A Guide To Key Stage 4 Courses

2017 to 2019

Outstanding Boarding School Education

2

CONTENTS PAGES CORE SUBJECTS OPTION SUBJECTS 7 English and English Literature 18 Art 9 Mathematics 20 Business Studies 11 Separate Sciences (Biology, Chemistry and Physics) 22 Computing Or Combined Science 24 Drama Studies 13 ECDL Level 2 ICT Application Skills Course 26 Economics 15 Physical Education 28 French 16 Beliefs and Issues 30 Geography 32 German 34 History 36 Music 38 Physical Education 39 Spanish 41 Technology Award Level 2 - Materials Technology - Visual and Graphic Communication

3

A Note to the Student For the past year you have been studying as many as fifteen subjects. It is impossible to continue with this range to GCSE standard and so

decisions must be made as to which subjects you continue to study. It is sensible to make sure that you have a balanced choice, so that you

keep as many options open for the future as possible. You will follow a core programme of subjects. These include GCSEs in English Lan-

guage, English Literature, Mathematics and Separate Sciences (Biology, Chemistry and Physics) or Combined Science GCSE. Within the Core

there are also courses in ICT Applications, Physical Education and Beliefs and Issues.

In addition you must choose three further subjects following advice and guidance from your tutor, Housemaster, Head of Academic

Performance , teaching staff and parents.

When you have read the booklet, if you require any further advice, you should see your Academic Tutor, Head Of Academic Performance

Mrs S Westwood and/or Mrs Epton.

4

Key Stage 4 Courses

This booklet gives detailed information about courses in Years Ten and Eleven, leading to qualifications at GCSE Level.

Please note: the details included in the booklet are current at the time of printing but are liable to revision in some subject areas in the light of future National Curriculum developments and specification changes.

2. OPTIONS Art Business Studies Computing Drama Economics French German Geography History Music Physical Education Spanish Technology Award— (Level 2) - Materials Technology - Visual and Graphic Communication

English (GCSE) English Literature (GCSE) Mathematics (GCSE) Biology (GCSE) Chemistry (GCSE) Physics (GCSE) (or Combined Science) ECDL Level 2 ICT Application Skills Course Physical Education Beliefs and Issues

5

CORE

SUBJECTS

6

Subject Content: English Language Units: Explorations in Creative Reading and Writing and Writers' Viewpoints and Perspectives The study of English Language is centred on encouraging students to read fluently and write effectively. Studying this course will enable them to practise key skills so that they are able to write in a way which is confident and controlled whilst using Standard English. They will also be able to write for a variety of different audiences and purposes whilst being able to create a range of sentences and punctuation for effect. Furthermore, they’ll develop writing skills and focus on being able to use grammar correctly, punctuate and spell accurately. When analysing texts, students will read a wide range of texts. They’ll be encouraged to read critically and use knowledge gained from wide reading to inform and improve their own writing. There is a non-exam component which is Spoken Language (this replaces the

current speaking and listening component) and this is assessed internally. The

Spoken Language endorsement is part of the qualification but it will not form part

of the final mark and grade. Students will receive a separate certificate for this.

English Literature Units: Shakespeare and the 19

th Century Novel and Modern Texts and Poetry

The study of English Literature is centred on reading comprehension and reading

literary texts critically. Furthermore, students will, through the study of literature,

be able to demonstrate their understanding of a word, phrase or sentence in

context whilst also exploring aspects of plot, characterisation, events and

settings. Students will engage in critical reading: identifying the theme and

distinguishing between themes (then being able to compare between texts)

whilst supporting a point of view by referring to evidence in the text. Moreover,

students will utilise their understanding of writers’ social, historical and cultural

contexts to inform their evaluation, making an informed personal response that

derives from analysis and evaluation of the text.

‘Students studying Literature’ Qualification: English Language and English Literature are assessed as two separate subjects at GCSE.

