Key Stage 4 Courses 2019-2021 - January 2019 - Saltash.net
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Key Stage 4
Courses
2019-2021
January 2019
January 2019 Dear Parents, Carers and Students This booklet details the courses that we are planning to make available to Year 10 students in September 2018. Over the next few weeks 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 Options Information Evening on Thursday 17th January, and at the Year 9 Parents’ Surgery on Thursday 24th January. Students need to have completed and handed in the options choice form from the back of this booklet by Tuesday 26th February. Much of the content of our curriculum is as laid out in the National Curriculum. There is a compulsory element (60% of taught time) for all students, which involves the study of English, Mathematics, Science, Religious Education, Physical Education and Personal Development (Citizenship, Careers, and Personal Social and Health Education). The remaining 40% of our Key Stage 4 curriculum is based on student choice, and is the main focus of this booklet. Most students will study four chosen subjects. All courses are certificated by one of the following awarding bodies: AQA, EDEXCEL, EDUQAS or OCR. Where possible, each subject description in the booklet is accompanied by information regarding the chosen awarding body and specification. We offer as much choice as we can, but it is not always possible to run a course which too few students choose, and some combinations of subjects may prove impossible to timetable. We hope that this booklet proves informative and helpful as you make these important choices. Yours sincerely Mr A Oldfield Ms K Littledyke Assistant Headteacher (Curriculum) Headteacher
CONTENTS
Proposed Curriculum 1 Optional Courses 10 Other Information 31
Art & Design 11 Special Educational Needs 32
Compulsory Subjects 2 Animal Care 12 Trematon Zone 32
English 3 Business Studies 13 Exam Access Arrangements and Special 32
Dispensation
Mathematics 4 Computer Science 14
Science 5 Drama 15 Professional Advice 33
Religion and Ethics 7 Food Preparation & Nutrition 17 Important Guidelines 34
Personal Development 8 Geography 18 Choices Form 35
Games 9 Hair & Beauty 19
Health & Social Care 20
History 21
Languages – French or German 23
Media Studies 24
Music 25
Product Design 27
Religious Studies 28
Sport Studies 30
PROPOSED CURRICULUM 2019-2021
We aim to provide choices to ensure that all of our students’ individual needs and strengths are catered for. We believe our proposed curriculum enables us to
do this through a combination of essential compulsory subjects, and an extensive range of optional subjects, with a variety of academic, practical, and vocational
choices.
Compulsory Subjects (ppf = periods per fortnight)
English Maths Science RE PD Games
8ppf 8ppf 10ppf 1ppf 1ppf 2ppf
Optional Subjects
Students will study four subjects from the list here. Courses are GCSEs unless stated otherwise. Each subject will be timetabled for 5 periods per
fortnight. (Those wishing to study Hair & Beauty will study three subjects, as this course requires 10 periods per fortnight).
In their selection, all students must choose at least one subject from: French, Geography, German, History, Separate Sciences.
Art & Design Hair & Beauty Technical Award (at Cornwall College)
Animal Care BTEC Health & Social Care (Cambridge National Certificate)
Business Studies History
Computer Science Media Studies
Drama Music
Food Preparation & Nutrition Product Design
French Religious Studies
Geography Separate Sciences
German Sport Studies (Cambridge National Certificate)
The English Baccalaureate
This is an award for students who achieve GCSE grades 4-9 in English, Mathematics, sciences, a language and a humanities subject. At saltash.net the required
range of GCSE subjects needed for the EBacc would be English, Mathematics, French or German, Geography or History, and any two from Science, Additional
Science, Biology, Chemistry, Physics, Computer Science. The EBacc combination of subjects is not compulsory for any of our students.
COMPULSORY SUBJECTS
ENGLISH
In English at KS4, students study two GCSEs: English Literature and English Language. Both of these qualification are assessed by 100% terminal
examination, at the end of Year 11. In addition to the examinations in English Language, students will also study and are assessed on their spoken
language skills, earning a separate endorsement for their ability to present information and ideas and to respond to spoken language.
English Literature Modules:
Module Content Assessment % of final mark
Paper 1 Shakespeare and the 19th-century novel. Examination 40
Section A: Students will answer one question on their studied Shakespearian play.
Section B: Students will answer one question about ‘Jekyll and Hyde’.
Paper 2 Modern texts and poetry. Examination 60
Section A: Students will answer one question about a studied modern text.
Section B: Students will answer one question about two poems that they have studied
from their anthology.
Section C: Students will answer two questions about two unseen poems.
English Language Modules:
Module Content Assessment % of final mark
Paper 1 Explorations in Creative Reading and Writing. Examination 50
Section A: Students will read and answer questions about one fiction text.
Section B: Students will produce a piece of descriptive or narrative writing.
Paper 2 Writers’ Viewpoints and Perspectives Examination 50
Section A: Students will read and answer questions on two non-fiction texts.
Section B: Students will produce a piece of writing that presents a viewpoint or
argument.
