Year 9 Options Booklet 2019 2021 - St Dominics School
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Year 9 Options Booklet
2019 – 2021
CONTENTS LETTER FROM VICE PRINCIPAL THE KEY STAGE 4 CURRICULUM QUALIFICATIONS THE NATIONAL CURRICULUM USING THE SKILLS WHEEL CURRICULUM PATHWAYS GENERAL INFORMATION AND ADVICE CORE SUBJECTS GCSE ENGLISH L A N G U A GE A N D L I T E R AT U R E G C S E A N D F U N CT I O NA L E N G L I S H G C S E A N D F U N CT I O NA L MATHS G C SE COMBINED SCIENCE ASDAN SCIENCE GCSE CHEMISTRY GCSE COMPUTER SCIENCE ENTRY LEVEL COMPUTING NON-EXAM PHYSICAL EDUCATION PSHCE GCSE RELIGIOUS EDUCATION OPTION SUBJECTS GCSE ART AND DESIGN G C S E PHOTOGRAPHY G C S E DESIGN TECHNOLOGY V C E R T FOOD TECHNOLOGY VCERT HEALTH AND FITNESS GCSE HISTORY VCERT PERFORMANCE ARTS VOCATIONAL COURSES SKILLWAY CONSTRUCTION VOCATIONAL TASTER THE BIKE PROJECT SUPPORTING/ADDITIONAL PROVISIONS EXTRA-CURRICULAR OPTIONS KS4 THERAPY PROVISION WORK-RELATED LEARNING OPTIONS FORM & NOTES PAGE
Dear Year 9 Pupil, At this point in your education at St Dominic’s you are half way between Year 7 and GCSEs, and it is time now for you to choose the pathway which will lead you on from Year 9. The courses you will study until the end of this year will give you a good start, but you now have the chance to say what you could do over the next two years by choosing your option courses. St Dominic’s is a successful school with experienced and dedicated staff, and we are able to offer you your own personalised pathway which leads to GCSE and other qualifications. Core Subjects This booklet sets out the core subjects, which every pupil follows. There are some choices you can make with the help of your teachers that will be personal to you, for example, you might want to take GCSE English or GCSE Language and Literature. These choices are laid out in the curriculum pathways page (pages 6 & 7) as Pathway One and Pathway Two. Pathway One offers you a higher level of challenge and Pathway Two a lower level of challenge. At St Dominic’s we always have what is best for you personally in mind so you might want to make some choices from pathway one and some from pathway two. EBacc The ‘EBacc’ or ‘English Baccalaureate’ recognises pupil attainment across a range of academic qualifications. These qualifications include English, Maths, Science (Additional), History, Geography and Languages. We recognise that, while it is not a qualification as such, it might be important for pupils who would like to go on to study A Levels at college and so we have highlighted the qualifications (page 6) that will help you work towards this. Options Subjects There are also options subjects. That means you get to choose two or three more subjects you would like to do. There will be time in lessons to discover more about them, as well as opportunities for individual discussions with your form tutor, but you will help yourself by reading this booklet with your families to get some ideas. The subjects you choose will be the foundation for your continuing education after 16, leading to college, university, training or employment. Please think carefully about why you want to choose some subjects. You should think about which subjects you are good at, your interests and your abilities in and outside of the classroom. Listen carefully to advice and choose your options for the right reasons. Select subjects you enjoy and will give you the best opportunities for the future ‐ not because a friend has chosen the same course or you hope to be taught by a particular teacher. Research the careers areas you are interested in and consider how you could achieve your goals. If you don’t know what you want to do yet, and many of you are in that situation, don’t worry – there are lots of people in school who can offer advice – talk to your tutor first and, if you want some advice about careers, talk to our Careers Guidance Practitioner, Mrs Hall, who can give you advice. I hope you find this booklet useful. Please talk to me if you need any more help with your option choices. Remember, we are all here to help you “achieve ambitious goals and live life to the full”. Best wishes, Mrs V Perry Vice Principal
THE KEY STAGE 4 CURRICULUM
QUALIFICATIONS
At Key Stage 4, we offer different types of accredited courses: GCSE, LASER Learning Awards, ASDAN and V Certs.
GCSE
GCSE stands for General Certificate of Secondary Education.
GCSEs are the exams taken by most UK pupils of school-leaving age, and are widely available to all 14–19
pupils, although there is no lower or upper age limit.
GCSEs are qualifications at Level 1 and Level 2 in the National Qualifications Framework.
GCSEs are mostly taken after a two-year subject-based course.
Some subjects are also offered as short-course qualifications, which are equivalent to half a standard
GCSE. The majority of GCSEs from 2017 will be assessed by exams only
All GCSEs offered at St. Dominic’s are now graded 1-9. In the new grading system, the highest grade is a
Grade 9 and the lowest grade is a Grade 1. A Grade 4 equates to a low C grade pass, but the benchmark for
pupils sitting exams in 2019 will be a Grade 5 for colleges and employers. Don’t worry though, any grade
from a 1-9 counts as a GCSE pass which is a huge achievement in itself!
The new Maths GCSE will be tiered, with grades 4 and 5 available through both the Higher and
Foundation tiers
The new English GCSE will no longer be tiered. This means that specifications and question papers will
have to cover the full range of abilities.
LASER LEARNING AWARDS
LASER is a leading UK awarding organisation, offering high quality, flexible, credit-based qualifications and is accredited by
the Regulatory Authorities in England, Wales, Scotland and Northern Ireland.
LASER qualifications are flexible and responsive to pupil needs and credit based, consisting of individual units of
assessment, each with an assigned level and credit value attached. Pupils who demonstrate that they have achieved the
learning outcomes of a specified unit are awarded credits and can collect/accumulate these over time towards the
achievement of a full qualification.
LASER’s qualifications in Skills towards Enabling Progression (Step-Up) (QCF) are an innovative range of credit-based
qualifications, developed to accredit a wide variety of activities engaged in by pupils aged 14 years and over. Designed to
meet the needs of a wide range of pupils whilst also enabling them to achieve or work towards a national qualification.
The qualifications are approved within the Qualifications and Credit Framework (QCF) at Entry Level (Entry 3) and Level 1
and Level 2 encompass the principles of Foundation Learning.