Exam Board: AQA Exam Codes: English Literature 8702 English Language 8700 Grading Structure: 9—1

ENGLISH LANGUAGE & ENGLISH LITERATURE GCSE (Core subject)

7

Useful web-sites:

www.aqa.org.uk/subjects/English/gcse/english

www.aqa.org.uk/subjects/English/gcse/english-literature

www.bbc.co.uk/schools/gcsebitesize

www.bbc.co.uk/arts

http:/absoluteshakespeare.com

www.novelguide.com

Assessment: English Language Students will be assessed through terminal examinations for the units: Explorations in Creative Reading and Writing and Writers' Viewpoints and Perspectives. In addition to this they will have a non-exam component, Spoken Language, which will be assessed by their class teachers. English Literature

Students will be assessed through terminal examinations for the units: Shakespeare and the 19th

Century Novel and Modern Texts and Poetry.

Grading System Tiers: all exams are untiered and will be graded on the new grading system from 9—1 with 9 being the highest and 1 being the lowest.

For more information, please speak to Mrs J Kainth (Subject Leader for English), Mrs Ferguson (Head of Information, Advice and Guidance), Mrs S Westwood (Head of Academic Performance) or Mrs Epton (Second Deputy Head)

Extra-curricular opportunities: Theatre trips

Author visits

Writing workshops

Writing competitions

Drama Club

Reading Group (Sixth Form)

Creative Writing Group (Sixth Form)

8

Subject Content:

GCSE Mathematics is getting more demanding!

The volume of subject content has increased

The demand of the content is increasing too, with harder topics being introduced at both the foundation and higher tiers

The total time for the examinations is increasing from 3½ hours to 4½ hours

All exams will be sat at the end of the course

Two tiers of examination are available with foundation covering grades 5 -1 and higher covering grades 9 - 4

There are considerably fewer marks available for lower grade questions and more marks at higher grade questions

In the assessments there’s a greater emphasis on problem solving and mathematical reasoning than ever before

Students will be required to memorise a lot of formulae that they used to be provided in the exam.

Foundation Subject Content 25% Number, 25% Ratio, Proportion and Rates of Change, 20% Algebra, 15% Sta-tistics and Probability, 15% Geometry and measures Higher Subject Content 15% Number, 20% Ratio, Proportion and Rates of Change, 30% Algebra, 15% Sta-tistics and Probability, 20% Geometry and measures

Qualification: The subject content and assessment objectives of the GCSE specification are based on the National Curriculum strands, programmes of study. Exam Board: AQA Specification: 8300 Grading Structure: 9—1 Websites: www.mymaths.co.uk

MATHEMATICS GCSE (Core Subject)

Maths Lesson

9

Assessment: The specification assesses student’s ability to recall, select and apply their knowledge of Mathematics, and to interpret, analyse and solve problems. Elements of functional Mathematics have been embedded in a traditional framework, allowing a more holistic style of teaching. Each paper consists of both short answer questions (testing manipulative skills) and structured/extended questions (applications to the process of problem solving). At each tier of entry the first paper is non-calculator, but the use of an electronic calculator is expected in the second and third paper. Each paper will randomly sample across A01-3 all relevant levels, but not necessarily all Statements of Attainment. There will be common questions for targeted levels to aid standardisation between tiers. A01—use and apply standard techniques A02—reason, interpret and communicate mathematically A03—solve problems within mathematics and in other contexts All year 9 pupils begin studying the GCSE course in September and are taught in mathematics ability groups (sets). The different ability groups will be prepared for entry at an appropriate tier. Pupils in Set 1 also have the opportunity to sit FSMQ Additional Mathematics (6993) from OCR in Year 11. It is important that each pupil is entered at the correct tier. Final decisions will be made only after the Mock Examinations, in Year 11 before GCSE.

Useful web-sites:

www.aqa.org.uk/subjects/mathematics/gcse/mathematics-8300

www.mymaths.co.uk

www.bbc.co.uk/schools/gcsebitesize

www.catcode.com/trig/

www.mathstutor.com

www.nrich.maths.org/public/index.php Extra-curricular opportunities:

Maths Challenge

Extra support

For more information, please speak to Mr Minors (Subject Leader for Mathematics), Mrs Ferguson (Head of Information, Advice and Guidance), Mrs Westwood (Head of Academic Performance or Mrs Epton (Second Deputy Head)

10

Subject Content: Students study GCSE Sciences across Years 9, 10 and 11. Sets 1 and 2 will generally complete GCSE separate sciences (3 GCSE’s) Sets 3 and 4 will generally complete GCSE combined science (2 GCSE’s) Biology: Human Biology, Evolution and environment Cells, microbes and inheritance Diffusion, transport and micro organisms, Chemistry: Products from rocks, Oils, Earth and atmosphere Particles, structures and reactions Periodic table, acids and alkalis and energy Physics: Energy, radiation and the Universe Electricity, forces and motion Circular motion, waves, optics and transformers

Qualification: All Year nine pupils start 3 GCSE Sciences

leading to the award of either two or three GCSEs.