Spoken Presenting information and ideas and responding to questions. Oral Assessment 0 (separate
Language endorsement)
If you have any questions about GCSE English please don’t hesitate to contact Mrs Oates: soates@saltashcloud.net or Mrs Watson:
gwatson@saltashcloud.net
MATHEMATICS Edexcel GCSE in Mathematics (Linear) Specification A This course has been chosen to encourage students to develop a positive approach to Mathematics. Throughout the course students will encounter a variety of learning methods including whole-class interactive teaching, practical and investigational tasks, calculator and non-calculator work and use of ICT. We expect students to possess their own scientific calculator. Students will be encouraged to apply their knowledge to think and communicate using Mathematics, and to consolidate basic skills and deal with appropriately challenging work. Students will continue to be grouped in sets by ability and prior attainment, and will follow specifications leading to either Foundation or Higher tiers targeting grades 1 - 5 and 4 - 9 respectively. This course is assessed by three examination papers in the summer of Year 11. Paper 1, which is non-calculator. The three papers are of equal weighting each being 80 marks, giving a total of 240 marks. Some students in the top set may also have the opportunity to sit Further Maths GCSE in the summer of Year 11. We hope that this brief outline of the courses offered will be useful but, should you require further details, please contact the Key Stage 4 Co-ordinator, Mr A Hawthorne.
SCIENCE All students will do A or B A Science: GCSE AQA Combined Science - Trilogy 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. We believe that science has something to offer every student. From a trainee chef to a nuclear physicist, a construction apprentice to a cancer researcher, everyone needs some level of relevant science understanding. How will I be assessed? You will be assessed via 6 external papers, each paper is 1 hour and 15 minutes long. Each paper is worth 16.7% of the final grade and are available in Higher and Foundation tiers. There is no coursework or Controlled Assessment, instead students will undertake a series of practicals over two years, students will be asked exam questions on these practicals as part of their final exams. What could I do next? A-Level Science or KS5 BTEC Science. OR
B Separate Sciences: Biology, Chemistry and Physics (AQA) This course involves the study of complex scientific concepts- for this reason we require that students who choose it achieve a Grade 3a or higher in Science at the end of Year 9. Students choosing this option must pick the separate science option as one of their four option choices. What does the course involve? Studying GCSE Biology, Chemistry and Physics as separate sciences provides you with the opportunity to further develop your understanding of scientific explanations and how science works. You’ll be able to study elements of applied Biology, Chemistry and Physics with particular links to the work of professional scientists. These separate sciences cover the content of GCSE Science and GCSE Additional Science with further material from each of the disciplines. How will I be assessed? The course for each of the separate sciences is currently comprised of 2 external exams each counting for 50% of the final grade. There are no Controlled Assessments or coursework, instead students will complete a series of experiments throughout the year, these will be assessed in the final exam. Each subject has the same assessment format and all exams are taken at the end of Year 11. This will mean a total of 9 exams. What could I do next? A/AS Level Biology, Chemistry, Physics, BTEC Applied Science L3 or Psychology. This is the best preparation for A-Level Science.
RELIGION AND ETHICS All students will follow the school’s non-examined Religious Education course. To quote the Religious Education Council, “at a time where religious extremism plays such a significant role in the news, it is more important than ever to be religiously literate (understand religious beliefs) and to understand and question the accuracy of claims about different faiths.” All students follow a non-examined programme, “A Good Life”. This philosophy-based programme allows students to deepen their understanding of important issues and develop their inter-personal and study skills. As with GCSE Religious Studies, the course gives students the chance to engage with important issues and explore religious and non-religious approaches to them. Most importantly, it also gives students the chance to voice their own views. We believe that these things will not only help students get the most out of GCSE Religious Studies (should they opt to take it), but also help to prepare them for GCSEs in other subjects, particularly English, History and Science. It also develops some of the skills and knowledge required for many A-Level courses, particularly Philosophy, Sociology, Politics and Biology. The course is currently in development, but will add to the school’s broad and balanced curriculum. It will contribute to students’ development and help prepare them for life beyond school.
PERSONAL DEVELOPMENT (A NON-EXAMINATION COURSE) (Citizenship/Personal, Social and Health Education/Careers Education and Guidance) The study of Citizenship aims to give students the knowledge, skills and understanding to play an effective role in society, and to help them become informed and responsible citizens, aware of their duties and rights. Students will learn about our economic, political and legal systems and will be encouraged to respect different national, religious and ethnic identities. Students will learn how to research, obtain and use different types of information, including the media and ICT, and how to evaluate their effectiveness and bias. They will also be encouraged to play an active role in the life of the school, the local community and the wider world. Citizenship will be taught within PD lessons, but aspects will also be covered across the curriculum and within the wider life of the school. This is a non-examination course for all students covering the National Curriculum programme of study and learning outcomes. During PD lessons you will also cover: Careers Education Information and Guidance; Work Experience, including preparation, feedback from employers and debriefing/reflection. Sex and Relationships Education; Health Education; Drugs and Alcohol Education. Students will work in a variety of classroom situations aimed at developing individual and group responsibilities as well as their own personal and social skills. An understanding and tolerance of other points of view is encouraged through enquiry and debate.
