AQA Level 2 Certificate in Further Mathematics
AQA AS/A2 Mathematics
Choosing this option in Mathematics will enable a student to sit their GCSE Mathematics and a Level 2 Certificate in Further Mathematics (AQA) by
the end of Year 10. They will study AS Mathematics in Year 11.
Throughout the course students will encounter a variety of learning methods including whole-class interactive teaching, practical and investigational
tasks, calculator and non-calculator work and use of ICT. We expect students to possess their own scientific calculator. Students will be
encouraged to apply their knowledge to think and communicate using Mathematics, and to consolidate basic skills and deal with appropriately
challenging work.
The GCSE Mathematics course is assessed by two examination papers in Year 11. Paper 1, which is non-calculator, is 50% of the qualification.
Paper 2, a calculator paper, is 50%.
The Level 2 Certificate in Further Mathematics will be assessed by two written papers at the end of Year 10.
The AS course will involve studying three modules, two in Pure Mathematics and one in Applied Mathematics.
Students who choose this option will currently be in a Set 1 Mathematics group and are likely to study Mathematics beyond
Year 11.
MEDIA STUDIES
GCSE Media Studies - OCR J526
"If students aren't taught the
language of sound and images,
shouldn't they be considered as
illiterate as if they left college
without being able to read and
write?"
George Lucas
Filmmaker
"In the 21st Century... media
literacy will not be a luxury;
it will be a necessity."
Linda Ellerbee
Journalist
What is special about this subject?
According to research, we spend a third of our lives watching films, television, playing computer games, surfing web-sites and reading magazines.
But what is the impact of all this? How do these texts work? And how are they made? As people turn more and more to the media to be informed
and entertained, shouldn't we equip ourselves with the skills to read and create effective media texts?
Analyse how media texts are constructed and their impact on audiences. Gain practical experience in web and graphic design, as well as
photography and filmmaking. Make your own posters, album covers, trailers and webpages. Get your work to look like the professionals, by using
industry-standard iMacs, SLR cameras and software such as Adobe Photoshop and Final Cut.
Unit 1 - Individual Portfolio (Controlled Assessment - 30%)
Unit 2 - Textual Analysis (Examination - 40%)
Unit 3 - Production Portfolio (Controlled Assessment - 30%)
Where next?
The analytical skills you will develop will benefit your study of English, as well as A-Level courses in Sociology, Psychology and Politics, as well as
studies in Art and Graphic Design. You will gain practical communication skills which you can apply in a variety of careers, for instance marketing
or web-design.
MODERN LANGUAGES – FRENCH AND/OR GERMAN
French OCR J730
German OCR J731
You can study one language at GCSE or both French and German if you wish. It is only possible to study
German at GCSE level if you have taken German in Years 8 and 9.
The courses will equip you with the skills necessary to cope in everyday situations whilst in France/
Germany, be it for the purposes of work or leisure. A communicative teaching approach is adopted
using role-play, video, audio-tapes and computers as appropriate. You will be encouraged to use as
much French/ German as possible in the lessons.
The skills of listening and reading will be assessed in May/June of Year 11. For these exams you will be
entered at either the Higher level (grades A* - D) or Foundation level (grades C – G). It is possible to be
entered for a combination of Higher and Foundation papers, thereby giving you the chance to aim for a
B grade or better. The skills of writing and speaking are assessed by controlled assessments. These are
tasks which will be completed in lesson time between February and May of Year 11. There are no
Higher or Foundation levels in controlled assessments.
You will have the opportunity to participate in the French/ German exchanges. The exchanges are not
compulsory but they are an ideal way to practise your French/German and they are great fun.
In the global society we now live in, languages are a very important subject area and the ability to use at
least one foreign language can lead to many exciting opportunities. If you have skills in a foreign
language you will have an advantage in the job market. You may decide to learn a new foreign
language at some stage in the future. You will find it much easier if you have studied French and/ or German, as you will have learnt the principles
which underlie foreign languages. Languages feature prominently in many careers now: science, IT, engineering, business, accountancy,
secretarial work, retailing and tourism are but a few. If you intend to go on to Higher Education you will have the chance to combine a language or
a period of study in the foreign country with your main course of study, e.g:
Exeter Uni:
Biology/Chemistry/Physics/Law + Year in Europe
Reading Uni:
Bristol Uni:
Nottingham Uni:
Business Studies + French/German
Chemistry in Europe
Leicester Uni:
Electronic & Software Engineering with Industry
in Europe
Uni of Teeside:
John Moores,
Liverpool:
Staffordshire Uni:
Landscape Management with Studies in
Europe
Design and a Modern Language
Sport, Recreation and European Studies
Media Studies + French/German
MUSIC
AQA 4270
Students opting to study music to GCSE level will follow a two year course comprising the three
musical areas: Listening, Performing and Composing.
