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Saint Monica’s

R.C. High School

KEY STAGE

4 2019-2021

www.stmonicas.co.uk

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March 2019

Dear Parents,

We are approaching the time when you, and your son or daughter will have choices

to make regarding their studies at Key Stage 4 – the options. I hope you will already

have had discussions about these choices. During the next few weeks, your son or

daughter will receive advice in school from:

Subject Teachers

Form Teachers

Year Tutors

Heads of Department

A member of the Positive Steps team will also be available on Parents’ Evening (21st

March). All pupils will have had the opportunity to have a Positive Steps

appointment by the time of Parents’ Evening.

At the Key Stage 4 Evening on 14th March, I will take you through the options process

and tell you about the information and guidance provided by the school to inform

your son or daughter’s choices. Later in the booklet there is a list of the courses

available and some information on them, your child will also receive a Key Stage 4

option grid appropriate to the pathway they will follow.

Notes on how to fill it in can be found at the back of the booklet.

Most of the subjects will be offered at G.C.S.E. BTEC Sport is also offered.

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Every effort will be made to ensure that each child can follow his/her choices from

the list but it cannot be guaranteed for any pupil. While we will do all we can to

facilitate your child's first choice options, please be aware that it may not be

possible in all cases and a second choice may be given in place of a first choice

option.

Science appears in both the compulsory list and in the option list. This is because it is

available as Combined Science, which all students study, and Triple Science which is

available to those pupils following the St Francis Pathway. The Combined Science

course provides a pupil with two G.C.S.E. Science grades and a foundation for future

study of ‘A’ level Sciences. Triple Science students study Biology, Chemistry and

Physics as separate subjects, providing three G.C.S.E. grades and another route

towards ‘A’ level.

In next year’s curriculum all pupils will take the following subjects:

Religious Education

English

Mathematics

Science

Physical Education

An options choice of Spanish OR Geography OR History

PLUS two more subjects from the Option List.

It is not possible for us to guarantee that a pupil will be able to take all subjects

chosen because there are restrictions on the size of groups, as well as their number

and some may be over-subscribed. Some groups may be under-subscribed and

therefore may not be able to run, due to insufficient numbers. For these reasons,

your son or daughter is also asked to select a second choice option for each block.

Pupils will be able to review their option choices up to the end of September.

The completed Option Form should be returned on Monday 25th March.

Yours sincerely,

Mr M. Kehoe

Assistant Headteacher

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SUBJECTS OFFERED 2019-2020

COMPULSORY

Religious Education

English

Mathematics

Science

Spanish OR Geography OR History

Physical Education

OPTIONAL SUBJECTS

Geography

History

Spanish

Art, Craft and Design (General)

Art (Textiles)

Business Edexcel GCSE

Computer Science OCR GCSE

Design & Technology: Food Preparation & Nutrition

Drama

Music

Physical Education (GCSE)

Science – Triple

Sport (BTEC)

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Pathways

Pupils will choose their options based on three different pathways.

The Saint Francis Pathway

SCIENCE: Pupils on the Saint Francis Pathway will be strongly advised to study

Separate Sciences (Triple Science)- Biology, Chemistry and Physics to GCSE

level. One of the three option slots will be taken up by this Pathway.

HUMANITIES: A pupil on the Saint Francis Pathway will be strongly advised to

continue a humanity (History/Geography) that they are currently studying in

Year 9. This is will take up a second slot.

LANGUAGES: A pupil on this Pathway should also consider continuing their

studies of Spanish. This may take up the third slot.

OR

OTHER COURSES: Instead of a language or instead of a humanity, a pupil on

this pathway may choose from any of the other courses appropriate to them.

They must choose at least one of Geography OR History OR Spanish in their

option choices.

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The Saint Catherine Pathway

SCIENCE: Pupils on the Saint Catherine Pathway will study Combined Science.

They will have then three further courses to study.

HUMANITIES: A pupil on the Saint Catherine Pathway will be strongly advised

to continue a humanity (History/Geography) that they are currently studying

in Year 9. This will take up one slot.

LANGUAGES: A pupil on this Pathway should consider to continue their

studies of Spanish to further broaden their studies which may take up

another slot, leaving them with one other slot.

OR

OTHER COURSES: Instead of a language or instead of a humanity, a pupil on

this pathway may choose from any of the other courses appropriate to them.

This may take up the second and third slots. They must choose at least one

of Geography OR History OR Spanish in their option choices.

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The Saint Therese Pathway

Miss O’Brien and Mr Clegg will discuss with and support pupils on the Saint

Therese Pathway with their options choices, in order to ensure a

combination of subjects that best meet their needs and abilities.

SCIENCE: Pupils on the Saint Therese Pathway will study Combined Science.

They will then have three further courses to study.

HUMANITIES: Pupils on this pathway can continue with a Humanity

(Geography/History) course they have studied in Year 9. This will take up

one slot.

LANGUAGES: A pupil on the Saint Therese Pathway may take a language if

they already study a language in Year 9. This may take up one slot.

OR

OTHER COURSES: A pupil on this pathway may choose from any of the other

courses appropriate to them. This may take up the second and third slots.

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CONTENTS

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12

16

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21

24

26

28

30

32

34

36

37

39

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R.E.

ENGLISH

MATHEMATICS

SCIENCE

SPANISH

P.E.

ART & DESIGN - Textiles

BUSINESS & ENTERPRISE

D.T.

GEOGRAPHY

HISTORY

COMPUTER SCIENCE

P.E. (BTEC & G.C.S.E.)

MUSIC

DRAMA

ART CRAFT & DESIGN

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Religious Studies GCSE – Edexcel syllabus A.