GAMES (NON-EXAMINATION) During this course students in Years 10 and 11 will cover a variety of sports from many areas of the PE National Curriculum. They will have the opportunity to extend their knowledge and ability in the activities that they may have covered in Years 7, 8 and 9 as well as experiencing new activities. These may include the following: Level 1 in Sports Leadership This is a course which gives students the opportunity to obtain a qualification in Physical Education. This award will work on the leadership skills of the students and teach them the basics of how to deliver safe, fun activity sessions to younger students. It will also encourage them to become more enthusiastic and confident about sport. This is a recognised award developed by Sports Leaders UK, in which candidates will receive certificates and pin badges upon successful completion. There is no examination, but students are assessed throughout the course. Trampolining The trampolining module covers a variety of specific aerial movements requiring agility and fitness, in addition to developing an awareness of the control of one’s body in space and its artistic appreciation. Street surfing This activity is similar to skate boarding but involves skill development reflecting surfing. Students will learn basic skills in a safe environment, using all the necessary protective equipment, and then develop their skill completing more challenging tasks. Yoga This module covers the basics of yoga and its benefits to health and well-being. Climbing Students can have the opportunity to work through an introductory climbing course on our purpose-built wall.
OPTIONAL COURSES
ART & DESIGN
Art and Design OCR J170
In Art and Design students are encouraged to develop practical skills in a variety of media.
They will become proficient in a variety of drawing skills with the emphasis of the course being on direct observation and experimenting with all
sorts of materials and techniques.
The approach to studies will be thematic and students will be expected to express ideas and feelings in diverse topics through the use of skills such
as: drawing, painting, collage, print-making and IT. Each theme studied will include a history of
Art element.
Homeworks will be set to support each topic covered. Whenever possible visits will be made to see exhibitions throughout the country.
At the end of the course students must present for assessment a selection of their Years 10 and 11 coursework which best expresses their skills,
visual strengths and expressive abilities. This portfolio of work is worth 60% of the GCSE. The rest of the mark comes from a controlled
examination where students have made their own personal response to a set theme.
Mark Weighting:
Coursework (plus homework) = 60%
Controlled test = 40%ANIMAL CARE
601/4530/4 – Animal Care BTEC First Award
Who is the qualification for? This qualification is a Technical Award equivalent in size to one GCSE. It is designed for pre-16 students who want to study
animal care within their broader Key Stage 4 curriculum. It provides an introduction to some of the key themes within the industry, enabling students to develop
their knowledge and practical technical skills whilst working with a range of animals
What will the student study as part of this qualification? The qualification consists of a compulsory core of two units making up 50% of the qualification,
and a choice of two (from three) optional units. The core provides the key underpinning applied knowledge and skills, while the optional units enable students to
undertake a range of internally assessed practical activities.
Compulsory units:
Unit 1: Animal Health reflects vital aspects of working with animals in any field of the animal industry. It covers the fundamental knowledge and understanding
required for undertaking health assessments alongside the identification of common diseases and disorders and their prevention. The unit also examines
common parasites, from transmission to prevention. It is externally assessed
Unit 2: Animal Handling requires students to approach, handle and restrain animals safely, whilst also becoming familiar with the hazards and risks associated
with handling animals. The unit also requires students to learn about industry guidelines, health and safety legislation and animal welfare legislation. It is
internally assessed.
Optional units:
The three internally assessed optional units are:
Unit 3 ‘Animal Welfare’
Unit 4 ‘Animal Housing and Accommodation’
Unit 5 ‘Principles of Animal Behaviour’
These units offer students the opportunity to study particular aspects of the sector. Students can learn about animal welfare (Unit 3) and the management of
animal accommodation (Unit 4), which is vital within the sector. Unit 5 will develop an awareness of normal animal behaviour and the stimuli needed to maintain
an animal’s physical and mental health.
What knowledge and skills will the student develop as part of this qualification? Students will develop broad knowledge and skills relating to the
animal care industry, as outlined above. This will enhance their knowledge of biology and enable them to apply that knowledge in the context of animal health.
The qualification will provide a sound basis for progression for those students who wish to study a related qualification at level 3, such as BTEC animal
management, or an apprenticeship. The applied knowledge of biology, which underpins this qualification, will also support study of A level biology. Students will
also develop transferable technical and practical skills in communication (including verbal and analytical writing skills), research and project management
(providing an opportunity to demonstrate reflective practice by suggesting alternative approaches to a problem). Furthermore, students will develop a valuable
range of study and employability skills.
Further information on the qualification can be accessed at http://www.edexcel.com/quals/firsts2012/animal-care/Pages/default.aspxBUSINESS STUDIES
GCSE Examination board – EDUQAS
Specification code – 603/0305/0
EDUQAS Business Studies gives a solid base to the understanding of the subject. All aspects of business are covered from the basics via marketing
to basic accounting practices. As a GCSE course the focus is on the theory of business rather than the practical aspects.