Assessment of all three areas will take place during as well as at the end of the course:
Candidates will explore five Areas of Study through three strands of learning. Areas of Study for the
whole specification are based on the Musical Elements:
1.
2.
3.
4.
5.
Rhythm and Metre
Harmony and Tonality
Texture and Melody
Timbre and Dynamics
Structure and Form.
These will be explored through three stands:
(a)
(b)
(c)
The Western Classical Tradition
Popular Music of the 20th and 21st Centuries
World Music.
LISTENING
A written examination marked externally. Candidates respond to questions based on short musical excerpts (presented on a CD) drawing on music
from all five Areas of Study.
PERFORMING
Candidates will be required to:
a) play (or sing) a piece of music of their own choice on any instrument of their choice (including electronic keyboard, drums, electric guitar).
b) play (or sing) a piece of music in a group of two or more people.
This paper is internally assessed and externally moderated.
COMPOSING
Candidates will compose their own music throughout the course. Two pieces of work will be submitted for assessment.
(Music may be composed and/or notated using ICT if the candidate wishes).
Why Study Music?
Music is both an art and a science. The study of GCSE Music will develop the following skills:
 Instrumental skills
 Literacy skills
 Numeracy skills
 Analytical skills
 Social skills
What you need to study Music:
A real enjoyment of music and a positive attitude towards your work are definitely the most important requirements for this course.
If you are interested and would like to know more please speak to Mrs Haighton or Miss Ladwiniec.
PHYSICAL EDUCATION
OCR J586
This GCSE course is designed to provide a means by which individuals who are motivated sports players can both further their interest and improve
their practical and theoretical knowledge of physical activity. It would be of value to the school leaver who is interested in pursuing a career in the
leisure industry and also as an appropriate foundation course for those hoping to take a GCE in Physical Education possibly leading to sports based
degree courses in higher education.
During the two year course students will complete modules in at least six different activities covering invasion games, striking games, net/wall
games, gymnastic activities, martial arts, dance activities, athletic activities, outdoor and adventurous activities, swimming activities along with a
new option of coaching/officiating in many of the activities within the above categories. The actual activities on offer will depend on staffing and
facilities. The students are assessed in all areas with their highest four submitted. The submitted areas must be from at least two of the different
activity categories. Students who are very able in other activities which are not covered in the curriculum can be assessed on an individual basis
even if they are activities in which they are coached/taught outside of school.
The course includes a significant amount of theory areas which are very in depth with students needing to know many technical terms along with
an understanding of how skills are performed and improved. There is at least one theory lesson per week throughout the course.
The theoretical aspects of the course cover four areas:
1.
2.
3.
4.
The healthy and active body
Exercise and training the body for an active, healthy lifestyle
Acquiring movement skills and motivation for involvement in physical activity
Opportunities and pathways for involvement in physical activity.
Assessment of the course is as follows:
Written examinations: Unit B451: An introduction to Physical Education: 1 hour multiple choice and short answer questions worth 20%
of total GCSE mark.
Unit B453: Developing knowledge in Physical Education: 1 hour multiple choice and short answer questions worth 20% of total GCSE mark.
Unit B452: Practical performance and developing fitness: two practical performances from two different activity areas in addition to an
Analysing of Lifestyle Task for one activity. This is a written document and combined with the two practical performances is worth 30% of the total
GCSE mark.
Unit B454: Practical performance and developing skill: two practical performances from two different activity areas in addition to an
‘Analysing Skill Performance Task for one activity. This is a written document and combined with the two practical performances is worth 30% of
the total GCSE mark.
LIST B COURSES
GCSE ENGINEERING AND GCSE ELECTRONIC PRODUCTS
Examination Board: AQA
Examination Board: AQA
Specification GCSE Engineering (Single Award) 4852
Specification GCSE Design and Technology: Electronic Products 4542
Engineering and Electronics
These GCSE’s are designed to provide you with a general understanding and knowledge of the Engineering profession. In this course you will investigate different Engineering
sectors and engineering roles.
You will also undertake a range of activities including the following:
Investigating the role of the design engineer, designing and prototyping a product for a client, investigating the role of the production engineer, manufacturing an engineered
product to a given specification
During the Engineering course you will study the following 2 units:
Unit 1: This will be in preparation for the exam on Materials, technologies and design considerations.
Unit 2: The coursework portfolio will be either a mechanical or pneumatic or electronic project using designing, communicating and manufacturing skills/processes.
During the Electronics course you will study the following two units:
Unit 1: This will be in preparation for the exam on Materials and Components, Electronic System Blocks, Using Computer Aided Design (CAD), Computer Aided Manufacture
(CAM), Processes and Manufacture.
