Curriculum Information
&
Options
Spring 2015
Pupils entering Y10 are beginning Key Stage 4 of the National Curriculum. At DSMS, this begins in June
of Year 9 in order to facilitate pupils settling in to new sets, teachers and acclimatising to a different
timetable.
All pupils at DSMS are provided with a broad and balanced curriculum that is tailored to their own
individual needs. All subjects utilise the DSMS ‘Learning Code’ to encourage pupils’ growth as self
guided independent learners and engender the confidence for pupils to use their own initiative. The
school also strongly believes that the effective teaching of transferrable skills in literacy, numeracy,
computational thinking and scientific thinking is as important as the curriculum content. Pupils must
have a strong foundation in order to enter working life in a rapidly changing society.
Many subjects are compulsory for all pupils. These subjects are listed below along with the amount of
time given to each subject in each 25 hour week:
Year 10
Year 11
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English
Mathematics
Science
PE
English
Mathematics
Science
PE
The remaining hours of curriculum time is allocated to the option choices. Depending on whether
your child has been identified as eligible for the English Baccalaureate (EBACC) qualification, they will
make either 1 ,2 or 3 option choices some with a reserve.
Note: students are not allowed to pick the same options they picked in year 9.
Core Subjects Information
English
Lead Teacher – Mr Chapman
English language
English in Key Stage 4 continues the development from Key Stage 3 and further equips pupils with
language skills that they will need to become successful future citizens.
The Year 10 and 11 course covers the following areas:
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Reading and writing non fiction with a focus on developing exam skills
Controlled assessment improvement with the chance to revisit those assignments produced
in Year 9
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Creative writing – a piece based on a popular film
Reading and writing non fiction pieces of literature
Shakespeare text analysis of Macbeth
Creative writing – “Me and My Life”
Speaking and listening – Presenting work, role play, discussing work
Poetry – reading and writing
Prose
Pupils are assessed throughout the course using a mixture of controlled assessment and written
exams.
English Literature
There will be 3 texts studied, one each of:
- Poetry
- Prose, a novel or a selection of short stories
- A Shakespeare play
These texts will be examined.
There will also be an examination of an ‘unseen’ poem of prose passage in which the student will
write an evaluation and appreciation of the chosen passage.
Pupils will be entered for their GCSE English Language exams in Year 10. For those that achieve their
MAG grades, they will have the opportunity to take an alternative course within the English
department or to further improve on their GCSE grade. For those pupils who do not achieve their MAG
grade, they will have the opportunity to resit their exams and be supported to achieve MAG grades.
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Maths
Lead Teacher – Mrs Hampson
GCSE Mathematics follows the two tiers:
Foundation tier, where grades G up to C may
be achieved and Higher tier, where grades D
up to A* are possible. The GCSE will be
entirely assessed by written examination,
which means that no coursework will be
expected from any student. DSMS follow the
linear specification (Edexcel Specification A)
– this means that all the examinations are
taken at the end of the course and any part
of the specification can be tested on any
paper. Most pupils are given the opportunity
to sit their final exam early, with decisions
regarding re-sits taken on an individual basis.
GCSE Mathematics has changed to assess
the new Key Stage 4 Programme of Study.
The
new
secondary
mathematics
programmes of study place a renewed
emphasis on problem solving, functionality
and mathematical thinking. There will be a
much greater emphasis in examinations on
the assessment of applying mathematics and
using mathematics to solve problem. Some
questions will be set in contexts that
students should be expected to deal with in
the real world. Students might be asked to
answer questions on, for instance,
decorating a room or designing a garden; or
perhaps paying bills or sorting out rotas for
shop staff. Questions will also require
students to be able to communicate the
mathematics they have applied (a
requirement called Quality of Written
Communication,
QWC, which is compulsory for all GCSE
examinations). This may involve, for
example, giving a reason for an answer,
correctly setting out a proof or accurately
marking up a statistical diagram.
