St Augustine’s Catholic College

SPECIALIST TECHNOLOGY AND SPORTS COLLEGE

GCSE Options Booklet 2015-2017

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Dear Year 9 Student Welcome to your Curriculum Options booklet for 2015 -2017. You are about to begin the two most important years of study of your life so far and so it is essential that you recognise that the decisions that you make are very important. At St Augustine’s College we teach a broad and balanced CORE curriculum that you must follow. We also appreciate that you will want to express your own preferences and allow you to do this through OPTION choices. These are very important decisions to make and so you must f ind out as much as you can about the courses on offer before you make your f inal choices. Try to do all of the following:

Listen to advice given out in the whole school assembly.

Attend the Options evening on 21 May, l isten to what is said and ask questions.

Talk to your tutor who will explain the booklet and help you decide your priorit ies.

Speak with subject specialists and ask their advice.

Discuss your options with Careers (Mrs Hanlon) or Mrs Wills, Independent Careers Adviser.

Read the options booklet with your parents and talk about your choices. Please return your Options Form by Friday, 5 June. Mr J C Alsop Head Teacher

Curriculum Options 2015-17

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St Augustine's is a Catholic College which embraces the gospel values of Jesus Christ in its everyday life and

work.

It is a learning community which seeks the highest standards of excellence whilst remaining committed to valuing

each individual and their gifts.

Options Evening for Parents

An opportunity exists for you to listen to a presentation which will explain the options process for a student in Year 9 on:

Thursday, 21 May at

6.00 pm There will be two parts to the evening Two short presentations in the hall and the

Lasallian Centre Subject displays

Help and Advice Choosing the correct subject balance for 10th and 11th year courses requires information, consultation and advice. Subject teachers are available at any time to advise on students’ progress and potential for different courses. Meanwhile during the term students will have been given information explaining the options system together with various materials. This is designed to give guidance as to the criteria to be used in making subject choices and to help students to research the requirements for further education courses and careers.

Mission Statement

Mr Pitcher is available to speak to students and parents if any advice is required on making the most of the option system, and Mrs Hanlon is also available to provide further information on careers. She is available in College and by email: chl@st-augustines.wilts.sch.uk. Students can also make an appointment with Mrs Wills, Independent Careers Adviser.

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The Core Curriculum

The Core Curriculum At St Augustine’s we believe that our mission is to develop the whole person. This is reflected in our core curriculum offer which is underpinned by the key academic subjects of English, Maths and Science. In addition all students study RE, which will enable every student to flourish spiritually, and all students take core PE so that they leave school with a love of regular sport and physical activity which, we feel, is essential to living a full and healthy life. The CORE subjects are those that the college considers to be compulsory for all St Augustine’s students. They are: English Mathematics Physical Education Religious Education Science Each of the core subjects will offer a differentiated curriculum that will stretch the most able and support students with specific learning needs. Please refer to the subject pages for more information regarding the core curriculum offer. Core Changes From September 2015 the first phase of reforms to GCSE qualifications comes into effect. The first subjects to be reformed from September 2015 are English Language, English Literature and Mathematics. The main changes to the GCSE are summarised as follows:

A new grading scale of 9 to 1 will be used, with 9 being the top grade.

Assessment will be mainly by exam, with other types of assessment used only where they are needed to test essential skills.

There will be new, more demanding content.

Courses will be designed for two years of study – they will no longer be divided into different modules and students will take all their exams in one period at the end of their course.

Exams can only be split into ‘foundation tier’ and ‘higher tier’ if one exam paper does not give all students the opportunity to show their knowledge and abilities. This will apply to Mathematics with the foundation tier covering grades from 1-5 and the higher tier from 5-9.

Resit opportunities will only be available each November in English Language and Maths. What does this mean for students beginning GCSE study in 2015? This only applies to English Language, English Literature and Mathematics from 2015 with most other subjects being reformed from 2016. All other subjects will continue to be assessed and graded as they were previously. A significant difficulty will be that students will be graded 9-1 in English and Mathematics and A*-G in all their other subjects.

Personal Development At Key Stage 4, students will have opportunities to research Post 16 educational and career routes in Year 11. This coincides with open events at principal centres of learning in the area. The RE department delivers SRE (Sex and Relationship Education) at Key Stage 4.

Drugs awareness programmes will be delivered during specific workshops at key points of KS4. E-Safety knowledge and awareness developed in KS3 will be reinforced through all subject areas and as part of the ongoing pastoral programme.

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The OPTIONAL subjects are listed below together with the details of staff in charge of those departments. You should speak with the Heads of Department and read the subject information in this booklet before making your choices. Subject Head of Department Email Art & Design Mr Quigley mjq@st-augustines.wilts.sch.uk Business Studies Mr Ryan gfr@st-augustines.wilts.sch.uk Design Technology Mr England englandg@st-augustines.wiltss.sch.uk Drama Mr Smith smithr@st-augustines.wilts.sch.uk Geography Mrs Ewings jeh@st-augustines.wilts.sch.uk History Mr Reid mrr@st-augustines.wilts.sch.uk ICT/Computer Science Mr Mokebo jmm@st-augustines.wilts.sch.uk Languages Mrs Braham chb@st-augustines.wilts.sch.uk Music Mr O'Mahony rom@st-augustines.wilts.sch.uk Dance/Performing Arts Mrs Nelson nelsonv@st-augustines.wilts.sch.uk Physical Education Mr Andrews maa@st-augustines.wilts.sch.uk

Optional subjects We recognise that you have individual needs and aspirations, which are not necessarily met by the core alone. Consequently we enable you to study FOUR OPTIONAL subjects. Each of the optional subjects will offer a differentiated curriculum that will stretch the most able and support those with specific learning needs. Please refer to the subject pages for more information regarding the optional subject curriculum offer. You must select FIVE subject preferences from all the subjects that are available in rank order, with your first preference ranked 1, second preference ranked 2 and so on. The college will then offer you FOUR of your FIVE preferences. To comply with the government’s revised accountability measures for schools regarding a broad and balanced curriculum, students must pick at least one option from the first box. We will endeavour to maximise your preferences, but please be aware that there will be some constraints due to resourcing and staffing and so not all of you will be offered your first four preferences. Should you decide to put Study Support as one of your options, please could you make that Option 1.