Unit 2: The coursework portfolio will consists of a single design and make activity selected from a range of board set tasks
The course is focused on engineering/electronic design, the engineering profession and materials and processes used. The course will also provide you with the opportunity to
develop useful skills that will serve you equally well in an engineering or other career. Students wishing to undertake this course should have a good KS3 background in science
and mathematics.
How will you learn: The Engineering/Electronics GCSE’S provides an exciting and motivating programme of study with a significant degree of ‘learning through doing’. The
combination of contextual activities supports a range of learning styles and encourages students to take responsibility for their own learning through problem solving, analysing
and researching.
Method of assessment: Both GCSE’s are assessed through 2 units. One of these units is marked within school and assessed through written coursework. The other unit is an
externally assessed examination.
Pathways after Year 11
Further Study
Successful completion of the Engineering and Electronics GCSE,
can lead to Level 3 study in an Engineering specialist field, Alevels or an apprenticeship and associated training.
Career Routes
The range of engineering careers is too numerous to list but can include working in
industries such as: Aeronautical, Marine, Automotive, Mechanical, Electronics,
Telecommunications, Computer systems, Robotics, Health, Construction, Energy
and many, many more.
ENGINEERING BTEC
Examination Board: Edexcel
Specification: 600/6628/3
BTEC Level 1/2 Certificate in Engineering
The course is designed for students with little or no engineering experience who are considering a career in engineering.
Units include:
 The Engineered World
 Investigating an Engineered Product
 Interpreting and Using Engineering Information
 Mathematics for Engineering
 Health and Safety in Engineering
 Engineering Assembly
 Machining Techniques
The course will also cover welding and motor vehicle systems
How will you learn: Lessons are workshop, classroom and IT based and are designed to stimulate interest and make learning enjoyable. The
course is delivered in a well-equipped mechanical engineering workshop.
Method of assessment: You will be formally assessed throughout the two years, 25 per cent of the qualification is externally assessed, Edexcel
sets and marks these assessments. Also by practical assessments, written assessments and workshop observations per unit, students will have the
chance to complete practical tasks relating to the units before the final assessments.
Pathways after Year 11:
Further Study
On successful completion of this qualification, you will be able to
undertake further studies as follows:



BTEC First Diploma (Level 1/2) or BTEC National Diploma (Level
3) course in Engineering or Motor Vehicle depending on their
area of interest.
NVQ level 2 on a day release basis.
Modern Apprenticeship in Engineering or Motor Vehicle
Maintenance.
Career Routes
A career in Engineering. These may include the following: Mechanical
Engineer, Motor Mechanic, Engineering in the Forces, Aircraft Engineer,
Chemical Engineer, Offshore Engineer, Sheet Metal Fabricator, Plumber
or Agricultural Engineer.
CITY & GUILDS LEVEL 2 PRINCIPAL LEARNING IN HAIR AND BEAUTY STUDIES
Examination Board: AQA
Specification:
600/6482/1
What is special about this subject?
This course provides a new approach into the world of hair and beauty. You will take a trip into the past, where you will study how hair and beauty
played its part in ancient cultures and explore what has influenced hair and beauty in society today. You will then travel into the present where you
will see the science and technology that goes into hair and beauty produce research, design and developments that are driving the sector forward.
You will study:
You will study all the six industries that make up the hair and beauty sector: hairdressing, barbering, and African – Caribbean hairdressing, beauty
therapy, spa therapy and nail services. This will give you a good foundation of understanding of how each of them relates to other industries. You
will develop a good level of skill in English, Maths and ICT by studying them in work like situations related to the world of hair and beauty sector.
You will learn:
You will gain an insight into the world of hair and beauty to help you choose the appropriate career pathway, including progressing onto a higher
level course in the same or a different sector. You could also move onto employment, apprenticeship, trainee customer services assistant, salon
junior assistant receptionist, a salon assistant, or a junior stylist/therapist.
Assessment:
Internally set and marked research assignments:
- External exams that are set and marked by AQA and City and Guilds.
- Presentations.
- Practical observations.
LIST C COURSES
COURSES FOR VOCATIONAL PATHWAYS
Students who gain a place on the Vocational Pathway will choose one course from those detailed below. (Students on the Vocational Pathway will
study a course at college on one day per week.)
At the present time, the exact course details are not final. However, we plan to make all courses Level 1 i.e. equivalent to GCSE grades D-G. These
courses are appropriate for those achieving mostly Levels 3 and 4 on Year 9 Progress Tracker 1.
Places on vocational pathways may be limited. A good past history of behaviour, attendance, and punctuality will be required. Students
wishing to be placed on a vocational pathway will be interviewed in school along with a parent or guardian. In most cases the colleges will also
wish to hold an interview to ensure suitability.
Construction
Hair & Beauty
Motor Vehicle Studies
Public Services
City and Guilds Introductory Certificate in Basic Construction (Cornwall College)
Level 1 Diploma in Salon Services (Cornwall College)
ABC Level 1 Certificate (Duchy College)
NCFC Level 1 Certificate (Duchy College)
Further information can be found from Mrs Boulton, the Work-Related Learning Administrator, at the school.