V CERTs
As a charitable organisation, NCFE’s purpose is to promote and advance the education of young people and adults. They believe
that education can help every individual to achieve their full potential. It’s what NCFE stands for and it’s why they’re here. It’s
why they design, develop and certificate a range of diverse nationally recognised qualifications. Last year alone they helped
over 400,000 pupils from across the UK. Their latest qualifications for schools are V Certs. Some V Certs qualifications are
recognised in the Department for Education (DfE) performance tables. They offer all the great benefits of vocational study for
pupils plus performance table recognition for schools – this means they are a good qualification for employer recognition,
ultimately benefitting you!
Page 4 of 41
NATIONAL CURRICULUM
THE NATIONAL CURRICULUM
St. Dominic’s follows the National Curriculum. This is to ensure every pupil has the opportunity to access a broad and
balanced curriculum.
Since 2014 when the revised National Curriculum was introduced, exam boards have changed the way their qualifications are
structured. This is according to Ofqual regulations, which affects the % weighting of different assessment objectives of some
qualifications. For other subjects, the difference is greater. GCSE qualifications generally have much less coursework and are
more focused on what you can do in the exam. Computing, for example, is now mandatory at all Key Stages and as such is now
a compulsory subject at St. Dominic’s. For more information, go to:
DfE 2014 National Curriculum www.gov.uk/government/publications/national-curriculum-in-england-secondary-
curriculum www.gov.uk/government/publications/national-curriculum-in-england-secondary-curriculum
USING THE SKILLS WHEEL
As part of the KS4 Needs Led Curriculum offer, you will have the opportunity to develop your other skills that are not exam
subjects but are important in preparing you for the next steps in your education and employment. These are:
Literacy
Numeracy
Functional Independence (Occupational Therapy and Residential)
Language and communication (Speech and Language Therapy)
Learning to Learn (Personal Learning and Thinking Skills)
Myself and Others (Spiritual, Moral, Social and Cultural awareness and Emotional Resilience)
The skills referred to in the colour wheel are those that you may have an aptitude for or a willingness to develop. You can
use the skill wheel to search for subjects you like as well as help you make choices about which subjects you wish to study
for the next two years. Please note that only the main skills will be highlighted on each subject page.
Literacy Numeracy
Communication Myself and
(Comm.) Others
Learning
to Learn Functional
(PLTS)
Page 5 of 41
CURRICULUM PATHWAYS
Pupils can follow a personalised programme of study at Key Stage 4. This is to ensure that all pupils are able to achieve the
best qualifications they can given their own areas of strength. The pathways diagram below illustrates some of the ways
the curriculum can be differentiated. Pathway One offers a more challenging academic route that gives pupils access to a
maximum of 8 GCSEs; Pathway Two is less challenging and offers access to 5-6 GCSES. These are both illustrative
examples and pupils can choose options from both areas.
*MFL will be offered as an option based on pupil interest.
** Accredited vocational courses can be offered as part of our ‘engagement curriculum.’ This is considered on an individual
basis.
Page 6 of 41
PATHWAY 1 (EBACC) PATHWAY 2
CORE SUBJECTS
English Literature GCSE and English GCSE or Functional
English Language GCSE Skills
Maths GCSE Maths GCSE or Functional
Additional Science (2 Skills
GCSEs) Chemistry GCSE or Science
Computer Science GCSE ASDAN
Religious Education GCSE Entry Level Computing
(Short Course) Religious Education GCSE
Physical Education (Non (Short Course)
Exam) Physical Education (Non
PSHE (Non Exam) Exam)
PSHE (Non Exam)
+ 2 OPTIONS SUBJECTS + 3 OPTIONS SUBJECTS
Suggested Options: Suggested Options:
Art and Design GCSE Art and Design GCSE
Photography GCSE Photography GCSE
History GCSE (EBacc) *Performance Arts VCERT
*Performance Arts VCERT Health and Fitness VCERT
*Food Technology VCERT *Food Technology VCERT
Design Technology GCSE Design Technology GCSE
Languages (EBacc)* Other accredited course**
Page 7 of 41
GENERAL ADVICE
There are a number of people and resources here to guide and support you:
Your Form Tutor – who knows you as an individual pupil in the school
Your Subject Teachers – who provide an objective assessment of your ability in their subjects
Mrs Hall – who can offer careers guidance and support
Parents and Carers – who know you best as a person.
This half term there will also be a focus on careers and making choices in your PSHCE lessons. Mrs Hall will also meet
with you individually to discuss your options.
You will also have the opportunity to attend ‘option taster’ lessons so that you have a clear understanding about the
course structure.
The school has purchased an online guidance for you to use at http://www.fasttomato.com/
Another useful website is http://icould.com/ On this website there are over 1000 film clips about personal career choices.
There is also a ‘choices at 14’ section.
The National Careers Service website https://nationalcareersservice.direct.gov.uk
has job profiles on over 800 different types of jobs. Each job profile outlines the skills and qualifications needed for that job,
what the work would be like, the pay you could expect to get and the career prospects.
SO …….
DO think about what you would like to do and you are able to do.
DO think about the subjects you might need for the career you would like to do.
DO keep your options open. Don’t try and specialise at this stage but aim for a good balance of subjects.
DO work to your own strengths: if you like a lot of reading and writing then choose appropriate subjects, otherwise think
about more practical subjects.
DON’T choose a subject because a friend is choosing it. There is no guarantee that you will be in the same teaching groups!
DON’T choose a subject because you like your teacher. Again, there is no guarantee that he/she will be teaching your
group next year.
Page 8 of 41
CORE SUBJECTS
Page 9 of 41
GCSE ENGLISH LANGUAGE AND LITERATURE
Exam Board: OCR
Specification code: J351/01 (Eng L, paper 1)
J351/02 (Eng L, paper 2)
Literacy Numeracy
Myself
Comm. and
Others
Learning to
Functional
Learn
(PLTS)
SUBJECT DESCRIPTION
English is a lively and interesting subject which prepares pupils to consider analytically a variety of texts in a range of forms. They
will develop as sensitive and mature readers and they will learn to create their own texts with imagination and subtlety.