Optional Subjects

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ENGLISH

GCSE English Literature – AQA Specification Students will sit two exam papers, which will cover the content outlined below. The literature exams are both content and skill based. Students will be taught how to respond to texts analytically, looking at key literary concepts including character, setting, voice, theme, relationships, context and audience. Students will learn how to compare texts analytically; this skill is tested in the poetry element of the course. Shakespeare

Macbeth, The Tempest, Romeo and Juliet, Much Ado About Nothing, Julius Caesar or The Merchant of Venice

19th Century Novel

A Christmas Carol, Strange Case of Dr Jekyll and Mr Hyde, Frankenstein, The Sign of Four, Great Expectations, Jane Eyre or Pride and Prejudice

Modern Prose or Drama

Lord of the Flies, Animal Farm, Never Let Me Go, Pigeon English, Anita and Me, Telling Tales, An Inspector Calls, Blood Brothers, The History Boys, DNA, The Curious Incident of the Dog in the Night-Time (play script), A Taste of Honey

One cluster (15 poems) from AQA poetry anthology, Poems Past and Present:

Love and Relationships or Power and Conflict Unseen Poetry

Students will respond to two unseen poems separately before then comparing them.

GCSE English Language – AQA Specification Students will sit two exam papers, which will cover the content outlined below. These exams are skill based, rather than content based. The exams will test students’ ability to respond analytically to unseen extracts of Literature and Non-Fiction writing. These elements of the exams test students’ Reading skills. Students will also be prepared to write creatively. These elements of the exams test students’ Writing skills. Students will learn how to compare texts analytically.

Respond to an unseen Literary Fiction text (20th or 21st Century)

Creative Writing: Descriptive or Narrative writing

Respond to an unseen Non-fiction text

Respond to an unseen Literary non-fiction text

Creative Writing: Writing to present a viewpoint

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Mathematics at GCSE Mathematics is a core subject at GCSE and all students will take a full GCSE qualification or an Entry Level certificate. The Maths GCSE encourages students to develop confidence in, and a positive attitude towards, mathematics and to recognise the importance of mathematics in their own lives and to society. It prepares students to make informed decisions about the use of technology, the management of money, further learning opportunities and career choices. What will I learn? The students will develop their knowledge, skills and understanding of mathematical methods and concepts in the following areas:

number algebra geometry measures statistics and probability

They will use their knowledge and understanding to make connections between mathematical concepts and apply the functional elements of mathematics in everyday and real-life situations. The content of the GCSE course is a natural progression from the Key Stage 3 syllabus. Topics covered in Year 9 will be revisited to ensure that progression through each unit of work is based on a solid foundation. How will I assessed? The GCSE will be assessed using the new 9 - 1 grading system where 9 is the highest grade. There has been an increase in breadth and depth of content and a greater emphasis on questions at the highest grades. The students will need to memorise more formulae than previously. The assessment consists of 3 exam papers which have to be taken at the end of Year 11 and the total length of the exams has to be at least four and a half hours. One exam will be non-calculator. The Entry Level Certificate will be assessed using a series of tasks which are completed during normal lessons.

MATHEMATICS

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RELIGIOUS EDUCATION

Why study RE? Religious Education forms an important part of the core curriculum at Key Stage 4. All pupils will participate in this course leading to GCSE certification. The title of this course is Religious Studies B (Philosophy and Applied Ethics) What will I learn? Applied Ethics is delivered in Year 10 and comprises a study of the following topics from the perspective of Christianity: B603 - Human Relationships, Medical Ethics. B604 - Equality, Peace & Justice. Philosophy of Religion is delivered in Year 11. The topics covered include: B601 - Deity, End of Life B602 - Good and Evil, Science. The RE Department aims to deliver this course using interactive and debate based teaching methods. We also allow time for activities that promote spirituality to enrich the RE Key Stage 4 curriculum. How will I be assessed? The course will begin after Easter in Year 9 and all units will be assessed at the end of Year 11. For students requiring entry level courses we deliver OCR Religious Studies A: Christian Practice.

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SCIENCE AQA Science A

AQA Additional Science

Why study Science?

All students study Science. The specifications were new for 2011 and have been revised to provide modern, exciting courses to equip students with the knowledge and understanding for life in the 21st century. All students will study Science A, most will go on to study Additional Science in Year 11 which will lead to a second GCSE qualification. This is an alternative route to Triple Science GCSE and by far the most popular route. It is possible to study any of the Science A Levels and university courses through this route.

What will I learn? The Science A unit is the “core” and has an emphasis on How Science Works; on evaluating evidence and on the implications of science for society. In contrast, the Additional Science course has a greater emphasis on explaining, theorising and modelling in science.

Science A contains topics on Human Biology, Evolution and

Environment, Products from Rocks, Oils, Earth and Atmosphere, Energy and Electricity, and Radiation and the Universe.

The Additional Science course includes the study of

Biology: Cells, Photosynthesis, Food Chains, Life/

Carbon Cycles, Enzymes, Homeostasis, Inheritance.

Chemistry: Atomic Structure and Bonding, Synthesis

and Industrial Processes, Rates of Reaction, Electrolysis.

Physics: Kinematics, Dynamics, Energy and Work,

Momentum, Electricity, Radiation, Nuclear Fission/Fusion

How will I be Assessed? In both Science A and in Additional Science there is a 1 hour written paper each for Biology, Chemistry and Physics. There is also a Controlled Assessment based on practical work for each GCSE which is worth 25%. Coursework, known as ISAs, is completed in both Year 10 and Year 11, however all examinations take place in Year 11.