Exam Board: AQA

Specification: Biology 8461 Chemistry 8462 Physics 8463 AQA Combined Science 8464 Triology

Tiers: The examinations have two tiers of entry: Higher and Foundation.

Grading Structure: 9—1 No centre assessed work.

GCSE SCIENCES (Core Subject)

Science Practical

11

Assessment:

External Assessment (100%) Although there is no internal assessment pupils will undertake a number of key practicals. They will be asked questions on these during their end of course exams.

Useful web-sites: www.iop.org

www.bbc.co.uk/gcsebitesize

www.scool.co.uk

www.explorescience.com

www.bbc.co.uk/science/humanbod

www.creative-chemistry.org.uk

www.bbc.co.uk.science/space

Extra-curricular opportunities:

Science and engineering week activities

Extra support

For more information, please speak to Mr Sahni (Subject Leader for Chemistry), Mr Askins (Subject Leader for Physics), Mrs Corden (Subject Leader for Biology), Mr S Holmes (Head of Science) and Head of Year 11, Mrs Ferguson (Head of Information, Advice and Guidance), Mrs Westwood (Head of Academic Performance) or Mrs Epton (Second Deputy )Head)

12

ECDL is the benchmark for digital literacy in educational systems around the globe. It equips students with the skills to use a computer confidently and effectively, building on existing knowledge and motivating further learning.

Tried, tested and trusted, ECDL programmes have been delivered to over 11 million people, in 41 languages across 148 countries. Over 2 million people have taken ECDL in the UK since it was launched. Why study ECDL?

ECDL is proof of the student’s digital literacy. It is also a high quality, internationally-recognised qualification, validated and approved by academic and global experts, and valued by employers around the world.

ECDL is an ICT applications skills course which is equal to 1 GCSE graded Distinction*/Distinction/Merit/Pass.

How is it taught and assessed?

The students sit four online IT skills-based tests during Year 11, each lasting 45 minutes on: Presentations; Word Processing; Spreadsheets and Improving Productivity. To gain an overall pass they must achieve a pass in all the four tests. To prepare for each unit they are given a grid of skills that the unit will require them to know about for the test, then they take an online diagnostic test which also gives feedback to help them identify areas of strength and weakness in their individual skillset. To fill any skills gaps students are encouraged to practice in their weekly one-hour timetabled lesson To assist them they also have access to an excellent suite of e-learning tutorial videos that can be accessed from anywhere with an internet connection or wi-fi service. Qualification: Level 2 / Full Course GCSE Equivalent Exam Board: BCS (British Computing Society) Specification: BCS Level 2 ECDL Certificate in IT Application Skills Tiers: The specification is non-tiered so all students sit the same online test

Course Content Summary BCS Level 2 ECDL Certificate in IT Application Skills is a fixed unit qualification that covers the core skills in the use of the most popular IT Applications. Students will complete the following units:

Word Processing Software

o Develops the student’s ability to create word-processed documents: entering text, editing and formatting work, using graphs, tables and pictures for a professional finish, and effectively using tools such as the spell-checker and mail merge.

Spreadsheet Software

o Helps the student to develop their working knowledge of spreadsheets, from entering data and formatting worksheets, to creating charts and producing high-quality documents

Presentation Software

o Students learn how to produce high-quality presentations using a variety of tools including charts, graphs and drawn objects

Improving Productivity using IT

o Enables the student to work more effectively with IT. This unit looks at using tools to save time and effort when producing word processed documents, presentations and spreadsheets

ECDL Level 2 (European Computer Driving Licence) (Core Subject)

13

Useful web-sites: http://www.bcs.org/category/17636

For more information, please speak to Mrs Westwood (Subject Leader for ICT and Computing), Mrs Ferguson (Head of Information, Advice and Guidance), Mrs Westwood (Head of Academic Performance) or Mrs Epton (Second Deputy Head)