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Science
Lead Teacher – Miss Coleman
Science at Key Stage 4 follows one of two pathways. Pupils who excel at Science or who express an
interest in Further Education courses that require Science GCSE’s take AQA GCSE Core and Additional
Science. This course is mainly assessed through written examinations. The examinations are spread
out over the two year course and provide the students with two GCSE’s. These pupils are also given
the option of an additional pathway. Taking Science as one of their options enables them to be entered
for triple Science examinations (3 GCSE’s, one of each in Biology, Chemistry and Physics).
Core PE
Lead Teacher – Mr Fitzmaurice
During KS4, pupils attempt more complex and demanding activities, applying their knowledge of skills,
techniques and effective performance gained from KS3.
At KS4, pupils are encouraged, via a varied option programme, to decide whether to get involved in
physical activity that is mainly focussed on competing, or performing, or promoting health and well
being, or on developing personal fitness.
Pupils are also encouraged to try different roles including performer, coach, choreographer, leader
and official. An awareness of their own competence it is hoped, will give them the confidence to
become involved in exercise and activity out of school and in later life. Pupil’s attendance and
participating roles are closely monitored and activity assessment is done on a half termly basis.
Opportunities exist for pupils to learn and develop further via a varied programme of extra curricular
activities.
Option Subjects Information
ICT
Lead Teacher – Mr Stannard
ECDL - European Computer Driving Licence Level 2
Subject Area: ICT Level: 2
Course Information
Who is this course for?
This course is designed to improve your ICT skills and gain a professionally recognised qualification in
ICT.
What are the key things you’ll learn?
This course covers four modules, including word-processing, spreadsheets, and
presentation graphics applications.
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Where could this course take you?
After completing the course you will be able to demonstrate competency using a
range of business software applications including, word-processing, spreadsheets,
and presentation graphics software. This could help enhance your career prospects
Modern Foreign Languages – French
Lead Teacher – Mrs Kirkpatrick
What do all these people have in common?
They all speak a foreign language really well!
Learning a foreign language is becoming increasingly important in the global market, and success in a
language can help a student have an advantage when trying to secure that all important job. Learning
a language can also help the student gain brain training skills, as well as helping improve
communication, analysis and appreciation of other cultures. A language is a useful subject to combine
with other subjects, for example, Business Studies, accounting, law and marketing, as well as tourism.
Why Study Modern Foreign Languages?
Following a course in a Modern Foreign Language should encourage you to:
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Develop the ability to communicate effectively in the MFL through speaking and writing
Develop the ability to listen to, read and understand the language
Develop your knowledge and understanding of the grammar of the MFL
Develop your knowledge and understanding of the countries and communities where the MFL
is spoken
Develop a foundation for further study and/ or practical use of the MFL
What will you study?
At KS4 students follow the AQA G.C.S.E. syllabus.
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You will be studying language within a range of topics that can be broadly categorised under the
following headings: Lifestyle, Leisure, Home and Environment & Work Education. As part of your
GCSE course, you will also ‘revisit’ topics you have studied in the past but look at them in greater
detail.
How will you be assessed?
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Each of the 4 skills contributes towards your final grade in the following way: Listening 20%,
Speaking 30%, Reading 20%, Writing 30%.
Listening and Reading are examined as a terminal examination at the end of year 11
Speaking and Writing are assessed through ‘controlled assessment’ throughout the course.
You will produce at least 2 different pieces of both written and spoken work in the target
language in controlled conditions at school.
The independent Nuffield enquiry into this country’s capability in languages stated that:
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The ‘UK workforce suffers from a chronic shortage of people at all levels with usable language
skills’
‘Companies increasingly need personnel with technical or professional skills plus another
language, and often their only option is to recruit native speakers of other languages’
And finally …………. Although it can be hard work at times, learning a language is enjoyable!
Art and Design
Lead Teacher – Mrs Neville
Why Pick Art and Design?
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Art is the perfect complement to theory and fact laden subjects.