The GCSE is divided into 3 clear areas of study. For each area of study there will be an external examination in the summer of year 11.

The GCSE will begin in the summer term of year 9, so as to cover the increased content for the GCSE.

Each area of study is outlined below – more specific details and examples of assessment can be found on the exam board’s web page –

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/religious-studies-a-2016.html

Area of Study 1 – Catholic Christianity Overview

This area of study comprises a study in depth of Catholic Christianity as a lived religion in the United Kingdom and throughout the world.

There are four sections: Beliefs and Teachings; Practices; Sources of Wisdom and Authority; Forms of Expression and Ways of Life.

Students will be expected to study Catholic Christianity within the context of the wider British society, the religious traditions of which are, in the main, Christian. Students should compare and contrast the areas of belief and practice within Catholic Christianity with wider Christian perspectives. as outlined in the content below.

Students should recognise that Catholic Christianity is one of the many religious traditions in Great Britain which include Buddhism, Hinduism, Islam, Judaism and Sikhism. This knowledge may be applied throughout the assessment of the specified content.

Students should also recognise that within Catholic Christianity there may be more than one perspective in the way beliefs and teachings are understood and expressed. Common and divergent views within the wider Christian tradition in the way beliefs and teachings are understood and expressed should be included throughout, including reference to Orthodox, Protestant and other Christian traditions. The

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significance and importance of the various beliefs and practices to Catholics today, should be explored throughout the four sections.

Assessment information

● Assessment: May/June year 11 – written examination.

● Assessment is 1 hour and 45 minutes, worth 50% of the final mark.

Area of Study 2 – Judaism overview, study of a second world religion

This area of study comprises a study in depth of Judaism as a lived religion in the United Kingdom and throughout the world.

There are two sections: Beliefs and Teachings; Practices.

Students will be expected to study Judaism within the context of the wider British society, the religious traditions of which are, in the main, Christian. Students should recognise that Judaism is one of the many religious traditions in Great Britain.

Students should also recognise that within Judaism there may be more than one perspective in the way beliefs and teachings are understood and expressed. Common and divergent views within Judaism in the way beliefs and teachings are understood and expressed should be included throughout including reference to Orthodox, Reform and Liberal traditions. The significance and importance of the various beliefs and practices to Jews today should be explored throughout the two sections.

Assessment information

● Assessment -May/June year 11, written examination.

● Assessment is 50 minutes, worth 25% of the final mark.

Area of Study 3 - Catholic Christianity Philosophy and Ethics overview

This area of study comprises a study in depth of aspects of Philosophy and Ethics in the context of Catholic Christianity as a lived religion within the United Kingdom and throughout the world.

There are two sections: Arguments for the Existence of God; Religious Teachings on Relationships and Families in the 21st Century.

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The significance and importance of the various beliefs, issues and practices to Catholics today should be explored throughout the two sections. This should include reference to how the Bible informs a Christian’s understanding of the topics and how approaches to the issues are underpinned by philosophical arguments and ethical theory as applicable.

Students will be expected to study Catholic Christianity within the context of the wider British society, the religious traditions of which are, in the main, Christian. Students should recognise that Catholic Christianity is one of the many religions and world views in Great Britain, which include Buddhism, Hinduism, Islam, Judaism, Sikhism and non-religious views

such as Humanism and atheism. This knowledge may be applied throughout the assessment of the specified content. Students should compare and contrast the areas of ethics and/or philosophy within Catholic Christianity with wider Christian perspectives and non-religious views as outlined in the content below.

Students should also recognise that within Catholic Christianity there may be more than one perspective in the way beliefs and teachings are understood and expressed. Common and divergent views within the wider Christian tradition in the way beliefs and teachings are understood and expressed should be included throughout, including reference to Orthodox, Protestant and other Christian traditions.

Assessment information

● Assessment -May/June year 11, written examination.

● Assessment is 50 minutes, worth 25% of the final mark.

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Pupils in Year 10 will continue their study of the new AQA English specification as

started in Year 9. Pupils will study two separate GCSE exams:

GCSE English Language and GCSE English Literature

Students are awarded two separate grades for these two distinct subjects.

Pupils will sit both examinations at the end of Year 11. This is a government directive. Pupils will be taught eight hours of English over two weeks. For the first time, final examinations in Year 11 will count for 100% of pupils’ final mark. There will be no opportunity for students to re-sit their examinations. Students will receive a number and not a grade at the end of Year 11.

GCSE English Language

For this GCSE examination, pupils will sit two papers:

Language Paper 1: Explorations in creative reading and writing.

Language Paper 2: Writers’ viewpoints and perspectives.

Language Paper One: Explorations in creative reading and writing

What is assessed?

Section A: Reading: One literature fiction text

Section B: Writing: Descriptive or narrative writing

How will it be assessed?

Written exam: 1 hour 45 minutes at end of Year 11 (80 marks = 50% of GCSE)

What types of questions will be asked?

Reading: (40 marks) (25%) From one single text

Question 1: List four things from the text (4 marks)

Question 2: Analysing the writer’s use of language (8 marks)

Question 3: Analysing how the whole text is structured (8 marks)

Question 4: Critical evaluation – responding to a given statement (20 marks)

Writing: (40 marks) (25%)

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Question 5: An extended writing question (24 marks for content, 16 marks for technical accuracy.) Language Paper Two: Writers’ viewpoints and perspectives

What is assessed?

Section A: Reading: One non-fiction text and one literary non-fiction text – one of these texts will be from the 19th century.

Section B: Writing: Writing to present a viewpoint

How will it be assessed?