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TRIPLE SCIENCE AQA GCSE Biology, Chemistry and Physics

Why study Separate Sciences? Triple Science is designed for those students with a passion for science and who have achieved high academic levels in science in Year 9; a minimum of a Grade D or level 6 equivalent. It provides a very good foundation for A level but is not essential and is not required for most university science courses. Students showing passion for science, who have made the necessary achievements in science and mathematics will be selected for the course. Students should be aware that as this is not an option it has the same learning time as Science A/Additional Science but with a third extra content per science. For this reason commitment to the course is essential. What will I learn? The Triple Science course is an extension to the Core and Additional Science programme with one extra unit per subject. This course will be taught in the same time period as Core and Additional Science. The extra units are more complex and in many ways more enjoyable as they will stretch the more able student. It contains a comprehensive coverage of each of the three sciences. The course will enable you to understand better the world in which you live, and take an informed interest in science and scientific developments. You will learn about the basic principles of science through a mix of theoretical and practical studies. In addition to scientific knowledge and understanding, you will develop your ability to handle information and solve problems. You will also develop experimental and investigative skills. All these abilities are essential for further study at A level and are useful in everyday life. How will I be assessed? For each science there will be:

Three written exams of 1 hour each worth 25% of the total

mark

One controlled assessment that is practical based worth 25%

of the total mark. All written examinations are taken in Year 11.

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PHYSICAL EDUCATION

Why study Physical Education?

Mens sana in corpore sano (A sound mind in a healthy body - Roman poet Juvenal) Physical Education has been elevated to a prominent position amongst school subjects, as we seek solutions to the projected health problems caused by an increasing lack of physical activity amongst our young people. There is also growing evidence from neuro-scientists about the importance of movement for the development of the brain and of the psychological benefits of being physically active. The British Journal of Sports Medicine recently published research that proposed, “one hour’s exercise each day would translate in to a predicted increase of academic attainment of almost one grade at GCSE level.” As a Department we embrace this recognition and the challenges it brings to St. Augustine’s. What will I learn? All students will participate in two hours of Physical Education each week and will be asked to select a ‘Pathway’ depending upon their own strengths and aspirations. Pathways currently specialise in adventurous activities, creative activities and the more traditional strategic and tactical games. Athletic activities and health related fitness are incorporated across the pathways. We aim to provide a balanced curriculum which allows students to demonstrate increasingly refined techniques; performance becomes more consistent and effective. Students anticipate the responses of others and use this information to adapt their own performance. They undertake different roles, such as performer, coach and official;they evaluate accurately and make judgements using the relevant technical terms. Students regularly participate in health-promoting physical activity, and show an understanding of the principles used to prepare and monitor exercise programmes for an active healthy lifestyle. How will I be assessed? This is not an examination subject but nevertheless we expect no less in terms of commitment and standards. Students will have the opportunity to gain National Governing Body Awards for performance, coaching, officiating and Sports Leadership. Our hope is that all students continue with some form of regular physical activity for the rest of their lives, enjoying its benefits.

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Why study Art & Design? The GCSE Art & Design course aims to enhance the visual education of our students through developing their critical appreciation of Art, their technical skills and their creative responses to ideas and situations. This creative thinking, coupled with resourceful and independent study is essential at this key stage, as it will be later on at A level, further education or employment. The transition from Key Stage 3 is quite dramatic at first but once students begin to harness the artistic disciplines and freedom offered by the course they invariably progress successfully and possess lifelong skills and understanding of Art. There are now more than 80 different B.A. courses offered at Universities and Art Colleges in the growing branches of Art & Design. What will I learn? Primarily students will understand that their art, as well as all other art, flows from their own personal experiences, interests and concerns. They will come to realise the importance of gathering their own resources related to the themes they are investigating and explore many new types of media, practices and processes on their journeys. Critical study, analysing and responding to other art in their own work, is perhaps one of the steeper steps in students’ learning, but once embraced produces great reward. How will I be assessed? There is no timed written exam in Art & Design. 60% of the total marks are awarded for coursework, comprising 2 units of work, each based around a set, open-ended theme. 40% of the marks are for the examination unit, which lasts about four months. The course finishes in the middle of May in Year 11. In each unit students are required to produce a substantial body of artwork in journals (sketchbooks) and on A1 sheets, They are assessed in relation to how well they have Recorded & Resourced (drawing, painting, 3D work, photography, gathering subjects for study etc), Explored (media, ideas and practices and processes), Analysed/Responded to other art and produced a final outcome. These criteria form the objective ingredients of the assessment but what underpins the most successful students’ work is a sense of industry, struggle, enterprise and enjoyment.

ART

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Why Study Business Studies? This course is both active and enjoyable. To solve business problems you need to be good at communicating and explaining your ideas. You will learn how to be a creative thinker and how to make decisions. You will also learn about the world of business through research, investigation and practical tasks. It doesn’t matter if you haven’t studied business prior to taking this course. You might have an interest in business, and want to start your own business one day. You may have an enquiring mind and be interested in learning about the world around you, how businesses are set up, and what it is that makes someone a great entrepreneur. Highlights of the course include:

Taking part in a Dragon’s Den competition

Visiting Cadbury World to find out why marketing is important What Will I Learn? While studying the first two units of this course (Year 10) you will be introduced to the world of small businesses and will look at what makes a successful business person. You will find out how to develop an idea and spot an opportunity, and turn that into a successful business. You will understand how to make a business effective and manage money well. You will also see how the world around us affects small businesses. In Unit 3 (Year 11) you will learn more about how businesses are developed and discover how businesses promote themselves and keep their customers happy. You will learn how businesses manage their finances and the people who work for them. How will I Be Assessed?