Word Processing Software Spreadsheet Software

Use appropriate techniques to enter text and other information accurately and Efficiently; Select and use appropriate templates for different purposes; Identify what types of information are needed in documents; Select and use a range of editing tools to amend document content; Combine or merge infor-mation within a document from a range of sources; Enter and combine text and other information accurately within word processing documents; Store and retrieve document and template files effectively; Create and modify columns, tables and forms to organise information; Select and apply styles to text; Iden-tify what templates and styles are available and when to use them; Select and use appropriate techniques to format characters and paragraphs; Select and use appropriate page and section layouts to present and print documents; Identify how the document should be formatted to aid meaning

Enter and edit numerical and other data accurately; Combine and link data across work-sheets; Use a spreadsheet to enter, edit and organise numerical and other data ;Store and retrieve spreadsheet files effectively; Select and use a range of appropriate functions and formulas to meet calculation requirements; Use a range of tools and techniques to analyse and manipulate data to meet requirements; Plan how to present and format spreadsheet information effectively to meet needs; Select and format appropri-ate chart or graph type to display selected information; Select and use appropriate page layout to present and print spreadsheet information; Check information meets needs, using spread-sheet tools and making corrections as necessary; Select and use tools and techniques to present and format spreadsheet information; Respond appropriate-ly to any problems with spreadsheets

Presentation Software Improving Productivity using IT

Identify what types of information are required for a presentation; Insert charts and tables into presentation slides; insert images, video or sound to enhance a presentation ; Input and combine text and other information within presenta-tion slides; Store and retrieve presentation files effectively; Identify what slide structure and themes to use; Select and use appropriate techniques to format slides and presentations; Select and use appropriate techniques to edit slides and presentations to meet needs; Use presentation software tools to structure, edit and format slide sequences; Select and use animation and transi-tion effects appropriately; Prepare a slideshow for presentation; Check presen-tation meets needs, using IT tools and making corrections as necessary

Plan, select and use appropriate ITsystems and software for different purposes Select and use IT systems and software applications to complete planned tasks and produce effective outcomes; Describe whether the IT tools selected were appropriate for the task and purpose; Assess strengths and weaknesses of final work; Review and adapt the ongoing use of IT tools and systems to make sure that activities are successful; Review outcomes to make sure they match requirements and are fit for purpose; Describe ways to make further improvements to work; Test solutions to ensure that they work as intended

14

Subject Content:

All students in Years 10 and 11 undertake a minimum of 3 hours of Physical education per week. This is structured into a single period PE lesson and a double period games afternoon. In the single PE lesson the focus is on developing a range of advanced sports skills in a variety of activities including invasion games, net/wall games and athletics. Students will also study the components of Fitness and Health learning how to conduct and perform a variety of fitness tests and plan appropriate and safe exercise programmes. Games afternoons focus on team sports and competitive performances either against each other, or representing the House or School.

Lesson on the MUGA

Assessment:

Assessment will occur throughout the Units of work and students will be grade based on their average attainment in 5 key areas throughout the grading period.

Useful web-sites:

www.bbc.co.uk/science/humanbody

www.bbc.co.uk/health

http:/news.bbc.co.uk/sportsacademy

www.s-cool.co.uk/topic index-asp?subject id=28 Extra-curricular opportunities:

In addition to PE lessons there is an extensive range of extra-curricular sports of-fered both after school and in the evenings. Many of these will be for competitive school fixtures and tournaments but there is also a huge number that are for pupils to participate on a more recreational and social level. Examples include clubs for Rugby, Football, Hockey, Cricket, Squash, Racquetball, Fencing, Volleyball, Climbing, Badminton, Squash, Table Tennis, Kick Boxing and Weight Training.