Written exam: 1 hour 45 minutes at end of Year 11 (80 marks = 50% of GCSE)

What types of questions will be asked?

Reading: (40 marks) (25%) Based on two linked texts

Question 1: True or false activity (4 marks)

Question 2: Summarising the differences between two texts (8 marks)

Question 3: Analysing the writer’s use of language (12 marks)

Question 4: Comparing how writers convey their viewpoints (16 marks)

Writing: (40 marks) (25%) Question 5: An extended writing question (24 marks for content, 16 marks for technical accuracy.

Non-examination Assessment: Spoken Language

What is assessed?

Presenting

Responding to questions and feedback

Use of Standard English

How is it assessed?

Teacher set throughout course

Marked by teacher (Pass / Merit / Distinction)

Separate endorsement (0% weighting of GCSE)

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GCSE English Literature

For this GCSE examination, pupils will sit two papers:

Literature Paper One: Shakespeare and the nineteenth century novel.

How is it assessed?

Written exam: 1 hour 45 minutes = 64 marks = 40% of Literature GCSE grade.

Literature Paper Two: Modern texts and poetry and unseen poetry. How is it assessed?

Written exam: 2 hour 15 minutes = 96 marks = 60% of Literature GCSE grade.

What will my child study for GCSE English Literature?

Students have already commenced their study of some of these key texts in Year 9: 1. Shakespeare: Students will study one play from the list of six set texts.

Students should study the whole text. Macbeth Romeo and Juliet The Tempest The Merchant of Venice Much Ado About Nothing Julius Caesar.

2. The 19th-century novel: Students will study one novel from the list of seven

set texts. Students should study the whole text. Robert Louis Stevenson The Strange Case of Dr Jekyll and Mr Hyde Charles Dickens A Christmas Carol Charles Dickens Great Expectations Charlotte Brontë Jane Eyre Mary Shelley Frankenstein Jane Austen Pride and Prejudice Sir Arthur Conan Doyle The Sign of Four

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3. Modern Texts: Pupils will study one text from the following list:

JB Priestley An Inspector Calls Willy Russell Blood Brothers Alan Bennett The History Boys Dennis Kelly DNA Simon Stephens The Curious Incident of the Dog in the Night-Time (play script) Shelagh Delaney A Taste of Honey William Golding Lord of the Flies AQA Anthology Telling Tales George Orwell Animal Farm Kazuo Ishiguro Never Let Me Go Meera Syal Anita and Me Stephen Kelman Pigeon English

4. Poetry: Students will study one cluster of poems taken from the AQA poetry anthology, Poems Past and Present. There is a choice of two clusters, each containing 15 poems. The poems in each cluster are thematically linked and were written between 1789 and the present day. The titles of the two clusters are:

Love and relationships

Power and conflict.

Students will study all 15 poems from the chosen cluster and be prepared to write about any of them in the examination. Useful revision materials for these texts are available on the following web-sites:

https://www.bbc.com/education/examspecs/zxqncwx http://www.sparknotes.com/ https://www.cliffsnotes.com/ We will also provide your child with detailed revision notes for all of these texts as they are studied with their class teacher.

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Course Title

GCSE in Mathematics

Exam Board and Specification Code

Edexcel GCSE in Mathematics A (1MA1)

Assessment Format

GCSE Mathematics is split into two tiers of entry:-

New grading structure 1-9, with 9 being the highest Foundation tier 1 – 5

Higher tier 4 – 9

The qualification consists of three equally-weighted written examination papers at either Higher tier or Foundation tier. Paper 1 is a non-calculator assessment and a calculator is allowed for paper 2 and paper 3. Each paper is 1 hour and 30 minutes long. There is no coursework element in Mathematics.

Students will sit their Mathematics GCSE at the end of Year 11.

Functional Skills is now a key part of the GCSE exam and as such there are certain questions dedicated to this skill on each examination. These questions test you on how well you communicate your mathematics in your answer.

Possible Careers and Further Education opportunities

Mathematics is used every day in all our lives. When you leave school it is very important to be numerate. Most employers and further education establishments will look very carefully at the mathematical qualifications that you will hold. The vast majority of employers will require you to have a grade 4 or 5) at GCSE level Mathematics, as do nearly all colleges, even if the subject you are doing is not related to Mathematics.

For further information about your Mathematics GCSE please ask any of the Maths

teachers.

Alternatively you can visit the exam board website:-

http://www.edexcel.com/quals/gcse/gcse10/maths/maths-a/Pages/default.aspx

Edexcel GCSE Mathematics (2015) | Pearson qualifications Here you will find lots of

information including the specification and a parents and students guide to the

course.

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Students at St. Monica’s follow the OCR ‘Twenty First Century Science’ course.

What is Twenty First Century Science?

Twenty First Century Science is a set of GCSE Science courses for key stage 4 (14 to

16 year olds). The courses are matched to the needs of young people.

What can we expect from the science curriculum?

We need a Science curriculum that offers greater flexibility and genuine choice to

cope with the diversity of students’ interests and aspirations.

All of us, as citizens, need to be able to cope with the Science that shapes our lives.

We are on the receiving end of scientific ideas and technical information in many

different roles such as householder, parent, patient, voter or juror.

Some young people aspire to be scientists, or to work in careers where knowledge of

science is essential. So educating the next generations of science practitioners is also

crucial.

Students need both Science for citizens, and Science for scientists.

How many GCSE grades will students get?

The majority of pupils will follow the Combined Science route and receive two

separate Science GCSE grades. Those who follow the Triple Science course will have

three grades.

What are the courses like?

GCSE Combined Science – Most pupils in the country will study this course.