For Unit 1 you will take a written examination paper at the end of Year

11 with multiple-choice questions. (25%)

In Unit 2, you will be given a list of Controlled Assessment tasks to

choose from. The tasks will be based on what you have studied in Unit 1. This is written in January of Year 11. (25%)

In Unit 3, you will sit another written examination paper at the end of

Year 11 giving you the other half of your marks. The questions will be a mixture of multiple-choice, data response, short-answer, extended-writing and scenario-based questions. (50%)

What can I do after I have completed the course? The Business GCSE can help you prepare for further and higher education. It prepares you for AS/A2 Levels in Economics & Business as well as BTEC and NVQ courses in many different subjects. You will become skilled in making decisions, being creative, solving problems, understanding finance, dealing with data, communicating and working as part of a team. Even if you do not want to go on to study business further you will have benefitted from studying a GCSE Business course because many jobs you do will involve working for a business. However, a GCSE Business course could also lead to work in a business related profession such as accountancy, law, marketing or the leisure and tourism industry.

BUSINESS STUDIES

Next Steps! If you want to find out more about the skills you might learn or should develop when studying this course, watch BBC programmes like The Apprentice and Dragon’s Den. You could also look at the following websites to discover the types of things you might learn:

www.businessstudiesonline.co.uk/

And of course, talk to Business students in Year 10 and 11 to find out what they think.

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DANCE

Why Study GCSE Dance? Dance is a creative and physically demanding course for students who may not have danced before but wish to be challenged in their knowledge of movement, to work innovatively with others, and enjoy expressing ideas. As an 80% practical course you will spend a great deal of time being active, learning to create interesting dances and perform with confidence. 20% of the course is preparing for one written exam which asks students to evaluate professional dance works. What will I learn and how will I be assessed? Students will study dance performance, creation and appreciation. In performance work students will develop their range of movement – greater physical control, stamina, strength and mobility. These skills are used so students can express their ideas effectively in performance. Students learn to be critical of their own skills and to improve them. A great deal of time is spent on choreography as this involves experimenting, clarifying and rehearsing movement sequences, developing techniques to communicate well with team members and audiences, and reviewing dance pieces. Students use their practical skills to review the work of professionals. These analytical discussions ask students to critically engage with a range of theatre work. Students will learn to share ideas and write clear descriptions and evaluations. Students also take a theatre trip each year to see dance performances. Students will need to equip themselves with dance trousers/leggings and fitted black clothing. How will I be assessed? 20% Critical dance appreciation – 1 hour written exam, externally assessed 20% Set dance performance – practical, externally assessed via DVD recording 20% Performance in a group dance - practical, Controlled Assessment & moderated 40% Choreography 2 tasks—practical, solo composition and group dance, controlled assessment and moderated.

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DESIGN TECHNOLOGY Food Technology

What is Design & Technology?

Design & Technology is becoming an increasingly complex subject. As user needs become more specialised and markets more competitive, understanding human biases and general design principles requires astute academic insight.

As a subject discipline it prepares pupils to engage with rapidly changing technologies and provides opportunities to respond to the environment in which they live. Here at St Augustine's we seek to enable our students to explore their creativity and enjoy the wide ranging opportunities which Design & Technology can offer.

Through the provision of a stimulating and creative learning environment our students are encouraged to think and intervene imaginatively to improve quality of life. The subject calls for students to become creative problem solvers, as individuals and members of a team, qualities important to all individuals and so highly valued by Higher Education and employers. They must look for needs and opportunities and respond to them by developing a range of ideas which they can then communicate, through a design folio and practical solution. By doing this they will develop their research, analysis, product development, project planning and evaluation skills. These are all skills which are transferable and are applicable to many different careers.

What Design & Technology Courses are available?

We offer four GCSE Design and Technology courses at St Augustine’s. Theses are as follows:

Food Technology

One of the most popular courses, Food Technology gives students a hands on look into the food and catering industry. There is much to learn but most of this will involve ‘learning-by-doing’. Students will learn a tremendous amount through making activities which involve working with food ingredients and food products. Hopefully this is one of the reasons students will choose to study GCSE Food Technology. Food Technology involves:

Learning about foods, ingredients, processes, techniques

Experimenting, investigating and testing products

Being creative and designing new products

Understanding how a product is developed in a test kitchen

Having an insight into how products are made in industry

Understanding about diets and health

Making choices as consumers

Food Technology involves students working in the same way as a food technologist works in industry. The food technology room becomes the test kitchen. Students will be designing and making a wide range of products, developing making skills but also having the opportunity to design and make different food products. This is called the design process. In addition to gaining a GCSE, whilst on the course students will undertake a nationally recognised Food Hygiene Certificate.

How will I be assessed? Despite being continually assessed throughout the year, all formal assessment will take place in the final year in the form of a Design and Make Project (60%) and a 2 hour written exam (40%).

N.B.

Due to the new options process students can now choose to take two

Design and Technology subjects. Should they wish to explore this opportunity they must first discuss it with Mr England before completing the options form.

The student’s Year 9 performance will influence which choice they will be

offered.

The group size for each course will need to take Health and Safety

regulations into account.

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DESIGN TECHNOLOGY Graphic Products

Graphic Products During the Graphic Products course students undertake a range of design and make activities related to the fascinating world of graphic design. Students will focus on corporate identity, commercial marketing and advertising, display, packaging as well as getting an insight into commercial printing processes. The course can lead students into a wide range of interesting and worthwhile careers and is extremely relevant to the understanding of how some of these actually work. Graphic Products involves:

Being creative and designing new products

Understanding how and why the ‘design process’ works

Learning how to research into a topic effectively and use this

research to guide your designs

Learning how industry uses graphics and modelling skills in a

wide range of products

Developing many skills which enable them to present and make

quality products

Learning about graphic processes, techniques and making skills

Experimenting, investigating and testing products

Understanding how a range of products are manufactured

commercially

Having an insight into the use of colour, shape and layout of a

design

Understanding and using a variety of CAD/CAM techniques

Graphic Products involves students working somewhere between how a graphic designer and a model maker would work in industry. The classroom becomes not only a design studio, but also a place to make high-quality models in three dimensions. Students will be designing and making a full range of products, showing different ways of presenting ideas to a client, developing 3D-making skills and using CAD/CAM to gain a really professional finish.