Art is an oasis in the middle of intensive academic work.
It raises self-esteem - No such thing as failure!
It stimulates creativity and imagination.
Art develops critical thinking skills, the ability to take calculated risks and aesthetic awareness.
These skills are all essential aspects of development and preparation for life.
It helps you to gain a varied understanding of the world, and develop the visual language to
express yourself creatively with your hands, head and heart.
Art improves skills in many areas especially observation, co-ordination and presentation.
For those considering further education, an art course counts equally with other subjects.
For those considering employment, the careers library lists more then a hundred art related
jobs.
Art and Design GCSE is divided into modules, each with a different aspect of art and design. Students
are expected to work in a variety of media and deal with problems in both a 2D and 3D way. Each
student will keep a sketchbook in which they develop their ideas and collect research.
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What Jobs Can You Do With Art & Design?
Artist/ Fine Art Painter
Artist/Illustrator
Court Room Illustrator
Graphic Designer
Advertising/Copywriter
Wildlife Illustrator
Commercial Art
Draught Person/Cartographer
Architecture
Town & County Planner
Consultancy
Gardening
Sculpture
Fashion Designer
Set Design
TV Audio Visual
Jewellery Maker
Archaeologist
3D Designer
Artist in Metals
Ceramics
Glass Designer
Jewellery Designer
Buying & Selling (Retail Fashion)
Costume & Theatrical Design
Embroidery & Weaver Technologist
Computer Graphics
Medical Photographer
Photographer
Producer
Film
Video Producer
Film Editor
Beauty Therapy
Special Effects
Textile Designer
Display Work
Hairdresser
Photographer
Publisher
Makeup Artist
Interior Designer
Furniture Designer
Animator
Teacher
Camera Operation
Further Education Courses at Level 3 include:
• BTEC Nationals in Art and Design
• The Diploma in Creative and Media
• GCE/ AS Art and Design
Equipment
The equipment that you will need varies for this course because you produce work based on your own
strengths and skills in the subject. This allows a lot of variation in the media used. Important basic
things to have at home include items such as a pack of good paint brushes, acrylic paint/graphite
pencils and coloured pencils, also an A2 folder for transporting your work safely. These items will be
immensely useful for completing coursework at home.
Clubs
GCSE support sessions are held most lunchtimes and after school on Tuesday, Wednesday and
Thursday.
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Coursework
All students of all capabilities are welcome on the Art and Design course, as long as they are prepared
to work. On the course you will have the opportunity to explore a broad range of art and design
techniques and skills.
In order to advance, the syllabus requires that students develop their knowledge in the subject. They
will develop an understanding of Art, Craft and Design through practical activities of experimentation
and making. Also through the evaluation of their own and the work of artists, designers and craftspersons from different periods, traditions and cultures.
Regular homework is essential to the coursework and exam preparation required for Art GCSE.
Students are expected to spend at least 2 hours a week of their own time.
Course Assessment Details
Unit 1: Portfolio of Work
Controlled Assessment – set and marked by centre and moderated by AQA.
80 marks – 60%
Candidate portfolio selected from work undertaken during course of study and must include more
than one project.
Unit 2: Externally Set Task
Question papers issued from 1 January.
Marked by centre and moderated by AQA.
80 marks – 40%
Unlimited preparation time.
10 hours of sustained focused study.
Candidates respond to their chosen starting point.
History
Lead Teacher – Mr Parr
Pupils will study the Edexcel Schools History Project, Syllabus B.
The course aims to:
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Engage pupils in Historical Enquiry skills that will develop them into independent learners and
critical, reflective thinkers.
Develop the pupils’ knowledge and understanding of selected periods, societies and aspects
of history.
Develop an awareness of how the past has been interpreted and represented.
Develop pupils’ questioning skills allowing them to ask relevant questions of the past which
they can then investigate using a range of sources in their historical context.
Develop in pupils the ability to organise and communicate their knowledge and understanding
to reach substantiated judgements.