It features many of the major theories of science in a way that encourages students

to appreciate their importance to everyday life.

The course also explores how scientific information is obtained, how reliable it is,

what its limitations are, and how this information helps society to make important

decisions. Students are prepared to deal with issues involving Science which they

may meet, for example, mobile phone safety, decisions about childhood

vaccinations, and sustainable use of resources.

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The second part of the GCSE explores scientific concepts in more depth, and

develops students’ understanding of how scientists work and gives candidates an

insight into how scientists develop our scientific understanding of ourselves and the

world we inhabit.

There has been an increase in the numeracy content and the depth of scientific

knowledge. There will be no internally assessed Controlled Assessment but the

pupils will have to be well prepared for questions on specific practical situations. As a

result, we have increased the number of practical sessions and have invested in extra

equipment to cope with this demand.

Triple Science - GCSE Chemistry, Physics, Biology

The option available for Science is ‘Triple Science’. Students study Biology,

Chemistry and Physics as separate subjects, providing three G.C.S.E. grades and

another route towards ‘A’ level. These qualifications are particularly important to

those pupils who wish to pursue scientific careers (doctors, dentists, veterinary) or

have a view to studying at one of the top ‘Russell Group’ universities. Pupils should

look to achieve high scores in their end of Key Stage 3 assessments and have a keen

interest in Science if they are to opt for it. This option may not be available to pupils

who have not gained the highest scores in the end of year assessment. This year, the

assessments will take place in the week beginning 16th April.

Each separate GCSE provides an opportunity for further developing an

understanding of science explanations, how science works and the study of elements

of applied science, with particular relevance to professional scientists.

When are the examinations?

The Written papers are externally set and marked in June of Year 11. There are now

no modular examinations in Science. This means that the only exams pupils sit will

be at the end of the course in Year 11. Combined Science will have 4 examinations

and Triple Science will have 6.

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The course allows for a widening of the scope of physical activity undertaken in years

seven, eight and nine and is consistent with the overall programme of Physical

Education and the National Curriculum.

The pupils pursue a course of activities designed to achieve improvement in

planning, performance and evaluation of the activities undertaken.

In Year 10 male students will participate in football, basketball, fitness training,

cricket and athletics and female students will undertake programmes in netball,

trampolining, fitness training, rounders and athletics. In Year 11 all pupils will be

able to opt for a variety of activities which will include squash, swimming, aerobics,

badminton and table tennis.

Pupils will be expected to wear the correct P.E. uniform in Year 10 but are allowed to

wear any suitable clothing for participation in Year 11.

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OPTIONAL SUBJECTS

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The syllabus and exam format

GCSE Geography at St Monica’s follows the new WJEC Eduqas (9-1) Geography B

course. In this syllabus pupils study three themes during the two year course:

1. Changing Places – Changing Economies – In this theme pupils will study

urbanization in contrasting global cities, urban and rural processes and change in the

UK and a global perspective on development issues.

2. Changing Environments – In this theme pupils will study coasts and coastal

management, rivers and river management, weather and climate and the causes and

effects of climate change.

3. Environmental Challenges – In this final theme pupils will study how

ecosystems function, ecosystems under threat, water resources and management

and desertification.

The pupils will also be required to complete two 1 day fieldwork trips to contrasting

areas, one urban one rural. They will be taught fieldwork methodology,

representation techniques and analysis.

The generic titles are set by the exam board on an annual basis. Field trip

destinations in the past have included Cleveleys on the Fylde Coast, Castleton in The

Peak District, Malham, Salford Quays, and shopping areas in Bury. Parents will be

asked to make a contribution of approximately £20 per trip to help fund costs.

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For several years we have also taken year 10 pupils who opt for Geography for an

enrichment trip to London and visited the Olympic Park, been on the London Eye,

toured the major sights and been for a cruise along the River Thames. The trip runs

for 3 days/2 nights.

Upon completion of the 2 year course pupils will sit 3 written exams. Component 1 is worth 40% of the final grade and will test the 3 themes outlined above. The exam is 1 hour 45 minutes. Component 2, worth 30% of the final grade, is a 1 hour 30 minute paper. It is a problem solving paper and will assess content from across the 3 themes using a variety of structured data response questions. Finally, component 3, which is again a 1 hour 30 minute paper worth 30% of the final grade will be an applied fieldwork enquiry based upon the teachings of the fieldwork trips.

Why study Geography at GCSE?

The course has several advantages over other G.C.S.E. Geography courses including:

themes chosen to be relevant to young people;

the case studies are up to date and contemporary, so young people learn

about the fast changing world around them;

a syllabus not overloaded with content, giving time for a variety of activities

and for revision;

an opportunity to develop lifelong skills which pupils can put into practice

throughout the course;

Geography is useful in many ways ...as a preparation for the world of work or further

education ... or simply as an enjoyable, interesting, subject. It is widely accepted as a

good balancing subject which helps you to:

(a) Talk with interest about a variety of topics

(b) Understand the major problems and issues in the world

(c) Have some understanding of people

(d) Acquire a variety of useful job skills

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Geography for the future

Geography develops a wide range of intellectual, practical and social skills – just the combination that many employers look for. The study of Geography at GCSE, and beyond, has a direct relevance to careers such as cartography, landscape architecture, environmental consultancy and the leisure and tourism industries, but it’s real importance lies in the number of basic skills it provides and it’s these which pupils can then use to ‘market’ themselves. More and more people who have studied Geography now find themselves in a variety of jobs, including banking, advertising, the media, business management and the armed forces. These may not appear geographically related, but they utilize more general skills and attributes such as the collection, analysis and interpretation of data, the application of methodical working techniques, the ability to view problems from a variety of angles and some general knowledge of the world. While many other subjects cover some of these skills, Geography covers them all. Statistics have also shown that people who study Geography are among the most employable.