How will I be assessed? GCSE grades will be awarded as a result of completing two units in the final year of the course.. Unit 1: A 2 hour written examination on subject knowledge worth 40% of the total marks. Unit 2: A design and make project involving the student making a graphic product. This is worth 60% of the final mark.

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DESIGN TECHNOLOGY Resistant Materials

Resistant Materials Our world is full of products that are made from resistant materials. From the moment you wake in the morning to the time you return to bed, the whole day will be influenced and affected by products that have been designed and made from resistant materials. When undertaking the Resistant Materials course, students will get the opportunity to design and make products using the three main materials; metal, plastic and wood. Over the two years students will:

Look at how products have been developed over the years

Research into famous designers’ creations and how they can influence design today.

Learn techniques that will enable them to become a creative designer

Experience different methods and ways of presenting design ideas

Develop an understanding into the working properties of materials

Know about different methods of manufacture

Be able to cut, shape, form, cast, join, clean and finish a wide range of materials.

Learn about social, moral, environmental and sustainable issues concerned with designing and making products

As well as experiencing traditional manufacturing processes, students will work extensively with the department’s CAD/CAM facilities. Ranging from CNC lathes, router and milling machines, to injection moulder, laser cutters and 3D printer. In addition to this they will also get a chance to look at the ever changing world of SMART materials and how they can incorporate these into their designs.

How will I be assessed? GCSE grades will be awarded as a result of completing two units in the final year of the course. Unit 1: A 2 hour written examination on subject knowledge worth 40% of the total marks. Unit 2: A design and make project involving the student making a real product. This is worth 60% of the final mark.

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DESIGN TECHNOLOGY Textiles Technology

Textiles Technology Students who opt to study Textiles Technology at GCSE are keen to design and make creative and unique pieces of textile work. Textiles Technology is a very exciting subject that encourages students to consider technological advances in textiles as well as building up traditional textiles skills, knowledge and understanding. Students will explore textiles as a material and study how fabrics are manufactured in the textile industry. Clothing for sport, fashion and protection will be a major focus for understanding how items are designed and made to satisfy consumer demand. The subject involves:

Learning about fibres, fabrics and components

Being creative and understanding how designers get inspiration for design ideas.

Understanding the issues that influence textile design and marketing.

Investigating methods to colour, decorate and stitch textile products.

Testing, developing and evaluating ideas.

Being aware of how textile products are manufactured.

Knowing about the use of computers in designing and making. Many Textile Technology lessons involve practical work, to explore exciting new textile techniques. Students will work with dyes, fibres, threads, yarns, fabrics and components to add colour, pattern, shape and texture to design ideas. Textile skills are taught to understand how to shape and add 3D features and fastenings to products. Some lessons will focus on learning about textile materials and components, perhaps involving product analysis. Students will need to know about how designers operate and how textile products are manufactured in order to develop their own successful products. In addition to this students will also look at sustainability, ethical and recycling issues relating to the textile industry.

How will I be assessed? Despite being continually assessed throughout the year all formal assessment will take place in the final year in the form of a Design and Make Project (60%) and a 2 hour written exam (40%).

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Why Study Drama ? It develops a wide range of social skills, useful in all other subject areas and outside the college environment, such as:

• Self-esteem Concentration • Self-confidence Co-operation • Negotiation Assertiveness • Respect for others Communication

It is one of the few subjects which assesses a student's ability to work as part of a team and this is recognised by schools, colleges, universities and businesses.

What will I Learn? Students will learn about different genres and performance styles.

They will explore the ways in which performers and designers

communicate meaning to an audience. Students will develop

understanding of stage and performance conventions as well as use

of appropriate drama terminology and how to use it. Not only will

students have the opportunity to create, interpret and communicate a

role or character, they will also have the option to learn about the

design and technical side of theatre.

How will I be assessed? Unit 1 – 42401 Written Paper – 1 Hour 30 mins (Students will sit the written exam at the end of Year 10.) 80 marks – 40% The written paper comprises 3 sections.

Practical work completed during the course

Study and performance of a scripted play

Study of a live theatre production seen

Students must complete Section A and choose between Section B or C. This written exam involves the description, analysis and evaluation of performance. Many students find this aspect of the course demanding and many lessons and homework will be devoted to developing written exam strategies. Unit 2 – 42402 Practical Work 120 marks – 60% Students are required to present practical work for two cControlled Assessment options each with a weighting of 30%.

Options:

Devised Thematic work Acting Improvisation Theatre in Education Set Design Physical Theatre Costume Make-up Properties Masks Puppets Lighting Stage Management Sound . Students can either choose to act or do design technical units. To do well, students need to have a passion for the subject, see live theatre in their own time, devote lunch times and after school to rehearsals and - if wanting to do acting - be confident performing in front of others.

DRAMA

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GEOGRAPHY

Why study Geography? Examination Board: Edexcel (B) The geography syllabus is modern and contemporary and allows students to investigate the key issues which will affect us and the planet in the 21st Century. It provides an opportunity for students to develop the skills which are valued by employers and will be essential in their further studies in geography but are also easily transferrable to all other subjects. What will I learn? The students will study a range of topics both physical and human; so they have a broad geographical knowledge and understanding, but also focus in depth on key issues, allowing them to investigate issues that interest them. They will also develop many skills such as team work, computer literacy, data analysis and self-motivation. • Unit 1: Dynamic Planet (1hr 15 mins exam - 25%)

In this unit we will investigate some of the current issues in physical geography: Climate change, Oceans on the Edge, Coastal Change and Conflict, The Battle for the Biosphere, Water World and the Restless Planet.