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Recognise that the knowledge, understanding and skills acquired by pupils provides the basis
for their role as responsible citizens as well as allowing the further study of History.
There are 4 units. Units 1 to 3 will be assessed by an exam for each unit. Each exam will be 1 hour and
15 minutes long. Unit 4 is a controlled assessment completed in class under exam conditions.
The units studied are:
1. Development Study, Medicine and Treatment.
Developments in medicine and medical treatment and their impact throughout society; the
nature and significance of changes, the extent of change and continuity, and factors affecting
these issues: the role of individuals, war, government, attitudes and beliefs in society, chance,
science and technology.
- Ideas about the cause of disease: belief in the supernatural; the search for a natural
explanation for illness.
- Approaches to the treatment and prevention of disease and illness.
- The influence of the Church and renaissance on medicine.
2. Depth Study, Life in Germany c1919-c1945.
This enquiry examines the reason for and impact of the development of totalitarianism in
Germany. It examines the conditions in Weimar Germany and the reasons why many people
supported National Socialism. It explores the setting up and nature of Nazi government. The
emphasis is on the impact on and the reactions of differing groups of people in Germany living
in the Nazi state.
- The early years; the Weimar Republic.
- Challenges and recovery; the impact of economic problems, 1923-1929.
- Increasing support for the Nazi Party
3. Source Enquiry, The Transformation of Surgery c1845-c1918
An understanding of the way surgery was perceived before anaesthetics were available.
Developments in dealing with the 3 main problems in surgery: pain, infection and blood loss.
An understanding of the main factors influencing these changes.
4. Representations of History, Change in British Society 1955-75
Immigration; post war need for more workers, Commonwealth immigration, immigrant
experience – housing, work, race riots, integration or segregation? Government role in race
relations.
Sex discrimination and the changing role of women. The forces for social change: the role of
the government’s movements and individuals: feminism, the Women’s Movements, changes
in work and education.
The liberalisation of society: changes in the franchise; abolition of the death penalty; changing
social attitudes: abortion, contraception; changes in family life.
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The swinging sixties? Youth culture: birth of the “teenager”, beatnicks, mods and rockers,
hippies, music, fashion, punks.
This unit will be assessed through the writing of a long answer under strictly controlled
conditions.
This course has been chosen for its broad appeal to both girls and boys. The modular aspect means
there is something for everyone in this course. Furthermore, the course has been chosen to support
the School’s status as a specialist Science College.
History is a traditional and highly respected discipline. Those who study History do not necessarily
need to go on to a career in History. However, the subject opens the door to a whole range of careers
or courses at Universities and Colleges.
The subject has a strong grounding in literacy. There is a lot of reading and writing as well as discussion
and debate. It is a challenging but rewarding course that will appeal to able pupils and helps prepare
them to be effective, informed and responsible global citizens.
GCSE Health and Social Care
The Health and Social Care course has been developed to:
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Provide education for those who are intending to work in Health and Social Care.
Give opportunities for those who work or are intending to work in the Health and Social Care
sector.
Give students the opportunity to enter employment in the Health and Social Care sector or to
progress to academic or vocational qualifications.
Give learners the opportunity to develop a range of skills and techniques, personal skills and
attributes essential for successful performance in working life.
Why Study?
The Health and Social Care sector comprises an enormous variety of different careers.
The Health and Social Care course aims to provide students with an appreciation of what this area of
employment involve and will help students to develop the understanding and competency needed
when considering entering employment in this sector.
Students will gain an understanding of the essential skills crucial to this area of employment.
Assessment
The course is predominantly assessed through controlled assessment (60%) 1 exam contributing 40%
of the final grade.
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Geography
Lead Teacher – Mr Cessford
This year’s GCSE groups will be shared between Mr. Cessford and Mrs. Dunn. We will be studying the
Edexcel GCSE in Geography A course.