Further information

For further information please visit the syllabus website at http://www.eduqas.co.uk/qualifications/geography/gcse-b/ and click on syllabus B. This site has more detail on what is covered and has examples of assessments. Alternatively you can contact Mrs. Flaherty, Head of Humanities, at j.flaherty@stmonicas.co.uk or Mr. Day, Second in Department, at r.day@stmonicas.co.uk

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The syllabus and exam format

GCSE History at St Monica’s follows the AQA course. Pupils will sit two papers and

the course is 100% examination. In this syllabus pupils study four themes during the

two-year course:

1. A period study – America 1920-1973: Opportunity and inequality - In this

theme pupils will study the development of the USA during a turbulent half century

of change. This was a period of opportunity and inequality – when some Americans

lived the ‘American Dream’ whilst others grappled with the nightmare of

discrimination and prejudice. Pupils will study the role and impact of ideas, key

individuals and groups on American society.

2. A wider world depth study – Conflict and tension, 1894-1918. Pupils will get

an opportunity to study the causes, nature and conclusion of the First World War.

The study will show how and why conflict occurred, and why it proved difficult to

bring the war to a conclusion. Pupils will consider the role of key individuals and

groups and how they were affected by and influenced international relations.

3. A Thematic study – Britain: Health and the people. In this theme pupils will

study how medicine and public health developed in Britain over a long period – from

Ancient times through to medieval and finally to modern day times. Pupils will study

the causes, scale, nature and consequences of change.

4. British Depth study including the historic environment

Norman England 1066-c1100. Pupils will study the Norman Conquest and control, life under the Normans and the Norman Church. Pupils will also examine a specific site such as Durham cathedral and the relationship between a place and historical events and developments.

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How GCSE History will be assessed:

Paper 1: Understanding the Modern World 50% of GCSE

Section A – Theme 1 (six compulsory questions)

Section B - Theme 2 (four compulsory questions)

A written exam: 1 hour 45 minutes

Paper 2: Shaping the nation 50% of GCSE

Section A - Theme 3 (five compulsory questions)

Section B – Theme 4 (four compulsory questions)

A written exam: 1 hour 45 minutes

Why study GCSE History?

The new G.C.S.E. History at St. Monica’s is a natural progression from lower school work. Any pupil who has enjoyed History at Key Stage 3 will find this course interesting and challenging. The new course has been expanded to cover a more diverse range of historical topics and eras. Many elements will be familiar to our pupils, but there will also be an opportunity to study new periods of time. These topics will help pupils to understand the world in which they live and the origins of modern political and social issues.

Our experience suggests that pupils who succeed in History in lower school are capable of making a success of the subject at G.C.S.E. level. This is partly because lower school work provides such a good foundation for the demands of the examination.

History for the future

Students of History also gain vital skills and academic discipline which are recognized and valued by employers and universities. History is relevant to a wide range of careers including medicine, law, journalism, marketing, sales, research, politics, teaching and all types of clerical work. The course helps pupils to understand the world around them, and to become informed citizens.

As all pupils at St. Monica’s will know, History is not about memorising facts. It is

concerned with understanding the actions of people in the past, studying sources,

organising evidence and explaining causes and effects. History provides students

with skills such as

1. an ability to form and express an opinion appropriately,

2. an ability to present conclusions in a clear and objective way

3. an ability to think and process information.

These skills are of great relevance to numerous aspects of life in modern society and

have both specific and general career relevance.

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Exams from: June 2018

Spanish - Specification code: 8698

QAN code: 601/8160/6.

There are four equal parts to the Spanish GCSE examination; all four parts will be assessed in the form of an examination at the end of Year 11

Speaking (25%)

Writing (25%)

Listening (25%)

Reading (25%)

Pupils will study a range of topics that will be familiar, as well as new ones that will

inspire students who are interested in the culture of Spain and Spanish-speaking

communities and countries.

3.1.1 Theme 1: Identity and culture

Theme 1: Identity and culture covers the following four topics with related sub-

topics shown as bullet points:

Topic 1: Me, my family and friends

Relationships with family and friends

Marriage/partnership

Topic 2: Technology in everyday life

Social media

Mobile technology

Topic 3: Free-time activities

Music

Cinema and TV

Food and eating out

Sport

SPANISH

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Topic 4: Customs and festivals in Spanish-speaking countries/communities

3.1.2 Theme 2: Local, national, international and global areas of interest

Theme 2: Local, national, international and global areas of interest covers the

following four topics with related sub-topics shown as bullet points:

Topic 1: Home, town, neighbourhood and region

Topic 2: Social issues

Charity/voluntary work

Healthy/unhealthy living

Topic 3: Global issues

The environment

Poverty/homelessness

Topic 4: Travel and tourism

3.1.3 Theme 3: Current and future study and employment

Theme 3: Current and future study and employment covers the following four topics:

Topic 1: My studies

Topic 2: Life at school/college

Topic 3: Education post-16

Topic 4: Jobs, career choices and ambitions

Work and Education (School/Colleges and Future Plans/Current and Future Jobs

Possible Careers and further education: Think more in terms of developing excellent communication, memory and precision skills. Think of demonstrating that you are able to learn a large amount of information and adapt it. Your ability to learn one foreign language shows that you would be capable of learning another language, should your future career demand it. You can use your language skills to work all over the world…..this makes you much more employable!