For more information, please speak to Mr A Coalter (Subject Leader for PE), Mrs Westwood (Head of Academic Performance) or Mrs Epton (Second Deputy Head)

PHYSICAL EDUCATION (Core Subject)

15

The Programme of Study is based on 5 core themes within which there will be broad overlaps and flexibility: 1. Religious beliefs 2. Wider World 3. Communicating Ideas (Spiritual, Social, Moral and Cultural). 4. Positive Relationships 5. Computing skills (in association with ECDL qualification)

The Purpose of study Beliefs and Issues (Be) is a planned, developmental programme of learning which students acquire the knowledge, understanding and skills they need to manage their lives now and in the future. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic well-being. A critical component of Be is providing opportunities for children and young people to reflect upon a variety on religions and clarify their own values and attitudes and explore the complex and sometime conflicting range of values and attitudes they encounter now and in the future. During the course of Be lessons in KS4, students will be completing an ECDL

qualification which is a computer based qualification, equivalent to one GCSE.

Student will complete a total of 4 units in order to gain a distinction*, distinction,

merit and/or pass. The aim is to measure students’ computing ability based on a

number of generic tasks including PowerPoints, word processing and excel.

Aims The overarching aim for Be is to provide pupils with:

Accurate and relevant knowledge

Opportunity to turn knowledge into personal understanding

Opportunity to explore, clarify and if necessary challenge their own and

others’ values, attitudes, beliefs, rights and responsibilities

The skills and strategies they need in order to live healthy, safe, fulfilling,

responsible and balanced lives.

To complete ECDL qualification equivalent to one GCSE.

Content Year 10 Transition to GCSEs/Work experience/careers. Mental Health (stress/anxiety/depression). ECDL (unit 1) Global and Religious issues. ECDL (unit 2) Drugs education (inc classification). SRE (inc consent/domestic violence/FGM and dangers of pornography) Year 11 ECDL (unit 3) Post 16 education/careers Mental health (inc self-harm/eating disorders). ECDL (unit 4) Drugs (inc legal highs/alcohol/vaping). SRE (inc STDs/dilemas/positive relationships/religious values). Study skills/revision.

Structure of lessons Students will have one lesson per week of Beliefs and Issues (Be) in Year 10 and one lesson per week in Year 11.

BELIEFS AND ISSUES (Core Subject)

For more information, please speak to Mrs J A Cooke (Subject Leader for PD ), Mrs Ferguson (Head of Information, Advice and Guidance), Mrs Westwood (Head of Academic Performance) or Mrs Epton (Second Deputy Head)

16

OPTION

SUBJECTS

17

Subject Content:

The course in Art & Design is both a form of communication and a means of

expression of ideas and feelings.

The Art course is designed to foster and encourage through direct personal

expression, imagination, sensitivity, conceptual thinking, powers of observation,

analytical abilities and practical attitudes. Areas of study, which may be covered, include Graphics, Photography, Fine Art, Textiles, Stained Glass, Mosaic, Digital Art, film, Three Dimensional Design and Critical and Contextual Study. Candidates will submit more than one area of study. Students must have a genuine interest in the subject and a certain amount of natural talent. Students will be expected to be self motivated, organised and determined to follow an individual path of study. Students must have a commitment to attend Art Club/Pottery Club to complete their prep, and have an overall enthusiasm for Art and Design activities.

Qualification: GCSE Exam Board: AQA

Specification: Art and Design 8201 Grading Structure: 9—1

ART & DESIGN GCSE (Option subject)

18

.

Assessment:

The coursework will be based on a range of studies, which will culminate in a presentation of the candidate's 3 coursework projects and examination project. The ex-

amination work is a practical project with the final piece completed in a 10-hour examination. The coursework throughout will be subject to continual assessment and candidates will be aware of being in a state of examination throughout the two-year course. Coursework 60% Examination Project 40%

Useful web-sites: www.tate.org.uk/learn/young-people www.bbc.co.uk/schools/gcsebitesize/art www.artcyclopedia.com www.studentartguide.com

Extra-curricular opportunities: Art Club 4pm to 7pm Monday—Friday (Tim Jarvis and Tim Nash)

Pottery Club Tuesdays and Thursdays 4-5pm (Antonio Longhi)

For more information, please speak to Miss Pincher (Subject Leader for Art & Design), Mrs Ferguson (Head of Information, Advice and Guidance), Mrs Westwood (Head Of Academic Performance) or Mrs Epton (Second Deputy Head)

19

Subject Content: Business in the real world: The purpose of business activity, the role of business enterprise and entrepreneurship, and the dynamic nature of business. Students need to be aware of the impact business in the real world has on the four functional areas of business

business operations

human resources

marketing

finance. Influences on business: The importance of external influences on business and how businesses change in response to these influences. . Students should understand the interdependent nature of business operations, human resources, marketing and finance. Students should be able to give examples of how business objectives would be split into functional plans. Business operations: What business operations involve, their role within the production of goods and the provision of services, and how they influence business activity. Human resources: The purpose of human resources, its role within business and how it influences business activity. Marketing: The purpose of marketing, its role within business and how it influences business activity. Finance: The purpose of the finance function, its role within business and how it influences business activity.