The Geography course at DSMS is useful for a number of career areas. These include air traffic
controller, countryside ranger, driver, land manager, property developer, tourist information officer,
town planner, travel agent, transport manager, weather forecaster, army, navy, navigator, pilot, air
host/hostess, archaeologist and many more.
The course also gives pupils a range of important skills including fieldwork, internet research,
presentation skills, completing investigations and enquiries, discussion and the use of Thinking Skills
and brain based techniques to assist learning.
The Course
Unit 1 (25%)
1. Geographical skills – Pupils are taught the useful skill of how to read a map.
2. The causes, effects and responses to climatic change – Why is the climate of the world
changing and how will this affect our children?
3. Sustainable development for the planet - What can we all do to help our planet?
Unit 2 (25%)
1. Coastal Landscapes, River Landscapes, Tectonic Landscapes
2. A Wasteful World – How can we make sure that we have enough electricity in the future?
Where will it come from after the coal, oil and gas run out?
Unit 3 (25%)
1. Economic Change, Settlement Change, Population Change
2. A Tourist’s world - Different types of holiday resort will be examined, including national
parks, coastal resorts, safaris and tropical islands.
Unit 4 – Investigating Geography Controlled Assessment (25%)
We will look at the human geography of Darlington. When did the town begin and how did it grow?
Why are some parts of town different from others? The work will change from year to year
depending on the examination board’s requirements.
Examinations – All pupils will be entered for Geography GCSE at either Higher or Foundation level.
Higher Level – Possible grades are A* to E.
Foundation Level – Possible grades are C to G.
If you require more information, please see Mr. Cessford or Mrs. Dunn.
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Physical Education
Lead Teacher – Mr Fitzmaurice
‘I've always believed that if you put in the work, the results will come.’
(Michael Jordan, Chicago Bulls)
What is the Course About?
GCSE Physical Education is a challenging but rewarding course which involves theoretical principles
and practical activities. The course offers students an opportunity to foster an enjoyment of physical
activity and to develop an understanding of effective and safe practical performance. The course is
divided into 60% practical and 40% theory.
Practical Assessment (60%)
Students follow a varied practical programme. Four activities are selected for the final practical
moderation from at least two different activity groups. At least two selected performances must be
in the role of a player/participant; however, students may select to be assessed as an official or
leader in up to two activity areas. There are a number of practical activities which may be selected
for moderation. Due to this breadth of
potential practical choices, students selecting activities not covered within curricular provision (such
as martial arts, golf etc.) will need to show an ability to work independently with support and staff
guidance. The practical area includes work on rules and regulations and critical practical evaluation.
Part of the practical unit includes planning, performing and evaluating a Personal Exercise
Programme. There is a further oral assessment in which students analyse their own performance
and that of others in a sporting
activity of their choice.
Examination Assessment (40%)
The examination is 90 minutes long and consists of multiple choice, short and long answer
questions. There are a number of varied topics within the theory aspect of this course. Work
includes anatomy and physiology, health, fitness, training methods, sport in society and influences
on a healthy, balanced lifestyle. The theoretical content is significant but can be directly related to
practical sporting examples and practices. The exam is very challenging and often differentiates
between those achieving A-A* grades and those achieving C-B grades.
General Information
All students are expected to complete coursework and homework, both practically and theoretically.
Prospective students must understand the necessity of both aspects of the course if they are to be
successful. All students are expected to contribute to school sport and sporting activities. A positive,
enthusiastic attitude is essential.
Due to the nature of the course, students should also be committed to developing their practical
areas in their own time. GCSE Physical Education is an interesting, rewarding course which offers
students a useful link towards higher level Physical Education and Sport.
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Resistant Materials
Lead Teacher – Mr Doughty
This course is ideal for pupils who are creative, like to come up with their own ideas and enjoy practical
lessons in wood, plastics and metals.
Pupils will be taught the knowledge and skills to design and make products in resistant materials.