Content
1. Business activity – the basics of business including why people start businesses
2. Influences on business – an indepth look at business stakeholders and how they influence firms
3. Business operations – managing production, quality, logistics and the sales process
4. Finance – sources of finance for start-ups and operations, cash-flow, income statements and profitability
5. Marketing – identifying and meeting customer needs, market research and the marketing mix
6. Human resources – getting the right staff, training, motivation and management of staff
Assessment Business dynamics (62.5%) - 2 hour examination covering all of the content, a mix of short answer and
structured responses
Business considerations (37.5%) - 1hr 30min examination, an in-depth data response paper involving detailed case
studies
The course will suit students who are looking for a challenging business course with straightforward progression to our successful EDUQAS AS/A2
course or to a L3 course at college. Many students who have taken GCSE Business Studies have gone on to study Economics, Finance, Accountancy
or related Business courses at university.
To be successful on this course students must not be worried by numbers, should be able to use a calculator and should have very good literacy
skills; an interest in the “what is going on?” and the “why does this happen?” of the business world and the wider economy is also very valuable.COMPUTER SCIENCE
GCSE Computing J276: OCR
This qualification is relevant to the modern and changing world of technology. Computer Science is a practical subject where students can apply the
knowledge and skills learned in the classroom to real-world problems. It is an intensely creative subject that involves invention and excitement.
Computer Science values computational thinking, helping students to develop the skills to solve problems and design systems that do so. These
skills will be the best preparation for students who want to go on to study Computer Science at AS and A Level and beyond.
Students should choose this course if they are interested in programming and understanding how computers work.
Please contact rbroad@saltashcloud.net for further information.
OCR GCSE Computing Duration
Component 01 Computer Systems 1 hour
Systems architecture 30 minutes
Written
Memory/ Storage
Examination
Wired and wireless networks
50% of the total Network topologies, protocols, layers
GCSE Network security
System software
Moral, social, legal, cultural, environmental concerns
Component 02 Computational Thinking, Algorithms and Programming 1 hour
Translators and facilities of languages 30 minutes
Written
Algorithms
Examination
High-and low-level programming
50% of the total Computational logic
GCSE Data representation
Component 03 Programming Project Approx.
Programming techniques 20 hours
Non-Examined
Design
assessment
Development
Effectiveness and efficiency
Technical understanding
Testing, evaluation and conclusion
There is a significant Maths element in this course – although not a requirement it would be very beneficial if you are achieving Grade 3 or
higher in Maths at the end of KS3.
Wood / Acrylic lamp based on nature with low voltage USB plugDRAMA EDEXCEL Do any of the following apply to you? The course is popular with boys and girls. Are you imaginative and creative? Do you enjoy and work well with other people? Can you express yourself vocally and physically? Do you want to take a course which will help you in any job in the future? Do you prefer coursework to written exams? Do you enjoy exploring ideas by putting yourself in other people’s shoes? Do you enjoy creating your own Drama work? If any of these apply to you then Drama GCSE is the course for you. You will study three units over 2 years. Unit 1: Devising Theatre (40% of qualification): Candidates will be required to: • Create and develop a devised piece from a stimulus (free choice for centre). • Perform this devised piece or design realisation for this performance. • Analyse and evaluate the devising process and performance (2000 word portfolio). Unit 2: Performing from a text (20% of qualification): Candidates will be required to: • Students will either perform in and/or design for two key extracts from a performance text. • Centre choice of performance text. Unit 3: Interpreting Theatre - Written Examination (40% of qualification): Candidates will complete a 1hr 30m written paper at the end of the two years: • Practical exploration and study of one complete performance text. • Choice of eight performance texts. • Live theatre evaluation – free choice of production.
Section A: Set Text A series of questions on one set text - DNA, Dennis Kelly.
Section B: Live Theatre Review One question, from a choice of two, requiring analysis and evaluation of a given aspect of a live theatre production
seen during the course. This paper is externally assessed.
How will it help me in the future?
With confidence, working with other people, making presentations, working creatively and independently.
You may also want to go on to a career in the creative industries via university or Drama school as an actor or in the technical side of film
and/or theatre.
Please note:
In order to succeed in Drama you will be expected to:
Work well with other people.
Attend rehearsals after school when needed.
Have a good attendance in lessons because other people cannot succeed without you being there.
If you are interested and would like to know more please speak to Ms Oatway, Mr Oakes or Mrs Smart.FOOD PREPARATION & NUTRITION
GCSE Food Preparation and Nutrition: EDUQAS
This exciting brand new course will:
equip students with the knowledge, understanding and skills required to cook,
apply the principles of food science, nutrition and healthy eating,
encourage students to cook and enable them to make informed decisions about food and
nutrition in order to be able to feed themselves and others affordably and nutritiously, now
and later in life,
allow students to understand the huge challenges that we face globally to supply the world
with nutritious and safe food.
Areas of Study:
Food commodities: eg, cereals, fruit and vegetables, sugars, dairy, fats, meat/fish and
vegetarian alternatives. The course will look at their value in the diet, their working
characteristics and experiments to understand changes occurring during cooking and also
current recommended guidelines for a healthy diet.