The English course will cover the three National Curriculum attainment targets reading, writing and speaking and listening. It
must be noted, however, that even though speaking and listening still remains a requirement at GCSE level, it will not form part
of the overall grade and a separate mark will be reflected on pupils’ GCSE certificates.
COURSE STRUCTURE
We offer the following externally accredited courses:
OCR GCSE English Language Grades 9 - 1
OCR GCSE English Literature Grades 9 - 1
Laser Functional Skills at Entry 3 or Level 1
In writing pupils will learn to:
express what is thought, felt and imagined
organize and convey facts, ideas and opinions effectively
demonstrate use of imaginative and varied vocabulary
demonstrate accuracy in spelling, punctuation and grammar
use effectively a variety of sentence structures
In speaking and listening pupils will learn to:
describe and reflect on experience, and express what is thought, felt and imagined
understand and convey complex information
order and present facts, ideas and opinions effectively
respond appropriately to questions
communicate with clarity, focus and purpose
communicate appropriately for the audience and the context
evaluate and reflect on what is heard
Page 10 of 41In reading pupils will learn to:
demonstrate understanding of extended texts from the 19th, 20th and 21st centuries, and of the words and phrases
within them
synthesise, develop, analyse and critically evaluate facts, ideas and opinions
extract appropriate information for specific purposes
summarise and use material for a specific audience and purpose
demonstrate accuracy in spelling, punctuation and grammar
use effectively a variety of sentence structures
In Year 10, all pupils follow a course which will enable them to fulfil their potential in English. No final decision regarding
examination entry is made until Year 11.
PROGRESION ROUTE
Dependent on the level achieved you can continue to study English at Level 2 (GCSE) or Level 3 (A Level or equivalent).
SKILLS DEVELOPED AND CAREER OPPORTUNITIES
GCSEs in English Language and Literature provide many skills. As well as being a requirement for most areas of further
study, English is also highly regarded by employers who appreciate the need to have employees with high levels of literacy and
excellent communication skills.
Traditionally English qualifications are particularly appropriate to careers in the law, education, the media and public
relations.
Page 11 of 41GCSE AND FUNCTIONAL MATHEMATICS
Exam Board: AQA
Specification codes:
GCSE Maths 8300
Level 1 Functional Maths 8361
Level 2 Functional Maths 8362
Entry 3 Functional Maths TBC
Literacy Numeracy
Communic Myself and
ation Others
Learning
to Learn Functional
(PLTS)
SUBJECT DESCRIPTION
Mathematics is a practical and inspiring subject that is used in everyday life and a variety of professions and industries. At
St. Dominic’s School we follow the Edexcel syllabus at GCSE which is assessed at Higher and Foundation level. We also offer
Entry Level 1, 2 and 3 and Level 1 and 2 Functional Skills qualifications.
COURSE STRUCTURE
GCSE
The course in Key Stage 4 meets the requirements of the Mathematics National Curriculum in providing opportunities for
pupils to develop skills in four areas of Mathematics: -
Number
Algebra
Ratio, Proportion and Rates of change
Geometry and measures
Probability
Statistics
GCSE Mathematics assessment at Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9) involves three written
examination papers, including one non-calculator paper and two calculator papers lasting up to one and half hours each. We
using the AQA Exam Board.
Page 12 of 41FUNCTIONAL SKILLS: ENTRY LEVELS 1, 2 and 3, LEVEL 1 AND LEVEL 2
The Functional Skills criteria in mathematics aim to equip pupils with the skills and confidence to apply combine and
adapt their mathematics knowledge to new situations in their life and work in a range of contexts and for various purposes.
The course will provide pupils with the skills and confidence to combine and adapt their mathematical knowledge to new
situations in their life and work. Pupils will develop their ability to transfer skills in ways that are appropriate to their
situation. There is a lower algebra content than GCSE. The assessments therefore focus on functionality and the application
of skills, and Level 1 and Level 2 are achieved through an externally marked test.
PROGRESION ROUTE
Dependent on the level you achieve you can continue to study mathematics at a range of levels: Entry level 1, 2 and 3, Level 1
and 2 then progress onto GCSE. Pupils should see the functional skills pathway as stepping stones towards GCSE; as a way of
developing the skills and more importantly the confidence to a more challenging GCSE course.
SKILLS DEVELOPED AND CAREER OPPORTUNITIES
These qualifications in Mathematics encourage pupils to develop confidence in, and develop a positive attitude towards,
mathematics and to recognise the importance of mathematics in their own lives and to society. These qualifications
prepare pupils to make informed decisions about the use of technology, the management of money, further learning
opportunities and career choices. Mathematics provides excellent life skills and offers skills for life independence. It is
essential to preparing pupils for the world of work. They are recognised by colleges throughout the UK.
Page 13 of 41GCSE COMBINED SCIENCE: SYNERGY
Exam Board: AQA
Specification code: 8465
Literacy Numeracy
Communic Myself and
ation Others
Learning
to Learn Functional
(PLTS)
SUBJECT DESCRIPTION
Science refers to a system of acquiring knowledge. This system uses observation and experimentation to describe and explain
natural phenomena. This GCSE Science course will provide insight into and an experience of how science works, stimulating
pupils’ curiosity and encouraging them to engage with Science in their everyday lives and to make informed choices about further
study and about career choices.
COURSE STRUCTURE
Double award = 2 GCSEs
Four exams: Each is worth 25% of the grade
Duration: All of the papers are 1 hour 45 minutes in length
Tiers: Foundation and Higher
Life and environmental sciences Physical sciences
2 papers 2 papers
Each 1 hour 45 minutes Each 1 hour 45 minutes
States of matter The periodic table
Atomic structure Chemical quantities
Cells in animals and plants Forces and energy changes
Waves Structure and bonding
Systems in the human body Magnetism and electromagnetism
Plants and photosynthesis Forces and motion
Lifestyle and health Electricity
Radiation and risk Acids and alkalis
Treating and curing communicable diseases The rate and extent of physical change
The Earth’s atmosphere Atoms into ions and ions into atoms
Ecosystems and biodiversity Carbon chemistry
Inheritance Resources of materials and energy
Variation and evolution
Page 14 of 41SKILLS DEVELOPED AND CAREER OPPORTUNITIES
GCSE Science provides a firm foundation for pupils to progress to AS and A-level.