• Unit 2: People and the Planet (1hr 15 mins exam - 25%) In this unit we look at the ways in which people live on the planet and how we interact with our physical environments: Population Dynamics, Consuming Resources, Globalisation, Changing Economy of the UK, Challenges of a Rural World and Development Dilemmas.

• Unit 3: Geographical Decisions (1hr 30 mins exam - 25%) During the course students will develop a range of skills and they will use these, along with their knowledge and understanding to make decisions about a topical, contemporary issue in an exam.

• Unit 4: Controlled Assessment (25%) In this assessment students will write up the fieldwork they have completed under controlled conditions and this will be marked by their teachers.

How will I be assessed? The GCSE assessed by three short exams (1-1.5 hrs each), available as both Higher and Foundation tiers, and by a piece of Controlled Assessment which is completed in lessons. Fieldwork is an essential component of geography and allows students to develop a deeper understanding of the theory they have studied in the classroom. In order to complete their Controlled Assessment, all students will take part in a compulsory residential trip to Swanage which usually takes place in the summer term of Year 10. There may also be the opportunity for students to take part in an optional overseas visit in Year 11.

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HISTORY

Why study History? Studying History at GCSE will enable you to study the events that shaped the 20th Century. You will be engaged in the process of historical enquiry and develop your skills as a critical and reflective thinker with an enquiring mind. History will give you the opportunity to ask questions about the past and to investigate using a range of sources. Historical knowledge will provide you with the basis for your role as a responsible citizen. What will I learn? There are 4 parts to History GCSE. Year 10: International Relations from 1918 to 1939 This looks at how the major powers tried and failed to maintain peaceful relations. Depth Study of the USA 1918-1941 This covers the boom of the 1920s, crash of 1929 and FDRs New Deal Year 11: Depth Study on Germany 1890 – 1945 This covers how Germany recovered from WW1, Hitler’s rise to power and Hitler’s Nazi Dictatorship. Depth Study on Britain 1890-1918 You will see how Britain undergoes rapid economic, political and social change at the end of the 19th Century and beginning of the 20th Century.

How will I be assessed? You will take 2 exam papers. Paper 1 on International Relations and the Depth Study on Germany 40% Paper 11 on the British Depth Study 35% You will also complete a Controlled Assessment on the USA Depth Study 25%

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ICT – GCSE COMPUTING (programming option)

Why Study GCSE Computing? This course has been designed to give students a real, in-depth understanding of how computer technology works. It’s an excellent preparation for higher study and employment in the field of computer science. The increasing importance of information technologies means there will be a growing demand for professionals who are qualified in this area. Students will develop their critical thinking, analysis and problem-solving skills through the study of computer programming, which can be transferred to other subjects and even applied in day-to-day life. It therefore provides an excellent preparation for students who want to study or work in areas that rely on these skills, especially where they are applied to technical problems e.g. engineering, financial and resource management, science and medicine. Units Covered Unit A451 - Computer Systems and Programming (Exam – worth 40%)

This unit covers the body of knowledge about computer systems on which the examination will be based. It is assessed by a written paper, which has a mixture of short and long answer questions

Unit A452 - Practical Investigation (Controlled Assessment – worth 30%)

An investigative computing task, chosen from a list provided by OCR, which assesses the following: research, technical understanding, analysis of problem, historical perspective, use of technical writing, skills, recommendations/evaluation.

Unit A453 - Programming project: (Controlled Assessment – worth 30%)

Students will learn standard programming techniques and then design, create and test a solution to a problem provided by the exam board.

Assessments 40% - External assessment – written paper 60% - Controlled Assessment - Unit A452 & Unit A453

What can the qualification lead to? This qualification provides learners with the skills, knowledge and understanding to progress to:

Academic qualifications e.g. A Level in ICT or Computing Level 3 qualifications e.g. BTEC Level 3 Nationals in IT Employment in the IT field

Find out more info at:

http:/ /www.ocr.org.uk/quali f icat ions/gcse -computing - j275

- f rom-2012/

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ICT – CiDA (Certificate in Digital Applications) (creative option) equivalent to 1 GCSE

Why Study CiDA? The UK is a world leader in the creative digital industries, such as in the creation of visual effects for films and computer games. Its game industry is among the largest in the world, and is set to continue to grow. This qualification has been designed to engage and enthuse young people with an interest in these industries. It appeals to students who want the opportunity to explore and acquire a broad understanding and knowledge of the creative digital industry and the ability to apply that knowledge in practical contexts. Units covered

Unit 1 - Developing Web Products (30 Guided Learning Hours)

This unit provides students with the knowledge, practical and creative skills they need to use web authoring software, multimedia assets and navigation features to produce web products. Students will learn to design, create, test and evaluate them. Unit 4 - Game Making (30 Guided Learning Hours –

Coursework) This unit enables students to investigate different aspects of the game making industry in order to understand its success. Students will learn to plan, design, create & evaluate computer games.

Assessment 25% - Sit-in exam (Unit 1 - Developing Web Products) The practical examination for this unit is set and marked by Edexcel. Students will be expected to use web authoring and other software tools to build and test a website based on a scenario set by Edexcel. 75% - Coursework project (Unit 4 - Game Making) Students will be expected to research, design, create, test and evaluate a computer game based on a scenario provided by the exam board. What can the qualification lead to? This qualification provides a broad and solid foundation for further study of various aspects of creative computing, such as graphic design, web design, computer games design and interactive media. It supports progress to further study, including:

● Level 3 BTECs in Creative Media Production ● Level 3 BTECs in IT

It also enhances young people’s overall digital literacy and gives them a solid foundation for further study and employment.