Principles of nutrition: the role of the main nutrients in the diet, their sources, function and deficiency diseases.
Diet and good health.
Where food comes from.
Cooking and food preparation.
Assessment:
Component 1: Principles of food preparation and nutrition: Written examination (50% of qualification) to be taken at the end of Year 11, comprising of
short and extended answers.
Component 2: Food preparation and nutrition in action – Controlled Assessment (50% of qualification) two parts to be undertaken in Year 11:
1. An investigative assessment worth 15% (8 hours) eg, find the most suitable ingredients to produce a crisp pastry or investigate the different methods
used to thicken sauces. A report of 1500 words will be produced.
2. A food preparation assessment worth 35% (12 hours). Plan, prepare, cook and evaluate 3 dishes to suit a specific dietary need such as the cuisine of
another country or a special diet such as vegetarianism. A report of 15 sides will be produced.
If you have a keen interest in cooking and are looking to understand how and why ingredients work together then this GCSE is for you. You will need to be well-
organised to bring ingredients regularly* and understand the need to evidence your cooking through photographs, charts and written evaluations. You will be
experimenting with a wide range of ingredients to develop your cooking skills and your ability to create nutritionally balanced menus.
* School may provide support for this, depending upon circumstancesGEOGRAPHY Students follow the AQA Geography specification 8035 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: Unit 2: Unit 3: Living with the Physical Environment (35%) Challenges in the Human Environment (35%) Geographical applications Local Fieldwork The challenge of natural hazards: tectonic Urban challenges: global patterns, contrasting investigation (30%) hazards, tropical storms, extreme weather cities, sustainable urban futures. Issue evaluation - based on secondary in the UK, climate change. The changing economic world: global patterns, resources. Physical landscapes in the UK: coasts, river, closing the development gap, economic Fieldwork: two fieldwork enquiries - one glacial. development. physical and one human. Collecting The living world: local ecosystem, tropical The challenge of resource manage: UK, global primary and secondary data. rainforests, hot deserts, cold environments. - food security, water or energy security. 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 may 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. 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! Indeed it has been shown that students who move on to study Geography-related subjects at university are the most employable in the job market.
HAIR & BEAUTY STUDIES Examination Board: City & Guilds Technical Award Specification: 601/7247/2 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 explore the exciting world of hair and beauty and the global environment in which its industries operate. You will research key features of typical hair and beauty businesses and know how a range of trades and industries link to the sector. You will study how hair and beauty has developed from ancient times to the present day and understand how technological advancements have changed and shaped the range of products and services on offer today. Within the science unit, you will learn how science influences the development of products in the hairdressing and cosmetic industry. Within the design unit you will explore how creative design is used in business and have the opportunity to plan and create your own design image using technical hair and beauty skills. Both hairdressing and beauty skills will also be developed to give you an experience of all services and treatments offered within this 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: Grading: This qualification is graded: Pass/Merit/Distinction. To gain this qualification, students must successfully complete the following assessments: One externally set assignment One externally set and marked exam ( sat under exam conditions) If during this programme, any students are finding this level too difficult, we can revert to a Level 1 qualification that will still give a progression route onto a hair and beauty vocational programme in Further Education.
HEALTH & SOCIAL CARE
Cambridge National Certificate (Level 1/2) in Health and Social Care: OCRJ811
This course is designed for both boys and girls who have an interest in understanding people and for those who wish to develop the skills and learn
the theory that can prepare them for progression to Sixth Form study, further education or onto apprenticeship work.
The Cambridge Certificate in Health and Social Care comprises of 2 mandatory core units and 2 optional units and is equivalent to one GSCE. The
mandatory units provide the key underpinning of applied knowledge and skills, while the optional units enable students to undertake a range of
internally assessed practical activities.
Mandatory units:
RO21 Essential values of care for use with individuals in care settings:
Core values and how to demonstrate them in professional practice; the rights of individuals who
access health and social care services; some basic legislation to be aware of; how individuals that use
services are protected.
(This unit is assessed through an examination.)
RO22 Communicating and working with individuals in health, social care and early year settings:
Developing communication so as to work effectively with individuals in these setting; communication
methods and factors affecting communication; the impact of personal qualities that contribute to the
delivery of effective care, such as patience, empathy and respect.
(This unit is assessed through an assignment)
Optional units:
Understanding body systems and disorders
Understanding life stages
Understanding the development and protection of young children in an early years setting
Understanding the nutrients needed for good health
Using basic first aid procedures
Creative activitiesHISTORY
Edexcel GCSE (9-1) History
The units selected for the GCSE History course offer students a range of topics together with a wide timespan from Elizabethan England to more
modern day with Medicine. The focus is on developing historical skills as well as gaining knowledge covering topics not previously studied in depth.
Students are provided with an opportunity to study political and social history which covers both national and international aspects.