Career routes: Any profession with a language e.g. Law with Spanish, Medicine with a language. Interpreter, Translator, Teacher, International sales manager, Events Organizer, Bilingual Secretary/PA, website localizer/translator, European Politics, Travel and Tourism Consultant, Hotel, Catering and Hospitality, International Correspondent, Travel Critic/Google/Facebook/Apple…… and much more.

For more specific information, please see Miss Lewis in Room 2.

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GCSE; ART CRAFT & DESIGN

This course is successfully taught through to GCSE level by building onto and extending

the range of experiences touched upon in lower school as well as introducing and

developing new skills. During Year 10 students follow a broader course, using a variety

of both media and approaches to learning including the use of ICT.

By the start of Year 11 students will be able to pursue increasingly

personal areas of interest and specialise in the ways of working

and media they feel most confident with.

This course is examined through an exhibition of work at the end

of Year 11 displaying the evidence of 2 major projects (60%) and

an externally set task produced from January to April of the final

year (40%).

Year 10; Abstract Project

This project is an opportunity to develop and refine skills, introduce new ways of

working and ensure a successful start to the course. Students produce initial drawings

on their chosen inspiration and then explore a variety of media including types of

pencil, paint, paper, print, collage, ink, clay and digital medium and textile approaches.

Emphasis is placed on development of an understanding of the basic elements of art

in line, tone, colour, pattern, texture and composition.

29

Year 10/11 Personal Project

This work seeks to encourage a personal response

to a starting point and provide opportunities for

reflection and development of ideas. Students are

guided and encouraged to use their own personal

experiences, beliefs and observations on life to

produce artwork of an increasingly individual

nature. The refined traditional skills developed in

the previous project are supplemented with a

greater emphasis on individuality and personal

choice.

For their final piece of coursework students have the opportunity to work on the

chosen brief from previous GCSE starting points. This will provide students with

greater choice, independence and the experience of tackling a timed set of work.

Year 11 Externally Set Tasks

At the beginning of January students are given a GCSE paper that provides 7 starting

points for pieces of work. After preparing for around 8 school weeks they have a

total of 10 hours in which to complete their work - which is then exhibited alongside

all coursework at the start of June.

This is a time heavy course which requires you to be really committed to completing

work at home or at after school Art clubs

30

GCSE; TEXTILE DESIGN

This course is successfully taught through to GCSE

level by building onto and extending the range of

experiences touched upon in lower school as well as

introducing and developing new skills using textile

materials. During Year 10 students follow a broader

course, using a variety of both media and approaches

to learning including the use of ICT. By the start of Year

11 students will be able to pursue increasingly

personal areas of interest and specialise in the ways of

working and approaches they feel most confident

with.

This course is examined through an exhibition of work at the end of Year 11 displaying

the evidence of 2 major projects (60%) and an externally set task produced from

January to April of the final year (40%).

Year 10; Abstract Fashion

Project

This project is an opportunity to develop and

refine skills, introduce new ways of working and

ensure a successful start to the course. Students

produce initial drawings on their chosen

inspiration and then explore a variety of textile

approaches alongside use of art media. Emphasis

is placed on development of an understanding of

the basic elements of art in line, tone, colour,

pattern, texture and composition. Students will

also learn how to produce fashion illustrations to

communicate their ideas.

31

Year 10/11 Personal Project

This work seeks to encourage a

personal response to a starting point

and provide opportunities for reflection

and development of ideas. Students are

guided and encouraged to use their

own personal experiences, beliefs and

observations on life to produce artwork

of an increasingly individual nature. The

refined traditional skills developed in

the previous project are supplemented

with a greater emphasis on individuality

and personal choice.

For their final piece of coursework

students have the opportunity to work on

the chosen brief from previous GCSE

starting points. This will provide students

with greater choice, independence and

the experience of tackling a timed set of

work.

Year 11 Externally Set Tasks

At the beginning of January students

are given a GCSE paper that provides 7

starting points for pieces of work. After

preparing for around 8 school weeks

they have a total of 10 hours in which

to complete their work - which is then

exhibited alongside all coursework at

the start of June.

This is a time heavy course which

requires you to be really committed to

completing work at home or at after

school Art clubs

32

Why study Business Studies?

Would you like to set up you own business and be a successful entrepreneur like

Alan Sugar or Bill Gates? Would you like to go and be a manager for a large business

like John Lewis or M&S? Have you got an interest in the news and how the

government and their policies affect your life?

If the answer is yes to any of these questions, then Business Studies is the course for

you!

Course Outline

You will cover a range of topics in relation to both small businesses and large

businesses including starting a small business or the different type of business

organisations, finance, marketing, people and operational management.

Course Title: GCSE Business Exam Board: Edexcel

Specification code: 1BS0

Course structure and assessment Format: This course consists of 100% Exam

Units Assessment method /Content

Theme 1:

Investigating

Small

Businesses

Written Examination /Edexcel set and marked

1hr and 30 mins – 90 Marks

Theme 1 concentrates on the key business concepts, issues and

skills involved in starting and running a small business.

It provides a framework for students to explore core concepts

through the lens of an entrepreneur setting up a business. In this

theme, students will be introduced to local and national business

contexts and will develop an understanding of how these contexts

impact business behaviour and decisions. Local contexts refer

specifically to small businesses or those operating in a single UK

Mandatory

33

location and national contexts relate to businesses operating in

more than one location or across the UK.

Students must develop an understanding of the interdependent

nature of business activity through interactions between business

operations, finance, marketing and human resources, as well as the

relationship between the business and the environment in which it

operates.