To develop their problem-solving abilities, they have to plan and carry out investigative activities.
To enhance their research skills, they will collect, select, process, analyse and interpret primary and secondary data.
Page 15 of 41ASDAN SCIENCE
SUBJECT DESCRIPTION
Differentiated Science allows pupils to study for a GCSE in Chemistry as well as a non-exam based qualification concurrently, if
they will be unable to complete the exam in their final year.
The Short Course is multi-level, where the focus is on completing challenges and skills
development according to individual ability, rather than attainment at a specific level.
The Science Short Course suits specific learners who find typical GCSE Science too
pressurised, as there is no exam at the end, so there is no stress. Through the teamwork activities, they will undertake in the
Science Short Course, the learners will develop skills in collaboration with others.
COURSE STRUCTURE
Internally moderated
It can count up to 3 of the credits needed to achieve the Personal Development Programmes
It can count up to 6 of the credits needed to achieve CoPE (Certificate of Personal Effectiveness)
Pupils present a portfolio of evidence of their activities (no exam)
The Short Course is split into six modules:
Human Machine
Forces and Motion
Chemical Change
Biological Challenges
Space Physics
Performance in Sport
SKILLS DEVELOPED AND CAREER OPPORTUNITIES
It is designed to support learners working towards Science GCSEs, while maintaining their curiosity about the subject.
Learners develop their personal and employability skills – as well as their science knowledge and understanding.
To develop their problem-solving abilities, they must plan and carry out investigative activities.
To enhance their research skills, they will collect, select, process, analyse and interpret primary and secondary data.
Page 16 of 41GCSE CHEMISTRY
Exam Board: AQA
Specification code: 8462
SUBJECT DESCRIPTION
Differentiated Science allows pupils to study for a GCSE in Chemistry as well as a non-exam based qualification concurrently, if
they will be unable to complete the exam in their final year.
Chemistry is the study of the composition, behaviour and properties of matter, and of the elements of the Earth and its
atmosphere. It's the central science, with extensive overlap with geology, botany, medicine, engineering, and much more.
COURSE STRUCTURE
Single award = 1 GCSE
Two exams: Each is worth 50% of the grade
Duration: Both papers are 1 hour 45 minutes in length
Tiers: Foundation and Higher
Paper 1 Paper 2
1 hour 45 minutes 1 hour 45 minutes
Topics 1-4 Topics 5-7
Atomic structure and the periodic table The rate and extent of chemical change
Bonding, structure, and the properties of matter Organic chemistry
Quantitative chemistry Chemical analysis
Chemical changes Chemistry of the atmosphere
Energy changes Using resources
Key ideas
SKILLS DEVELOPED AND CAREER OPPORTUNITIES
GCSE Chemistry enables pupils to gain one GCSE towards developing knowledge and understanding of living processes for
several different purposes, including treatment of disease and sustaining the natural environment.
To develop their problem-solving abilities, they must plan and carry out investigative activities.
To enhance their research skills, they will collect, select, process, analyse and interpret primary and secondary data.
Page 17 of 41GCSE COMPUTER SCIENCE
Exam Board: OCR
Specification code: J276
Literacy Numeracy
Myself and
Comm.
Others
Learning
to Learn Functional
(PLTS)
SUBJECT DESCRIPTION
Pupils will develop their understanding of current and emerging technologies and how they work. They will also explore and
examine the use of algorithms in computer programs. It is the intention of the course to allow pupils to become independent
and discerning users of IT and to acquire and apply creative and technical skills, knowledge and understanding of IT in a range
of contexts. They will develop computer programs to solve problems and evaluate the effectiveness of computer
programs/solutions and the impact of computer technology in society.
PROGRESSION ROUTE
You can progress to a level 3 qualification.
SKILLS DEVELOPED AND CAREER OPPORTUNITY
It’s a great way to develop critical thinking, analysis and problem-solving skills, which can be transferred to further learning
and to everyday life. Pupils who want to go on to higher study and employment in the field of computer science will find it
provides a superb stepping stone. Computer Science prepares pupils for the jobs of the future, working with any IT systems.
Focus on cyber security – phishing, malware, firewalls and people as the ‘weak point’ in secure systems, which pupils will study
for the first time at this level.
Encourages mental versatility – Pupils use their new-found programming skills on an independent coding project by solving a
real-world problem of their choice
Page 18 of 41ENTRY LEVEL COMPUTING
Exam Board: OCR
Specification code: R354
Literacy Numeracy
Myself and
Comm.
Others
Learning
to Learn Functional
(PLTS)
SUBJECT DESCRIPTION
Through Entry Level Computing, pupils will develop their understanding of the fundamental hardware of a computer
system, common types of software and simple logic. They will also acquire the skills to write simple computer programs and
to explore the development of computer technology and the effects it has had.
COURSE STRUCTURE
STRANDS:
Four In-Class tests:
Computer hardware and software
Computer memory, storage and moral, legal and environmental concerns
Computational logic and algorithms
Programming techniques and data representation
One Programming project - Planning a solution, developing a solution, testing a solution and evaluating the success of the
solution
PROGRESSION ROUTE
You can progress to a level 1 or 2 qualification.
SKILLS DEVELOPED AND CAREER OPPORTUNITY
This course gives pupils the opportunity to discover how computer technology works and to take a look at what goes on
‘behind the scenes’. Through the introduction of programming, it helps them expand problem-solving skills. For many, it will
be a fun and interesting way to develop these transferable skills, which can be applied to further learning and everyday life.
Award of an Entry 1, Entry 2 or Entry 3 Certificate, based on performance in assessment.
Page 19 of 41PHYSICAL EDUCATION
Non Exam
Literacy Numeracy
Myself and
Comm.
Others
Learning
to Learn Functional
(PLTS)
SUBJECT DESCRIPTION
Physical Education is compulsory at Key Stage 4. All pupils will spend one lesson per week participating in Physical
Educational activities and one lesson per week participating in games. The programme continues with many of the
activities already experienced in Key Stages 2 and 3. In games lessons pupils will undertake a wide range of activities which
are in line with the National Curriculum. However, they may be slightly modified to meet their SEN needs.