You will study:
Unit Name Content Weighting Assessment
structure
Paper 1: Medicine in Britain, 1250 to the present day WITH Surgery and treatment on the 30% Exam 1 hr 15 mins.
Western Front 1914 – 1918.
British Part A is source
Thematic Addresses the issue of change and continuity in medicine from 1250 with a special focus on based and Part B
Study with surgery during World War One. What ideas did people in the past have about the cause of ill extended written
health, and what cures did they use? What factors brought about progress, and what was the
Historical answers.
rate of change? What impact did medical change have on the rest of society?
Environment
Paper 2: Early Elizabethan England, 1558 – 88 AND Superpower relations and the Cold War, The two parts of Exam 1hr 45 mins
1941 – 1991. this paper are and broken into two
British depth
and period The British depth study focuses on the position of Elizabeth I as Queen and the challenges that worth 20% each. parts. Both are
she faced. These were both from within England and from foreign powers. The role of religion written short and
study.
and the changes in Elizabethan society will be included. extended answers.
The period study focuses on the origins, developments and the ending of the Cold War.
Students will examine the role of the two Superpowers and key individuals for each part of the
course.
Paper 3: Weimar and Nazi Germany, 1918 – 39. 30% Exam 1hr 20 mins.
Modern Examines Weimar Germany and its problems, the reasons for its collapse and the development Source based
Depth Study. of the Nazi State. Examines how the Nazis were able to keep control of Germany through the questions.
use of terror and propaganda.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.LANGUAGES – FRENCH OR GERMAN
French AQA 8658 German AQA 8668
This image cannot currently be display ed.
Why study Languages?
Do you want to be a great communicator and problem solver? Do you want to visit new places and meet
amazing people?
Languages are fun, exciting and challenging and, using a huge variety of resources, there will be an
emphasis on helping you to practise your French or German in the lessons and be part of a dynamic
department in the school.
We live in a multilingual, global society. Languages are hugely important and, increasingly, 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 and in gaining a place at
university. Russell Group universities, in particular, value Languages.
You will also have the opportunity to participate in our French/German exchanges. The exchanges are not compulsory, but they are an ideal way
to practise your French/German and, just as importantly, they are great fun!
What do you study?
You have the option to study one or both languages. It is only possible to study German at GCSE level if you have taken German in Years 8 and 9.
What is in the course?
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, animation and computers as appropriate. You will be encouraged to
use as much French/German as possible in the lessons.
How are you examined?
The examination is made up of four parts: Listening – Speaking – Reading – Writing. These are all equally weighted, each counting 25% towards
your final GCSE grade awarded. The assessments are taken from three areas of study: Identity and Culture, Areas of Interest and Current and
Future Study and Employment.MEDIA STUDIES
Eduqas GCSE (9-1) Media Studies
"If students aren't taught the
language of sound and images,
shouldn't they be considered "In the 21st Century... media
as illiterate as if they left literacy will not be a luxury; it
college without being able to will be a necessity.
read and write?" Linda Ellerbee
George Lucas
We spend around a third of our lives watching films and television, playing computer games, surfing the web and reading newspapers/magazines.
Media Studies equips you with the skills needed to critically analyse these texts and explore the hidden messages within them - including political
bias as well as sexist and racist ideology. You will learn how to craft detailed analytical essays, deconstructing how media texts work.
In lessons, you will explore four key concepts: media language, institution, audience and representation, as well as the contexts in which media
texts are made. You will also gain practical experience in web and graphic design, as well as photography and image manipulation, using industry-
standard software and equipment. The course consists of three components, two of which are assessed by written exams:
Component 1: Exploring the Media (1 hour 30 minute written exam - 40%)
Analysing set texts, including newspapers, magazine covers, film posters and adverts, applying all key concepts.
Component 2: Understanding Media Forms and Products (1 hour 30 minute written exam - 30%)
Analysing set television and radio programmes as well as websites and video game promotion, applying a range of key concepts.
Component 3: Creating Media Products (Non exam assessment - completed in class - 30%)
Plan, research and create your own media production, including film posters, websites or magazine content.
Where next? The analytical skills you will develop will benefit your study of English, as well as prepare you for a range of A-Level courses
(including Media Studies, English Language/Literature, Politics and Sociology). You will also gain practical design and ICT skills, which you can use
in a variety of careers, for instance marketing, advertising as well as graphic and web-design.MUSIC AQA Students opting for Music at GCSE level should have a passion for performing and listening to music. You will follow a two year course comprising the three musical areas: Listening, Performing and Composing. Assessment of all three areas will take place during as well as at the end of the course:
Why Study Music? Music is both an art and a science. The study of GCSE Music will develop the following skills: Instrumental skills Literacy skills Numeracy skills Analytical skills Social skills What you need to study Music? A real enjoyment of music and a positive attitude towards your work are definitely the most important requirements for this course. The ability to play something on an instrument or sing. If you are interested and would like to know more please speak to Ms Oatway, Mrs Silvester or Mrs Venner.