Find out more info at: http:/ /qual i f icat ions.pearson.com/content/demo/en/quali f icat ions/digital -applicat ions -cida-dida/cida -dida - l2 -2014.html

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LANGUAGES (French/Spanish)

Why choose a language at GCSE? El que habla dos lenguas vale por dos." ("The person who speaks two languages is worth two.") Develop language learning at a higher level (builds on FCSE and prepares for AS) Improve your communication skills in another language whilst developing your own literacy learning Enhance your travel experiences Join the global community and learn about different cultures

What will I Learn? An exciting, up to date course based on topics such as leisure, media, healthy lifestyles, education and holidays.

Speaking and listening activities linked to audio and video

clips improve students’ understanding of speech and develop pronunciation, building confidence in language learning skills.

Strategies provide valuable hints and tips in English to help

develop the language learning skills needed for the exam.

Grammar boxes linked to interactive grammar exercises with

instant feedback make learning grammar more engaging.

Support for Controlled Assessment with exemplars and interactive analysis.

The best possible exam preparation for Listening and Reading with exam-style questions, video clips and audio recording tool that allows students to interact with native speakers and classmates.

How will I be assessed?

The GCSE is available at both Higher (A*-C) and Foundation (C-G) tier., and assessed by AQA.

The speaking (30%) and written (30%) skills are assessed in school during the two year course after the teaching of each module. The best two results in each skill are submitted to AQA in May of Year 11. This makes it a very student friendly course.

There are two final exams of 40 and 50 minutes in Year 11 for the reading (20%) and listening (20%) skills.

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MUSIC

Why study music? Music is a subject which allows you to express yourself, grow in confidence and develop lifelong skills. Musicians are thought very highly of as they are motivated, determined and committed people. In choosing music you demonstrate a level of discipline, an ability to work with others and an excellent understanding of so many skills which could be transferred in so many ways and in so many situations. You are probably getting to a level in performance and understanding of the subject where working with like minded people would be rewarding and immensely satisfying.

What will I learn? The board we chose to study at Key Stage 4 is OCR, specification J535. You will continue to develop your skills and knowledge in performing, composing and listening. This specification has 4 Areas of Study which will help you to increase your depth of knowledge and understanding in the above areas. Area of Study 1 My Music Area of Study 2 Shared Music Area of Study 3 Dance Music Area of Study 4 Descriptive Music Within these Areas of Study you will cover some of the following material: History of your instrument and the influences on the way it is used, explore the relationships of the roles of voices and instruments in areas such as Pop, Ballads, classical concertos, Baroque and classical chamber music, great choral classics and African and Capella singing. You will also learn about the Waltz, Latin Dances, Line Dance, Bhangra, Disco and Club Dance. In our look at Descriptive Music you will understand how composers write Programme Music, Film Music and compose music to express a story or mood.

How will I be assessed? There are 4 assessment units

Unit B351 Integrated Tasks (Controlled Assessment) This

includes a performance (15%), composition (10%) and a commentary (5%). In total 30% of the examination.

Unit B352 Practical Portfolio (Controlled Assessment) A portfolio

containing a group of performances (15%), a composition (10%) and a log commentary (5%). In total 30% 0f the examination.

Unit B353 Creative Task (A timed task in exam conditions) You

will compose a short piece from a given stimulus and communicate your work. In total 15% of the examination.

Unit B354 Listening Task (A written paper which lasts

approximately 1 hour) This will test your knowledge on all the material covered in Area of Study 2, 3 and 4. ( In total 25% of the examination)

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BTEC Level 1/2 First Award in Performing Arts Why take performing arts? The course is aimed at students who enjoy being creative, developing performance skills and sharing ideas. The course gives students opportunities to develop their individual skills in acting, dancing and singing as well as encouraging specialist skills in other performance areas. Most students are confident in one performance area but quickly develop new skills through a series of class assessed projects. On the course students will be able to work together to perform in productions as well as music and dance evenings and course assessments. What will I learn? A range of practical presentation skills including acting, physical theatre, movement, and vocal skills. Students will participate in all areas of the course but will tend to specialise in two areas for their assessments. How will I be assessed? BTEC courses are developed as a series of continually assessed projects over the course of two years. This Award consists of three units. Two units are assessed in school and externally moderated, one unit is externally assessed via DVD recording and a written explanation of individual progress. Students will be challenged through both individual and group work, such as a musical theatre performance over three public performances. The assignments will be based upon work related scenarios and students will be guided through their work with individual tasks and target setting. Students learn to adhere to deadlines and manage their commitments whilst developing their personal skills in performance. Students also learn to take responsibility and manage their time and work responsibly as part of a team. BTEC Level 2 in Performing Arts will complement but not duplicate work studied in GCSE Dance, Drama and Music. As part of the course students usually attend 1 or 2 professional performances a year. Students will need to be equipped with plain black exercise trousers

and t-shirts for movement sessions.

PERFORMING ARTS (Musical Theatre) BTEC

LEVEL 1/LEVEL 2 FIRST AWARD

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SPORT STUDIES

Why Study GCSE Sport Studies? 'Citius, Altius, and Fortius' Sport is no longer limited to the traditional study of coaching and teaching. Contemporary Sport is now characterised by the demands for elite performers and of a 'healthier' society. Here at St. Augustine’s, the study of Sport requires as much engagement with the principles of natural and social science as it does with participation in practical sport and fitness activities. Therefore, Sport Studies now functions as a pathway for people with a variety of interests, such as elite sports performance and its analysis, public health, sport and exercise participation, coaching, teaching, the fitness industry, the armed forces, public services and as a stepping stone into further and higher education. GCSE Sport Studies enables students to become increasingly physically competent through being actively engaged in a range of physical activities, and to become increasingly effective in their performance of different physical activity roles such as player/performer, leader, official and choreographer.

What will I learn? Over the two years students will:

develop and apply their knowledge, skills and understanding of sport through a selection of practical activities.

develop their knowledge and understanding of the major factors which affect both participation and performance and demonstrate the relationship between them.

understand and implement rules and conventions in a selection of activities.

develop their understanding of both the health benefits and risks associated with participation in physical activity.

develop the skills necessary to analyse and improve performance.

further their personal and social development through adopting the different roles of performer, coach, organiser and official in a range of sporting activities.