COURSE STRUCTURE
During Key Stage 4 pupils tackle complex and demanding activities applying their knowledge of skills, techniques and
effective performance.
They can decide whether to get involved in physical activity that is mainly focused on competing or performing, promoting
health and wellbeing, or developing personal fitness. They can also decide on roles that suit them best including performer,
coach, choreographer, leader and official.
The school will be represented in the Surrey Special Schools Sports events, and all pupils will be given an opportunity to
represent the school. Matches may also be arranged outside of the Surrey Special Schools Association calendar.
SKILLS DEVELOPED AND CAREER OPPORTUNITY
The view pupils have of their skills and physical competence gives them the confidence to get involved in exercise and
activity out of school and in later life. Pupils are introduced to sporting activities they may not have experienced previously.
Page 20 of 41PSHCE
Exam Board: ESB and Laser
Literacy Numeracy
Myself and
Comm.
Others
Learning
to Learn Functional
(PLTS)
SUBJECT DESCRIPTION
Personal, Social, Health, Economic and Citizenship education is a planned development programme of learning opportunities
and experiences that promote pupil well-being.
The Curriculum aims for PSHCE are for all young people to become:
Successful pupils, who enjoy learning, make progress and achieve.
Confident individuals who are able to live safe, healthy and fulfilling lives.
Responsible citizens who make a positive contribution to society.
COURSE STRUCTURE
PERSONAL WELLBEING
Learning and undertaking activities in personal wellbeing contribute to a young person’s personal development and
character. It creates a focus on the social and emotional aspects of effective learning, such as self-awareness, managing
feelings, motivation, empathy and social skills. It promotes the skills for independent living and responsible citizenship.
ECONOMIC WELLBEING AND FINANCIAL CAPABILITY
Education for economic wellbeing and financial capability brings together careers education, work-related learning,
enterprise and financial capability. It supports them in making effective transitions, positive learning and career choices;
and encourages them to be enterprising.
CITIZENSHIP
Education in citizenship equips young people with the knowledge, skills and understanding to be able to play an effective
role in public life. It encourages them to take an interest in topical and controversial issues and to engage in discussion and
debate. Pupils learn about their rights, responsibilities, duties, freedoms, and about the law, justice and democracy. They
learn to take part in decision-making and different forms of action. Citizenship encourages respect for different national,
religious and ethnic identities. It addresses issues relating to social justice, human rights, community cohesion and global
interdependence.
Page 21 of 41SPEAKING and LISTENING EXAM
In year 10, pupils will take an external speaking and listening exam. This gives students the opportunity to gain a qualification
that will demonstrate their communication skills including giving a presentation, sharing opinions and answering the
telephone.
AWARD FOR ENHANCING EMPLOYABILITY LASER LEVEL 1 AND 2
During the PSHCE lessons some pupils will have the opportunity to work towards gaining an accredited award. Pupils
will need to gain 9 credits at either Level 1 or Level 2 to achieve the qualification.
The pupils will study the following units:
Developing Personal Confidence and Self-Awareness
Work experience
Customer service
SKILLS DEVELOPED AND CAREER OPPORTUNITY
The qualification will allow pupils to become more socially aware and is regarded favorably by Higher Educational
establishments and employers. It prepares pupils to become active citizens of our democracy, making them more self‐
confident and responsible.
Page 22 of 41GCSE RELIGIOUS STUDIES (SHORT COURSE)
Exam Board: AQA
Specification code: 8061
Literacy Numeracy
Myself and
Comm.
Others
Learning
to Learn Functional
(PLTS)
SUBJECT DESCRIPTION
GCSE RE covers a range of religions and philosophical and ethical themes, ensuring pupils have a variety of intriguing
subjects to explore.
COURSE STRUCTURE
The short course focuses on beliefs, teachings and ethical studies Section A:
The study of religions: beliefs and teachings of two religions (Christianity and Islam).
Thematic studies: religious, philosophical and ethical studies Section B:
• Theme A: Relationships and families
• Theme B: Religion, peace and conflict
SKILLS DEVELOPED AND CAREER OPPORTUNITIES
Pupils will be challenged with questions about belief, values, meaning, purpose and truth, enabling them to develop their own
values and attitudes towards religious issues. They will also gain an appreciation of how religion, philosophy and ethics form
the basis of our culture. Through the GCSE they will develop analytical and critical thinking skills, the ability to work with
abstract ideas, leadership and research skills. These skills underpin those needed for further study.
Page 23 of 41OPTION SUBJECTS 2018 - 2020
Page 24 of 41GCSE ART & DESIGN
Course code AQA Art and Design
Specification code: 8201/X
PERFORMING ARTS VCERT
Literacy Numeracy
Myself and
Comm.
Others
Learning
to Learn Functional
(PLTS)
SUBJECT DESCRIPTION
This is an exciting course for pupils who enjoy the process of making art. Pupils will explore drawing and painting, mixed
media, sculpture, installation, printmaking and digital graphics and photography. Pupils will explore overlapping areas
and/or a combination of areas.
The syllabus aims to develop individual work through themed projects.
An important part of the course is investigating and analysing the work of other artists as it helps pupils to develop their
own ideas and ways of working, as well as developing a greater understanding of the subject and its context in the wider
world.
COURSE STRUCTURE
Component 1 - Candidates’ submit a portfolio of work.
Each student must select and present a portfolio to include ‘A sustained Project’ and ‘A selection of Further work’. The
sustained project will culminate in a final outcome that is completed during a 10 hour controlled assessment which is set
and marked by school and moderated by AQA. It is worth 96 marks and is 60% of the overall mark.
The Candidates select from work undertaken during the course of study to ensure that they have one project and a selection
of further work.
Component 2 – Externally set task
Starting points are issued from AQA from January. Candidates have approximately eight weeks preparation time to respond
to their chosen starting point prior to a 10 hour externally set task that takes place under exam conditions and is
intended to be a sustained focused study time. It is marked by the school and moderated by AQA. This is worth 96 marks
and is 40% of the overall mark.