PRODUCT DESIGN
Product Design: AQA 8552
Course Overview
This GCSE course allows you to demonstrate the full extent of your problem-solving, engineering, communication and creative abilities. By working
with a wide range of materials and processes, you will develop hands-on practical skills that allow you to produce intelligent and beautiful products
for modern life and industry, using 21st century technology.
This course delivers the industry-recognised skills needed for continuous employment and is ideal for those interested in engineering and design as
a future career.
Equally appropriate for boys and girls
Can lead to a range of fascinating careers in fields such as such as design,
engineering, graphical design, advertising, and architecture, to name a few
Provides the best opportunity for those of you who wish to study Textiles
Explores and exploits new technologies such as 3D printing
Helps make value judgements in our modern consumer society
Challenges every aspect of your being, a course where risk taking is encouraged
We have excellent links with local manufacturing and higher education institutions,
making this course relevant, as well as a genuine stepping-stone to your future
You will sit 1 exam worth 40% of your Product Design GCSE
You will produce a Coursework portfolio to accompany your 3D product,
designed to solve a design task, which is set by the exam board
Design is the process that produces the products that affect all our lives. Good design is invisible; bad design is everywhere. Become part of the
solution in Product Design.RELIGIOUS STUDIES WJEC Eduqas GCSE (9-1) in Religious Studies, Route A This course provides opportunities for the exploration of important questions of meaning within a range of contemporary issues. It also gives students the chance to learn about two religions in depth. Teachers make use of a variety of teaching approaches, media, resources and enrichment opportunities to enable the students to have a clearer understanding of the variety of beliefs, teachings and practices within those two religions, as well as of the influence of beliefs on their world. A Religious Studies GCSE allows Religious Education to link closely with other subjects, particularly History, Science and Personal Development. It also develops some of the skills and knowledge required for many A-Level courses, particularly Philosophy, Sociology, Politics and Biology. We feel that this active contribution to students’ development is a key role of the course. When it comes to RE as a whole at saltash.net, we feel we need to ask our students questions, not give set answers. This GCSE: develops students’ knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism develops students’ knowledge and understanding of religious beliefs, teachings and practices, including through their reading of key religious texts, other texts, and scriptures of the religions they are studying develops students’ skills in constructing well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth of understanding of the subject provides opportunities for students to engage with questions of belief, value, meaning, purpose, truth, and their influence on human life challenges students to reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt and contribute to their preparation for adult life in a pluralistic society and global community.
Component 1: Religious, Philosophical and Ethical Studies in the Modern World
(50% of qualification, two hour exam)
Theme 1: Issues of Relationships
Theme 2: Issues of Life and Death
Theme 3: Issues of Good and Evil
Theme 4: Issues of Human Rights
This component will be assessed by compulsory questions focusing on knowledge, understanding and
evaluation of the identified themes.
Component 2: Study of Christianity (25% of qualification, one hour exam)
Candidates will study beliefs, teachings and practices. This component will be assessed by compulsory questions focusing on knowledge,
understanding and evaluation of the identified themes.
Component 3: Study of Buddhism (25% of qualification, one hour exam)
Candidates will study beliefs, teachings and practices. This component will be assessed by compulsory questions focusing on knowledge,
understanding and evaluation of the identified themes.
Following this specification will enable students to:
● deepen their understanding of the relationship between people
● become informed about common and divergent views within traditions in the way beliefs and
teachings are understood and expressed
● demonstrate knowledge and understanding of the fact that religious traditions of Great Britain are,
in the main, Christian
● understand that religious traditions in Great Britain are diverse and include the following religions: Christianity, Buddhism, Hinduism, Islam,
Judaism and Sikhism, as well as other religions and non-religious beliefs, such as atheism and humanism.SPORT STUDIES OCR Level 1 and 2 Cambridge National Certificate This vocational course is designed for individuals that are motivated sports players who would like to 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 the Level 3 Cambridge technical extended certificate in Sport and Physical Activity in Sixth Form, possibly leading to sports based degree courses in higher education. During the two year course students will be practically assessed in 2 areas. This will be a team activity and an individual activity and are usually activities that we teach in school. Students who are very able in other activities which are not covered in the School PE curriculum such as equestrian or skiing can be assessed on an individual basis. We encourage students to be activity engaged in sports outside of school as this can only benefit their overall grade. Assessment The course is equivalent to one GCSE. The course is made up of 4 units covering the following areas: Written examinations: 1 hour - 60 marks Unit R051: Contemporary issues in Sport (30 GLH) This unit explores sport in a wider context and how it reflects society. Students will explore a range of sporting issues that are current and in the news such as ‘Drugs in Sport’. They will learn about the role of high profile sporting events such as the Olympics and the impact this has on the World beyond providing entertainment. Centre Assessed tasks: Unit R052: Developing sports skills (30GLH) This unit will develop student’s practical skills and techniques alongside tactical understanding for an individual and team activity. Students will also learn to officiate in their chosen sports. Unit R053: Sports Leadership (30GLH) Whether voluntary or professional the role of the sports leader is imperative to any sport. Students will plan and deliver effective and safe sessions and evaluate their own performance. Unit R056: Developing knowledge and skills in Outdoor activities Students will consider how to plan an outdoor activity and be able to participate in one. They will gain an understanding of health and safety and risk assessments in outdoor scenarios, of detailed planning for a group activity with multiple variables, and they will develop their communication, decision making and leadership skills in challenging environments.