N.B. Extra-curricular and off-site activities are important components of GCSE Sport Studies and allow students to develop their own areas of expertise. Students can be assessed in over 120 different physical activities, many of which form part of our own extra-curricular programme.

Course Content Physiology: Health; fitness and healthy active lifestyle; individual differences; training; fatigue and stress; injury; differences between aerobic and anaerobic exercise; diet; health and safety in sport. Psychology: Attitudes; emotional health and well-being; social groupings. Social/Cultural: Sponsorship; media; sports provision; leisure time; fairness and personal social responsibility; opportunities and pathways available for becoming or remaining involved in physical activity; competitions; role models; rules; science and ICT. Practical: Four activities from at least two of the following activity areas:- Games Activities, Gymnastics Activities, Dance Activities, Athletics Activities, Life Saving, Personal Survival and Outdoor and Adventurous Activities; Fitness and Health Activities. How will I be assessed? Unit 3 (Theory) Knowledge and Understanding of the Active Performer (40% of the course) 1 hour 30 minutes written exam in the Summer of Year 11 (80 marks) Unit 4 (Practical) Controlled Assessment throughout the course 90 marks (60% of the course) For each activity students will be assessed in Key Process A – Developing skills in physical activities (10 marks) and Key Process B – Being creative and making decisions (10 marks). For one activity students are assessed on their ability to analyse, evaluate and improve performance Key Process C (10 marks)

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STUDY SUPPORT

STUDY SUPPORT At this vital time in every young person’s life it is important to recognise that the demands of studying for 9 subjects is not appropriate for all students. Study Support is available to give some students the choice of studying one fewer GCSE and use the time to support their studies/learning. The member of staff allocated to these lessons will spend time on the following:

1) Helping students acquire the skills they need to become more

independent learners. 2) Mentoring individuals 3) Offering guidance with homework and coursework 4) Supervising private study The aim will also be to timetable an English and Mathematics specialist for at least two of the lessons so that, if necessary, specific support can be given in these two subjects that underpins progress in all others. ‘In a rapidly changing and uncertain world, it has to be one of the most important elements of the curriculum to ensure that pupils know how they learn best, ready to face a lifetime of learning with confidence and enjoyment.’ Bill Lucas, Campaign for Learning.

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Why take the active learning pathway: The Active Learning Pathway is an option that will allow a student to engage in a range of vocational learning opportunities which have a value equal to GCSE qualifications at either grade B or grade E, depending on the motivation of the student. These are recognised by learning institutions and employers. Students will develop a range of skills which are transferable to other learning environments. What will I learn? Where possible, the Active Learning Pathway is personalised to meet the interests and agreed personal development needs of the student. For example: previous students have completed programmes of work experience, first aid and workplace hazard awareness; they have established mini enterprise businesses and worked with the Countryside Team, Wiltshire Council and Wiltshire Wildlife Trust. Students select from a list prescribed by the exam board, ASDAN, or they design their own tasks to meet the relevant criteria. The students negotiate how the challenge will be executed and liaise with the teacher to establish how the challenge meets their interests, ambitions and learning needs. This process aids the student in developing the skills to self-manage their learning and to capitalise on and to develop their interests and abilities. . How will I be assessed? All units are moderated internally and quality assessed by the exam board, ASDAN.

ACTIVE LEARNING PATHWAY

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TIMETABLE FOR OPTIONS 2015

Step one: making the right choices 1. Try to use a logical approach in making your choice. This involves gathering information, some self assessment and thought about

consequences. 2. Reflect on the work you completed in your Year 9 Options Programme. What did you learn about your personal talents and skills? Which

qualifications do you need to pursue your dream career? 3. Obtain as much information as you can: from subject teachers, parents, your careers teacher, and students already experiencing courses

in Years 10 and 11. In order to help your decisions, an Options Evening for Year 9 students will be held in the College Hall on Thursday, 21 May 2015.

4. Do not be afraid to ask for advice. Students in Year 9 have the right to request a meeting with Mrs Wills, Independent Careers Adviser. 5. Try to balance the subjects you prefer with those which may be necessary for a future career. 6. Complete and return the Option Choice form (Page 31) to Reception with your final choices by Friday, 5 June. 7. Where necessary, individual choices will be discussed with the student concerned.

Step two: the process Select four choices and one reserve choice from the list of subjects. Please rank order your choices from 1st to 5th choice. Your choices must be guided by the right hand column.

Every effort will be made to provide all students’ preferred choices but in some circumstances it may not be possible to meet all four and a reserve will be offered.

CORE Subjects These have been ticked for you

English (Language and Literature) √

Mathematics √

Science √

Religious Education √

Physical Education – non examination √

Step three: complete and return the Option Form Name: ………………………………………… Tutor group: ……………… Please complete this form carefully and return it to RECEPTION after you have attended the Options Evening but no later than Friday, 5 June.

Parent/Guardian’s Signature: ………………………………… …. Student’s Signature: …………………………………………………. Date: …………………………………………………………………….

Subjects Limitations

Geography You must pick at least 1 option from this box

History

French

Spanish

Art

Because of the coursework demands of Design Technology subjects you can only pick a maximum of 2 and this will be subject to agreement with the Head of Design Technology

Business Studies

Computer Science

Dance

Design Technology: Food

Design Technology: Graphics

Design Technology: Resistant Materials

Design Technology: Textiles

Drama

ICT: CiDA

Music

Performing Arts: BTEC

Sports Studies

ALP

Study Support

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St Augustine’s Catholic College Wingfield Road Trowbridge Wiltshire BA14 9EN

Tel: +44 (0)1225 350001 Fax: +44 (0)1225 350002 Email: admin@st-augustines.wilts.sch.uk Web: www.st-augustines.wilts.sch.uk

Head Teacher : Mr J C Alsop BA (Hons), MSC