OTHER INFORMATION AND
CHOICES FORM
SPECIAL EDUCATIONAL NEEDS – MAIN SCHOOL
In Key Stage 4, students with Special Educational Needs are mainly supported in class by teaching assistants. A few students are still given regular
small group literacy tuition. Support and advice from the SEN department is available at the Transitional Review (for students with Statements of
SEN) or at the Year 9 Options Evening. In exceptional circumstances, support for college or work placements for those on the vocational pathway
can be arranged.
TREMATON AREA RESOURCE BASE
Students who have a placement in the Trematon ARB follow National Curriculum programmes of study, working within the levels appropriate to
their ability and individual needs. Key Stage 4 students follow ASDAN course at Bronze and/or Silver level and may also enter GCSE Entry Level or
Certificate of Achievement qualifications as appropriate. Integration into some mainstream classes may be arranged at the discretion of the
teacher in charge of the ARB. Work experience placements and college visits are arranged for students in KS4 as preparation for the wider society.
PROFESSIONAL ADVICE AVAILABLE AS FOLLOWS
1.
For individual students from subject teachers.
2.
At the Options Information Evening on Thursday 17th January.
3.
By appointment with Mr M Oakes (Head of Year 9) or Mrs K Snowdon (Assistant Head of Year 9)
4.
Information on careers via Mrs P Wadsworth (Careers Co-ordinator) - details through your child.
5.
For individual parents from subject teachers, by appointment and preferably at the Year 9 Parents’ Surgery on Tuesday 29 th January.
6.
For individual students and parents from form tutors, by appointment on the Review Day on Thursday 5th February.
7.
Information on the vocational pathway is available from Mrs T Boulton.
IMPORTANT GUIDELINES
For the first time in your school career you are able to make some decisions about the subjects you wish to study. You need to think carefully
about these decisions because by not choosing certain subjects you will be affecting your career choices at a later stage. Consequently, make sure
that you consider the following things when making your choices (these may be discussed at your interview with your tutor) and, if unsure, seek
advice from your subject teachers, your tutor, Head or Assistant Head of Year or the Head of PD.
If you are certain about a future career, have you selected the correct subjects? If so, are you capable of achieving the required GCSE grade in
those subjects e.g. in the case of most A level subjects you will need to have gained at least a GCSE grade C to continue to A level.
1. At this stage it would be sensible to study a range of subjects. It is advisable not to make too narrow a choice.
2. Although no longer compulsory, choosing a foreign language is strongly advised, especially if you intend to go on to Further and Higher
Education (e.g. Sixth Form and University). Even if you are not intending to do so, a foreign language is of great benefit in all walks of life.
3. Do not choose a subject because (a) ‘you like the teacher’ – he or she may not take you next year or (b) ‘my friend is doing it’ – you may be in
different groups.
4. If you choose the separate science option, you will also take two separate sciences in the ‘compulsory’ science block. You should expect to
achieve a level 6 or 7 in your Science assessment by the end of Year 9.
5. You may choose the ‘fast track’ Maths option only if you have received approval to do so from your current Maths teacher.
currently be in a Maths Set 1.
6. The Religious Education element in the curriculum is subject to parents’ rights under the appropriate legislation.
7. It is only possible to study one of the DT courses- ie Product Design OR Textile Technology OR 3D Design.
8. You may choose DT 3D Design only if you are currently in a set 1 DT class studying the short course GCSE.
9. You may choose only one List A IT Course, ie, Creative IT, or Technical IT or GCSE IT.
You should
Form..................
Year 10 Choices Form
Student’s Name: ...................................................................
This form must be returned to your form tutor or Mr Oakes between 5th and 25th February.
Please refer to the Proposed Curriculum outlined at the start of this booklet. Tick your preferred pathway, and then complete that column only. (In
each case you are asked for more choices than are actually needed- this is to provide reserves where we cannot exactly match your preferred choices.)
Mainstream
Pathway
Choose 5 subjects from List A.
Applied
Pathway
Choose 1 course from List B, and 5 from List A.
Vocational
Pathway
Choose 1 course from List C, and 5 from List A.
My choices from List A in order of preference
are:
My choice from List B is:
My choice from List C is:
My choices from List A in order of preference
are:
My choices from List A in order of preference are:
1
2
3
4
5
1
1
2
3
4
2
3
4
5
5
Complete the following:
I understand that the school reserves the right, following consultation, to place my/our child in subjects not covered by the choices indicated above:
Signed: ............................................................... (Student) ........................................................... (Parent/Guardian)
I verify that I have checked and discussed this form with the named student:
Signed: .................................................................. (Form Tutor)
Date: ....................
Date: ...................