OTHER INFORMATION AND
CHOICES FORMSPECIAL EDUCATIONAL NEEDS AND DISABILITIES – MAIN SCHOOL
In Key Stage 4 students with Special Educational Needs and Disabilities continue to access the same high quality inclusive teaching as in Key
Stage 3. Teachers work with Learning Support Assistants and follow guidance from the SENDCO (Mrs Godlement) to ensure that students’ needs
are met through adaptions to curriculum content, delivery, and assessments. For some students, individual packages of support will be required to
ensure they are able to achieve their best at the end of Year 11; this might include extra literacy intervention for example, or an alternative
programme of study. Such arrangements will be agreed with the student, parents/carers, Head of Year, and SENDCO before the start of Year 10.
‘THE TREMATON’ AREA RESOURCE BASE
Students who have an EHCP placement in the Trematon ARB follow National Curriculum programmes of study, working within the levels
appropriate to their aspiration and individual needs. Key Stage 4 students follow ASDAN courses 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, including GCSE
programmes, may be arranged for some students in some subjects, where appropriate. Work Experience placements and college visits are
arranged for students in Key Stage 4 as preparation for wider society, and support is provided to assist with transition to college and further
education, training, or work placements at the end of Year 11.
EXAM ACCESS ARRANGEMENTS AND SPECIAL DISPENSATION
Students who have a history of requiring special provision in school may be eligible for extra help with public exams and assessments; this special
help is known as ‘Access Arrangements’, and can include arrangements such as extra time or a scribe, for example. It is important to note that
Access Arrangements are NOT designed to help students ‘do their best’; they are designed to ensure no individual is unfairly prevented from
accessing the curriculum. Applications for Access Arrangements are made to the Joint Qualification and Curriculum authority at the end of Year 9
by the SENDCO, so that students begin their GCSE courses with the arrangements in place. ‘Special dispensation’ is an appeal made to the exam
boards by the school on the very rare occasion that a particular exam (or set of exams) has been affected by an unusual or unforeseen event (e.g.
injury, sudden illness, bereavement). All queries about Access Arrangements and Special Dispensation should be made to the SENDCO at the
earliest opportunity.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 Mrs E Metters (Head of Year 9) or Mrs K Snowdon (Assistant Head of Year 9). 4. Information on careers via Mrs E Gue (Careers Co-ordinator). 5. For individual parents from subject teachers, by appointment and preferably at the Year 9 Parents’ Surgery on Thursday 24th January. 6. Information about Hair & Beauty is available from Mrs T Boulton (Vocational Co-ordinator).
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 may be affecting your career choices at a later stage. 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 4 or 5 to continue to A level. 1. You must enter at least one subject above the dotted line on the Choices Form from French, Geography, German, History, Separate Science. 2. At this stage it would be sensible to study a range of subjects. It is advisable not to make too narrow a choice. 3. Although not compulsory, choosing a foreign language is strongly advised, especially if you intend to go on to Further and Higher Education (e.g. Sixth Form and University). Even if you are not intending to do so, a foreign language is of great benefit in all walks of life. You may not choose both French and German. 4. Do not choose a subject because (a) ‘you like the teacher’ – he or she may not take you next year or (b) ‘my friend is doing it’ – you may be in different groups. 5. If you choose the Separate Science option, you will also take two separate sciences in compulsory science time. You should expect to achieve a Grade 3a or higher in your Science assessment by the end of Year 9. 6. The study of Religious Education is subject to parents’ rights under the appropriate legislation.
Year 10 Choices Form Student’s Name: ............................................ Form: ...........
This form must be returned to your form tutor or Mrs Metters between 11th and 26th February.
Please refer to the Proposed Curriculum outlined at the start of this booklet, and the important guidelines on the previous page.
You must enter at least one subject from French, Geography, German, History, Separate Sciences above the dotted line.
You are asked for more choices than are actually needed- this is to provide reserves where we cannot exactly match your preferred choices.
Complete this column if you do not wish to study Hair & Beauty. Complete this column only if you wish to study Hair & Beauty. Then
choose 5 subjects from the options detailed on page 1.
Choose 6 subjects from the options detailed on page 1. I wish to study Hair and Beauty at Cornwall College.
My choices in order of preference are: My in-school choices in order of preference are:
1 1
2 2
3 -----------------------------------------------------------
4 3
--------------------------------------------------------- 4
5 5
6
Complete the following:
I understand that the school reserves the right, following consultation, to place my/our child in subjects not covered by the choices indicated
above:
Signed: ............................................................... (Student) ........................................................... (Parent/Carer) Date: ...................
I verify that I have checked and discussed this form with the named student:
Signed: .................................................................. (Form Tutor) Date: ....................You can also read