Theme 2:

Building a

Business

Written Examination /Edexcel set and marked

1hr and 30 mins – 90 Marks

Theme 2 examines how a business develops beyond the start-up

phase. It focuses on the key business concepts, issues and decisions

used to grow a business, with emphasis on aspects of marketing,

operations, finance and human resources.

Theme 2 also considers the impact of the wider world on the

decisions a business makes as it grows. In this theme, students will

be introduced to national and global business contexts and will

develop an understanding of how these contexts impact business

behaviour and decisions. National contexts build on those in

Theme 1 and relate to businesses operating in more than one

location or across the UK. Global contexts relate to non-UK or

transnational businesses.

Students must develop an understanding of the interdependent

nature of business activity through interactions between business

operations, finance, marketing and human resources, as well as the

relationship between the business and the environment in which it

operates.

Mandatory

Possible Careers & Further Education:

A business qualification can lead into the following career areas

Accountancy Administration

Advertising Business Analyst

Marketing Public Relations

Recruitment Sales

Progression: This course prepares you for work in the Business Industry. It will allow

you to go direct into an apprenticeship or continue further study at A Level or BTEC

Level in college. Further Information - Speak to Mrs. Bonson, Mr. Mullin or Mr.

White.

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Course Title: GCSE Computer Science

Course structure and assessment Format:

This course consists of 80 % exam and 20% coursework (this is subject to change

based on recent Ofqual consultation).

Unit Assessment Weighting

Computer

Systems (01):

Computer Systems

• Systems Architecture • Memory • Storage • Wired and wireless networks • Network topologies, protocols and layers • System security • System software • Ethical, legal, cultural and environmental concerns

1 hour 30

minutes

Written

paper

80 marks

40%

Computational

Thinking,

Algorithms

and

Programming

(02)

Computational Thinking, Algorithms and

Programming (02)

• Algorithms • Programming techniques • Producing robust programs • Computational logic • Translators and facilities of languages • Data representation

1 hour 30

minutes

Written

paper

80 marks

40%

Programming

Project

(03/04)

Programming Project

• Programming techniques • Analysis • Design • Development • Testing and evaluation and conclusions - Identifying successes and any limitations.

Controlled

assessment

40 marks

Totalling 20

hours Non-

Exam

Assessment

(NEA)

20%

35

Possible Careers and Further Education

GCSE Computer Science is a very practical course that prepares you for work in the Computing Industry. This is an ideal course for students interested in a career in:

Database administrator

Games developer

Information systems manager

IT consultant

Multimedia programmer

Network engineer

Systems analyst

Systems developer

Games Designer

You will develop a good portfolio of work and gain qualifications that will allow you to apply for other Computing or ICT courses in college, such as:

A-Level – Media Studies, ICT or Computer Science

Apprenticeships relating to Programming or ICT.

For Further Information

Please speak to Mrs. Bonson

36

The Food preparation and Nutrition course will equip students with the knowledge, understanding, skills and encouragement they need to cook. It will give them the ability to apply the principles of food science, nutrition and healthy eating. It will promote a life-long love of cooking and open doorways in the Food industry as a possible career pathway.

GCSE: AQA Food Preparation & Nutrition

WRITTEN ASSESSMENT:

This 2 year GCSE course

will be assessed through 50% external examination

and 50% internal NEA

Examination (50%):

Section A – multiple choice questions (20 marks available) Section B – 5 written questions

(80 marks available)

NEA (Non-Exam Assessment): This is the practical element fo the course which includes written research, planning and evaluation activities NEA Food preparation assessment (35%):

practical work accompanied by a portfolio

of evidence.

Food investigation (15%): a written report

about the Science behind food.

There is an expectation that if you choose this course that ingredients are brought every time you are planned to cook.

37

GCSE Drama. Exam Board: AQA

Drama GCSE engages and encourages students to become confident performers and

designers with the skills they need for a bright and successful future. You will

develop skills required to perform in front of a live audience and you will learn how

to prepare both devised and scripted work for performance. You will study a range

of play texts as well as having the opportunity to experience as much live theatre as

possible.

Performing is at the centre of the course with theory lessons to support the practical

application of key Drama skills.

All students devise drama.

All students explore texts practically and work on two text-based performances.

Students can choose to develop as a:

• performer • designer (lighting, sound, set, costume, puppets) • performer and designer.

Component 1- Understanding Drama- Written Exam

Study of a Play Text

Analysis and Evaluation of a Live Theatre Production

Written Exam- 1 hour and 45 minutes (3 sections)

80 marks = 40% of GCSE

Component 2- Devising Drama- Practical Performance

Creating, Devising and Performance of Original drama

Devising and Rehearsal Log

80 marks- 40% of GCSE

Component 3- Texts in Practice- 2 Practical Performances

Performance of 2 Play Text Extracts

50 marks- 20% of GCSE

DRAMA

38

Will I enjoy this course?

You will enjoy this course if you want to study a subject that is practical and creative whilst

giving you the opportunity to study different theatrical styles and different play texts. You

may be an experienced performer, or you may have always wanted to devise and direct your

own performance material- the important thing is that you are passionate about live theatre

and performance.

The written exam paper at the end of the course is designed to help all students

realise their full potential. Students are expected to combine what they’ve learned

about how drama is performed with their practical experience and imagination.

How does Drama help me in the future?

Students learn to collaborate with others, think analytically and evaluate effectively.

They gain the confidence to pursue their own ideas, reflect and refine their efforts.

Whatever the future holds, students of GCSE Drama emerge with a toolkit of

transferable skills, applicable both in further studies and in the workplace.

NB: It is vital students who opt for drama are motivated and enthusiastic about

performance. You will need to be committed as you will need to arrange and attend

your own rehearsals at lunchtimes and/or after school in preparation for

performance work.