SKILLS DEVELOPED AND CAREER OPPORTUNITY
Art and Design will help pupils to communicate their ideas and make judgements about themselves and with more
confidence. It also enables pupils to be creative thinkers and consider different approaches to tasks. It will enable them to
follow arts courses at college should they wish to do so and it develops self-confidence which will support them in job
applications.
Page 25 of 41GCSE PHOTOGRAPHY
Course code AQA Photography
Specification code: 8206/X
Literacy Numeracy
Myself and
Comm.
Others
Learning
to Learn Functional
(PLTS)
SUBJECT DESCRIPTION
In photography pupils explore relevant images, artefacts and resources relating to lens-based and light-based media from
the past and from recent times, including European and Non-European examples. Pupils are given opportunities to move
beyond the basic application of photography – simply recording images – and really explore the creative potential of the
discipline, combining good technical skills with artistic ability to communicate ideas and observations. With a new creative
media room there is also ample opportunities to learn about and explore video & creative media using Mac computers and
the latest software.
The syllabus aims to develop individual work through themed projects.
COURSE STRUCTURE
Component 1 - Candidates’ submit a portfolio of work.
Each student must select and present a portfolio to include ‘A sustained Project’ and ‘A selection of Further work’. The
sustained project will culminate in a final outcome that is completed during a 10 hour controlled assessment which is set
and marked by school and moderated by AQA. It is worth 96 marks and is 60% of the overall mark.
The Candidates select from work undertaken during the course of study to ensure that they have one project and a selection
of further work.
Component 2 – Externally set task
Starting points are issued from AQA from January. Candidates have approximately eight weeks preparation time to respond
to their chosen starting point prior to a 10 hour externally set task that takes place under exam conditions and is
intended to be a sustained focused study time. It is marked by the school and moderated by AQA. This is worth 96 marks
and is 40% of the overall mark.
SKILLS DEVELOPED AND CAREER OPPORTUNITY
GCSE qualifications are a requirement for most further education colleges
Careers : media, graphic design, advertising, packaging design, photography, textile design, publishing & printing, fashion
design, photographic industry, film & TV industry, journalism.
Page 26 of 41GCSE DESIGN TECHNOLOGY
Exam Board: AQA
Specification code: 8552
Numeracy
Learning
to Learn Functional
(PLTS)
Design Technology GCSE offers pupils the chance to study Core technical principles, Specialist technical principles as well as
design and making principles in one exciting subject. Following products from their design, manufacture through to the user of
a product. Pupils will be enthused by the range of activities on offer as well as the focus on Computer Aided Design and future
technologies. The AQA course content is clearly laid out within the specification and the objectives are both descriptive and
straightforward. Although the course is a 50% theory, 50% practical split it allows students to display their understanding of the
subject in a way tailored to them. This allows students with more practical or graphic skill to flourish alongside those students
who are possibly more academic and achieve quality product designs that communicate their level of knowledge in the topics
studied such as materials, ergonomics, manufacturing, and marketing.
COURSE STRUCTURE
The practical elements of the Design Technology course compliments the theory throughout Year10, combining a number of
micro projects developing a solid practical skill set supporting the theoretical principles. Core areas that will be covered through
the year will be traditional and developing materials, design strategies and market influences, human and environmental factors
and the manufacturing Processes.
The content of the Design Technology course in Year 11 focuses and extends previous learning towards developing one assessed
AQA prescribed themed product design project. The project requires a comprehensive design portfolio displaying the students
planning, research and product knowledge as well as evidence of practical manufacture. This is worth 50% of the overall mark.
The two-hour written examination made up of multiple choice, short and design questions makeup the other 50% of the overall
mark.
SKILLS DEVELOPED AND CAREER OPPORTUNITY
Design and Technology provides an opportunity for pupils to develop both quantifiable and life skills in a number of areas:
Graphic Design, Advertising/marketing through different media.
Product Development and Design, analyzing existing products and developing/improving them.
Product Design, initializing and prototyping new product solutions.
Manufacturing, understanding process and strategies.
Making, lifelong understanding of materials and tools.
Communication, sharing of ideas both professionally and socially.
Logic, building belief in ideas and views and working through a logical process.
Page 27 of 41The course can lead to further education or a variety of occupational options, some of the more obvious are roles within:
The construction industry
Engineering
Product design
Advertising
Marketing
Sales/service industries
Manufacturing
A qualification in Design Technology is also considered important by other indirect industries such as the legal profession
because it evidences how students can work through problems in a systematic and logical fashion.
Page 28 of 41VCERT FOOD TECHNOLOGY LEVEL 1/2
Exam Board: NCFE
Literacy Numeracy
Myself and
Comm.
Others
Learning
to Learn Functional
(PLTS)
SUBJECT DESCRIPTION
This qualification is suitable for pupils aged 14-16 studying their Key Stage 4 curriculum. This qualification is designed for
pupils who have an interest in food and cookery. It will provide pupils with experience of using different cooking techniques
and methods to enable them to use these within further education or apprenticeships. It will give them a basic
understanding of the skills required for a career in food.
COURSE STRUCTURE
The course is fully assessed on coursework and broken down into small projects such as cooking meals, following basic
recipes, using different types of food and following safe working practices. Examples of the assessment process are reflective
log/diary, oral question and answer, essay, practical demonstration, photographic evidence or other means.
As well as the portfolio of evidence, pupils will be required to sit an exam that will contribute to the final award.
Areas that are covered in the course include the following:
Prepare and cook using basic skills
Understand food and its functions in the body and in recipes
Understand balanced diets and modification of recipes for health
Plan and produce dishes for a purpose.
SKILLS DEVELOPED AND CAREER OPPORTUNITY
This course is a great introduction to a variety of roles around the food industry, possibly leading you into one of the following
career paths; Hospitality and Catering / Health and Well-Being / Food Development and Production / Food Retail.
Page 29 of 41VCERT LEVEL 1/2 IN HEALTH AND FITNESS
Exam Board: NCFE Level 1/2 Technical Award in Health and Fitness (603/2650/5)
Literacy Numeracy
Myself and
Comm.