During the course pupils will learn:
How to design and make a product based upon a design brief
Health and Safety
Material properties
Existing products and applications
Quality of design and of manufacture
Industrial practices
CAD/CAM
ASSESSMENT
The awarding body is AQA and the Specification is unitised, with two units:
Unit 1 is a 2 hour written exam worth 40% of the GCSE.
Unit 2 is a Controlled Assessment Task (coursework) worth 60% of the GCSE.
The Controlled Assessment Task involves a single design and make activity. Pupils produce a design
folder that is roughly 30 pages of A3 and a final functioning product.
Possible Careers
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Joiner Product Designer
3D Designer
Graphic Designer
Engineer
Sustainability
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Teacher
Construction worker
CAD / CAM Specialist
Teacher
Metal worker
Engineering
Lead Teacher – Mr Chapman
This course is ideal for pupils who are creative, innovative and enjoy practical lessons in wood, plastics
and metals.
Pupils will be taught the knowledge and skills to design and make products in Engineering
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During the course pupils will learn:
Unit 01 - Materials, Technologies and Design Considerations: Preliminary material
Unit 02 - Developing Design and Manufacturing Products
Unit 03 - Application of Technology
Unit 04 - Developing Design and Manufacturing Products
How to design and make a product based upon a design brief
Health and Safety
Material properties
Existing products and applications
Quality of design and of manufacture
How to construct engineering drawings
Industrial practices
CAD/CAM
ASSESSMENT
The awarding body is AQA and the Specification is unitised, with two units:
Unit 1 is a 2 hour written exam worth 40% of the GCSE.
Controlled Assessment Tasks (coursework) worth 60% of the GCSE.
The Controlled Assessment Task involves a single design and make activity. Pupils produce a design
folder that is roughly 30 pages of A3 and a final functioning product.
Possible Careers
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Joiner
Product Designer
Teacher
Construction worker
CAD / CAM Specialist
Teacher
3D Designer
Graphic Designer
Engineer
Tool Maker
Graphic Products
Lead Teacher – Mr Chapman
This course is ideal for pupils who are creative, like to come up with their own ideas and enjoy practical
lessons in CAD design and ICT.
Pupils will be taught the knowledge and skills to design and make products in Graphics products such
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as paper and card. Pupils will use computer aided design which incorporates ICT skills.
During the course pupils will learn:
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How to design and make a product based upon a
design brief
Health and Safety
Material properties
Existing products and applications
Quality of design and of manufacture
Industrial practices
CAD/CAM, ICT
ASSESSMENT
The awarding body is AQA and the Specification is unitised, with two units.
Unit 1 is a 2 hour written exam worth 40% of the GCSE.
Unit 2 is a Controlled Assessment Task (coursework) worth 60% of the GCSE.
The Controlled Assessment Task involves a single design and make activity. Pupils produce a design
folder that is roughly 30 pages of A3 and a final functioning product.
Possible Careers
 Games designer
 Illustrator
 Retail
 Media design
 Teacher
 Computer graphics
 Architect
Home Economics (Food and Nutrition)
Lead Teacher – Mr Doughty
This course is ideal for pupils who are creative and like to prepare and cook food. It allows pupils to
design and make their own recipes.
Food and Nutrition is the study of diet, health an understanding and cultural requirements that
influence how people eat.
Pupils taking this subject will need to be prepared to participate in practical lessons as they are a key
element of the course.
All pupils will have the opportunity to sit the Royal Society of Health Food Hygiene Certificate. This is
a nationally recognised qualification required by anyone working in the hospitality or catering
industry.
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ASSESSMENT - Coursework – 60%
1. Short focused task (20%)
Pupils plan, prepare, make and evaluate a variety of food products.
2. Board prescribed task (40%)
A topic is set by the exam board and pupils carry out research, planning,
practical work and evaluations to produce a final project.
3. Final Exam (40%)
A one and a half hour written exam
Possible Careers
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Dietician
Catering/Hospitality
Teacher
Armed Forces- catering
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