39

GCSE Music (WJEC)

Why Should I choose GCSE Music?

You should choose Music at Key Stage 4 if you enjoy

performing and experimenting with sound. The

composing, listening and performing assessments in

KS3 was just a taster of what is expected studying

music at key stage 4.

Assessment:

How will I be examined?

The GCSE Course is following the WJEC Syllabus which is assessed in 3 sections:-

Component 1: Performing

Total duration of performances: 4-6 minutes

This will be internally assessed and externally moderated

This component is worth 30% of the overall qualification

What will I perform?

A minimum of two pieces, one of which must be an ensemble performance of at

least one minute duration. The other piece(s) may be either solo and/or ensemble.

One of the pieces performed must link to an area of study of the learner’s choice.

Component 2: Composing

Total duration of compositions: 3-6 minutes

This will be internally assessed and externally moderated

This component is worth another 30% of the overall qualification

What will I compose?

Two compositions, one of which must be in response to a brief set by WJEC. Learners

will choose one brief from a choice of four, each one linked to a different area of

MUSIC

40

study. The briefs will be released during the first week of September in the academic

year in which the assessment is to be taken (Year 11).

The second composition is a free composition for which learners set their own brief.

Component 3: Appraising

Written examination: 1 hour 15 minutes

This is worth the remaining 40% of the overall qualification

This component is assessed via a listening examination.

There are eight questions in total, two on each of the four areas of study.

Area of study 1: Musical Forms and Devices

Area of study 2: Music for Ensemble

Area of study 3: Film Music

Area of study 4: Popular Music

Two of the eight questions are based on extracts set by WJEC.

41

How is the Music course taught?

Lessons will involve individual and group work, performing, theory, composition,

listening and music research.

Personal Attributes Required:

You need to be able to sing or play an instrument to a reasonable standard. If you do

not already play an instrument you must be keen to learn one. You need to work

hard and work well with others. You will be expected to contribute to the choir

and/or orchestra. This will mean you have a commitment and are expected to

partake in all activities these ensembles perform at.

How will Music help me in the future?

Taking music as an option shows employers that you have a wider range of interests

and skills than most. It proves that you have shown dedication and commitment to

learn a musical instrument and to study music. Furthermore it shows you are a Team

worker - an essential aspect in most employment. Music GCSE is hard work, but

equally one of the most enjoyable subjects to learn and succeed in.

Homework Expectations:

There is an expectation that students will complete a range of written and research

tasks throughout the course. Students will also be expected to rehearse their chosen

instrument or voice on a weekly basis and attend additional performance sessions

and rehearsals when necessary. It is expected, as stated above, that those who

choose to sing as their ‘performance’ instrument will join choir which will aid their

musical ear training as well as giving multiple choices of repertoire for the final

performance examination.

NB: It is vital students who opt for Music are motivated and enthusiastic about

performance. You will need to be committed as you will need to arrange and attend

your own rehearsals at lunchtimes and/or after school in preparation for Ensemble

performance work.

42

BTEC First Award in Sport

Exam Board: Edexcel

This course will suit pupils who enjoy and are keen on sport. Pupils opting for this

subject will participate in a mix of practical and theory lessons, so a fundamental

interest is a necessity.

One of the main purposes of BTEC qualifications is to help students progress

ultimately into employment. Over the duration of the course pupils will learn

employability skills including self-management, problem-solving and team-work.

Unlike the GCSE PE option, you will not be assessed on your sporting ability, but on

your knowledge and understanding.

Pupils opting for BTEC Sport will complete a course equivalent to a GCSE where

candidates are required to complete four units of work over the 2 years. The BTEC

Level 2 Sport qualification is internally and externally assessed. The external

assessment is for Unit 1 and pupils complete a one-hour 15-minute online exam. The

three remaining units are internally assessed.

The units studied are:

Fitness for Sport & Exercise (externally assessed through a 1 hour 15-minute online exam)

Practical Performance in Sport

Applying the Principles of Personal Training

The Mind & Sports Performance

Pupils will be awarded a Pass, Merit or Distinction for each unit.

More information about this course can be found on the following website:

http://qualifications.pearson.com

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PHYSICAL EDUCATION (G.C.S.E. Course)

The G.C.S.E. course will give a useful qualification for pupils hoping to study more

advanced courses in P.E. and Sport, which are available at all Sixth Form Colleges

including St. Monica’s. Such courses might lead ultimately to vocational

opportunities in teaching, leisure management and active careers, e.g., in the armed

forces or the police.

The course is split between the practical and theory elements:

More information about this course can be found on the following website:

http://qualifications.pearson.com

44

NOTES ON HOW TO FILL IN THE OPTION GRID

On the separate option grid, you will find the choices for 2019 - 2021 drawn up onto

three separate blocks; you will notice that some subjects appear in more than one

block.

Every pupil in the present Year 9 must choose one subject only from each block, that

is, three subjects altogether. They must write that choice in the space below each

block.

All pupils must choose Spanish OR Geography OR History. Pupils may choose more

than one of these subjects.

Should your son or daughter opt for Art General, they SHOULD NOT choose Art

Textiles as well.

Should your son or daughter opt for Triple Science, only option block 3 is taken up.

Every effort will be made to ensure that each child can follow his/her choices from

the list but it cannot be guaranteed for any pupil. While we will do all we can to

facilitate your child's first choice options, please be aware that it may not be

possible in all cases and a second choice may be given in place of a first choice

option.

Pupils will be able to review their option choices up to the end of September.

There are two copies of the option slip, one for you to keep as a record, the other to

be returned to your child’s form teacher on Monday 25th March.