Others
Learning to
Learn Functional
(PLTS)
SUBJECT DESCRIPTION
This qualification is designed for learners who want an introduction to Health and Fitness that includes a vocational and
project-based element. The qualification will appeal to learners who wish to pursue a career in the Health and Fitness
sector or progress onto further study.
COURSE STRUCTURE
This qualification shows learners how to:
Understand and identify the main body systems and their functions
Understand the principles of training and FITT
Explore how physical activities affect the body in the short and long term
Understand how relevant fitness tests can be used for specific health and skill components of fitness
Understand different lifestyle analysis tools and how to apply them
Create a health and fitness programme.
Learners will develop skills and knowledge:
In adapting their own ideas and responding to feedback
In evaluating their own work
In analysing data and making decisions
That are essential for the health and fitness sector, such as evaluation skills, responding to data, independent
working, working to deadlines and efficient use of resources.
The knowledge and skills gained will provide a secure foundation for careers in the health and fitness industry.
Throughout the delivery of this qualification, the following core areas and transferable skills should be evident:
Communication
Problem-solving kills
Research skills
Planning
Health and Safety
Page 30 of 41SKILLS DEVELOPED AND CAREER OPPORTUNITY
Depending on the grade the learner achieves in this qualification, they could progress onto Level 2 and Level 3 qualifications
and/or GCSE/A Levels.
Learners who achieve at Level 1 might consider progression to Level 2 qualifications post-16 such as:
A GCSE in Physical Education
Study at Level 2 in a range of technical routes that have been designed for progression to employment,
apprenticeships and further study.
Examples might include Level 2 Technical Certificates in:
Sport and Physical Activity
Sport and Activities Leaders
Exercise and Fitness Instruction
Exercise and Fitness Instruction for Wellbeing
Coaching Sport and Instructing Physical Activities
Physical Activity and Exercise Science
Technical certificate qualifications provide post-16 learners with the knowledge and skills they need for skilled employment or
for further technical study.
Learners who achieve at Level 2 might consider progression to Level 3 qualifications post-16 such as:
Level 3 Applied Generals in:
Sport Studies
Sport and Physical Activity
Sports Performance and Excellence
Sport and Exercise Science.
Level 3 Technical Levels in:
Sport and Physical Activity
Personal Training
Personal Training and Behaviour Change
Fitness Services
Exercise Science and Personal Training
Personal Training for Health, Fitness and Performance
Physical Activity and Exercise Science
A Level in Physical Education and Sport. This will support progression to higher education. Learners could also progress into
employment or onto an apprenticeship.
The following GCSE subject areas will complement this qualification by further broadening application of skills in the context of
health and fitness:
Food Preparation and Nutrition
Maths
English
Science
Page 31 of 41GCSE HISTORY
Exam Board: AQA
Specification code: 8145
SUBJECT DESCRIPTION
Following a course in GCSE History allows pupils to:
• Focus on a substantial and coherent medium time span of at least 50 years. The study will require students to
understand an unfolding narrative of substantial developments and issues. The period study can be from any of the
specified eras below.
• One British and one European/wider world. Depth studies enable students to focus on a substantial and coherent
short time span. The studies enable students to gain understanding of the complexities of a society or historical
situation and the interplay of different aspects within it. Depth studies must be taken from different eras.
• The study of the historic environment should focus on a particular site in its historical context and enable students to
study the relationship between a place and historical events and developments.
UNIT 1: Wider World Study
Pupils will study one of the following options:
• America, 1840–1895: Expansion and consolidation
• Germany, 1890–1945: Democracy and dictatorship
• Russia, 1894–1945: Tsardom and communism
• America, 1920–1973: Opportunity and inequality
UNIT 2: Depth Study
Pupils can choose one of the following options:
• Conflict and tension: The First World War, 1894–1918
• Conflict and tension: The inter-war years, 1918–1939
• Conflict and tension between East and West, 1945–1972
• Conflict and tension in Asia, 1950–1975
• Conflict and tension in the Gulf and Afghanistan, 1990–2009
UNIT 3: Shaping The Nation
Choose one of the following options:
• AA Britain: Health and the people: c1000 to the present day
• AB Britain: Power and the people: c1170 to the present day
• AC Britain: Migration, empires and the people: c790 to the present day
Section B: British depth studies including the historic environment
Choose one of the following options:
• BA Norman England, c1066–c1100
• BB Medieval England: the reign of Edward I, 1272–1307
• BC Elizabethan England, c1568–1603
• BD Restoration England, 1660–1685
SKILLS DEVELOPED AND CAREER OPPORTUNITY
Apart from being interesting, studying History is very useful. It provides a good grounding for pupils who would like to go on to
study History or Geography. Employers who see that pupils have a qualification in any of the humanity subjects, know that you
have developed certain key skills which can be applied to other situations.
They will know that:
you can understand what motivates people, what they think and feel
you can gather and read different kinds of information
you are able to look carefully at information, h ave good prob lem -solvin g skills
you can read maps, graphs and other diagrams
you will be able to communicate clearly and have learned to express yourself verbally
Page 32 of 41VCERT TECHNICAL AWARD IN PERFORMANCE
SKILLS 1/2
Exam Board: NCFE
Numerac
Literacy
y
Myself
Comm. and
Others
Learning
Function
to Learn
al
(PLTS)
SUBJECT DESCRIPTION
This qualification is designed for learners who want an introduction to performance that includes a vocational and
project-based element. The qualification will appeal to learners who wish to pursue a career in the performance sector
or progress onto further study.
It is distinct from GCSE Drama, GCSE Music and GCSE Dance, as it encourages the learner to use knowledge and practical tools
to focus on supporting people across a range of performance disciplines. The study of performance skills involves understanding
development as a performer, the performance industry, production and promotional roles, development of events, and the
staging of a performance. The qualification focuses on an applied study of the performance industry and learners will gain a
broad understanding and knowledge of working in the sector.
COURSE STRUCTURE
Assessment value Type of assessment Summary of unit
Unit 40% Externally assessed A variety of assessment styles will be used,
01 written examination. including multiple-choice, short-answer and
extended-response questions. This will enable
learners to demonstrate their breadth of
knowledge and understanding of the subject and
ensure achievement at the appropriate level,
including stretch and challenge. As far as possible,
real-world case studies and contexts which are
relevant to the sector will be used. This is to
engage and stimulate learners under examination
conditions and to facilitate the drawing out of a
wide range of knowledge and skills developed
throughout their learning.
Page 33 of 41Assessment value Type of assessment Summary of unit
Unit 60% Internally assessed A performance opportunity that enables learners
02 synoptic project. to show that they can transfer knowledge and
skills learnt in one context to resolve problems
raised in another. To support the development of
a synoptic approach, the qualification encourages
learners to make links between elements of the
course and to demonstrate how they have
integrated and applied their increasing
knowledge and skills from the beginning.
As learners progress through the course, they will
use and build upon knowledge and skills learnt
across units. The internal synoptic project will test
the learners’ ability to respond to a real-world
situation.
SKILLS DEVELOPED AND CAREER OPPORTUNITY
Depending on the grade the learner achieves in this qualification, they could progress onto Level 2 and Level 3 qualifications
and/or GCSE/A Levels.
Learners who achieve at Level 1 might consider progression to Level 2 qualifications post-16 such as:
a GCSE in Drama
a GCSE in Music
a GCSE in Dance
study at Level 2 in a range of technical routes that have been designed for progression to employment,
Apprenticeships and further study. An example might include the Level 2 Technical Award in Music Technology.
Technical certificate qualifications provide post-16 learners with the knowledge and skills they need for skilled
employment or for further technical study.
Learners who achieve at Level 2 might consider progression to Level 3 qualifications post-16 such as:
Level 3 Applied General in Music Technology. This qualification prepares learners for progression to higher
education in the performance sector.
Level 3 Technical Level in Performing Arts. This qualification prepares learners for progression into employment or
onto an Apprenticeship through specialising in a technical occupation in the performance skills sector. Technical
Level qualifications provide post-16 learners with the knowledge and skills they need for skilled employment or for
further technical study.
A Level in Performing Arts. This will support progression to higher education.
Learners could also progress into employment or onto an Apprenticeship.
The understanding and skills gained through this qualification could be useful to progress onto an Apprenticeship in the
performance sector through a variety of occupations such as a Production Assistant, Creative Venue Technician or Assistant
Technical Director.
Page 34 of 41VOCATIONAL COURSES
Places can be arranged as part of our ‘engagement curriculum’ and can be made available for pupils who would benefit
from spending curriculum time studying more vocational courses at St Dominic’s School and at another institution one day
a week. This is to be discussed and offered by the school on an individual basis. Based on area of interest and need, this can
be through:
Skillway (no accreditation available though can lead to apprenticeships and work experience -
http://www.skillway.org.uk/)
Construction Vocational Taster (ASDAN credits that can be put towards other ASDAN qualifications such as CoPE
at Key Stage 4 and 5 - https://www.asdan.org.uk/courses/programmes/construction-vocational-taster)
The Bike Project - a social enterprise which refurbishes donated bikes. We work with young people and adults
from all backgrounds to build confidence, develop life skills and provide work experience
Whilst this offers additional opportunities to those available within St. Dominic’s, it does reduce the breadth of the pupil’s
curriculum. Pupils must therefore have a strong interest in pursuing a career in their chosen area; they will have to
complete an application form and pass an interview to gain acceptance onto these courses. Please note that pupils
choosing a vocational course will have one choice of subjects in school options.
Vocational courses enable pupils to gain practical skills and theoretical knowledge relevant to their chosen vocational area.
They may move on to employment with training in this field, or continue to the next level of vocational qualification. Some
pupils progress to level 2 or 3 qualifications.
Page 35 of 41SUPPORTING/ADDITIONAL PROVISIONS
Page 36 of 41EXTRA-CURRICULAR STUDY
GCSE MODERN FOREIGN LANGUAGE
St. Dominic’s does not offer the opportunity to study a language on a weekly basis in Key Stages 2 and 3. For this reason, a
modern foreign language could be offered based on pupil interest, aptitude to learn a language and previous experience.
This will be as an additional GCSE that is taught outside of timetabled lessons during lunch times and after the school day has
finished.
Please express interest in a modern foreign language qualification using the separate section on the options form.
GCSE MUSIC
GCSE Music is a challenging subject and suitable for pupils who are learning a musical instrument only. The option to access
a Music GCSE will only be as an additional GCSE that is taught outside of timetabled lessons during lunch times and after the
school day has finished. This requires a high level of commitment from pupils.
Please express interest in a GCSE Music qualification using the separate section on the options form.
Page 37 of 41KEY STAGE 4 THERAPY PROVISION
Therapy at St Dominic’s School is fully integrated into the curriculum to provide a blended approach to teaching and learning.
This ensures that pupils do not miss essential exam preparation and coursework. Through the Needs Led Curriculum pupils
will receive targeted small group work on specific areas of difficulty such as The Language of Mathematics, Personal Safety,
Managing Anxiety and Revision Techniques.
Both Speech and Language and Occupational Therapists support the joint delivery of PSHCE together with the Careers
Guidance Practitioner. The programme is designed to focus on the development of functional independence and social
communication skills in preparation for the transition to post sixteen education. It is supported through individual
sessions as required and all pupils have the opportunity to practise and develop skills at their own pace with an appropriate
level of support.
Topics covered in Key Stage Four include independent travel skills, preparation for work experience and relationship and
sex education. In Year 11 the emphasis is on the organisation of revision, strategies for answering different types of exam
questions and preparation for the transition to post sixteen education.
Our aim is to extend the skills of each individual according to his/her ability and all pupils work at their own pace to
improve individual levels of function.
Page 38 of 41WORK RELATED LEARNING
Work-related learning and enterprise activities are mapped clearly to career planning. This ensures that pupils gain
information and experiences that help increase their knowledge of careers and work opportunities as well as develop
employability skills.
Key Stage 4 pupils take part in a range of activities to enable them to learn about and experience the world of work. This includes
enterprise days off timetable, visits to careers fairs run by local colleges, taster days, college transition days, a programme
of supporting lessons in PSHCE and, in year 11, a work experience placement.
Other aspects of the programme helping pupils to prepare for world of work include mock interviews, business challenges, guest
speaker visits, visits to businesses and organisations and bespoke subject-related projects.
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