Qualification: GCSE Exam Board: AQA Specification: GCSE Business (8132)

BUSINESS GCSE (Option Subject)

20

Assessment: Paper 1: Influences of operations and HRM on business activity Paper 2: Influences of marketing and finance on business activity What’s assessed: What’s assessed: Business in the real world Business in the real world Influences on business Influences on business Business operations Marketing Human resources Finance How it’s assessed: How it’s assessed Written exam - 1 hour 45 minutes Written exam - 1 hour 45 minutes 90 marks 90 marks 50% of GCSE 50% of GCSE Section A has multiple choice questions and short answer Section A has multiple choice questions and short answer questions worth 20 marks. questions worth 20 marks. Section B has one case study/data response stimuli with Section B has one case study/data response stimuli with questions worth approximately 34 marks. questions worth approximately 34 marks. Section C has one case study/data response stimuli with Section C has one case study/data response stimuli with questions worth approximately 36 marks. ` questions worth approximately 36 marks.

Useful web-sites:

www.bbc.co.uk

www.businessstudiesonline.com

www.tutor2u.com

www.aqa.org.uk

www.thetimes100.co.uk

www.bbc.co.uk/schools/gcsebitesize

Extra-curricular opportunities: Business students will have the opportunity to take part in a range of activities and visits.

For more information, please speak to Mrs R Ferguson (Head of Business & Economics and Head of Information, Advice & Guidance), Mrs Westwood (Head of Academic Performance) or Mrs Epton (Second Deputy Head)

21

Subject Overview:

This course has been designed as a stepping stone to further A level study. Students will complete this course equipped with the logical and computational skills necessary to succeed at A Level, the workplace or beyond.

Unit Summary Paper 1: Computational thinking and problem solving What’s Assessed: Computational thinking, problem solving, code tracing and applied computing as well as theoretical knowledge of computer science from Subject content 1–4.

How it's assessed:

Written exam set in practically based scenarios: 1 hour 30 minutes

80 marks

40% of GCSE

Questions: A mix of multiple choice, short-answer and longer-answer questions assessing a student’s practical problem solving and computational thinking skills.

Paper 2: What's Assessed: Theoretical knowledge from Subject content 3–7. How it's assessed: Written exam: 1 hour 30 minutes 80 marks 40% of GCSE Questions: A mix of multiple choice, short-answer, longer-answer and extended response questions assessing a student’s theoretical knowledge.

COMPUTING GCSE (Option subject)

22

Subject Content 1. Fundamentals of algorithms 2. Programming 3. Fundamentals of data representation 4. Computer systems 5. Fundamentals of computer networks 6. Fundamentals of cyber security 7. Ethical, legal and environmental impacts of digital technology on wider society, including issues of privacy 8. Aspects of software development 9. Non-exam assessment

Exam Details Qualification: Full GCSE course Exam Board: AQA Specification: GCSE Computer Science (8520) Grading Structure: 9—1

Assessment:

Non-exam assessment

What's assessed: The non-exam assessment (NEA) assesses a student's ability to use the knowledge and skills gained through the course to solve a practical programming problem. Students will be expected to follow a systematic approach to problem solving, consistent with the skills described in Section 8 of the Subject content . How it's assessed:

Report: detailing 20 hours of NEA work

80 marks

Useful web-sites: http://www.aqa.org.uk/subjects/ict-and-computer-science/gcse/computer-science-8520

Extra-curricular opportunities:

ICT Support club - 8.00am and 1.00pm (Monday-Friday)

For more information, please speak to Mrs Westwood (Subject Leader for ICT and Computing), Mrs Ferguson (Head of Information, Advice and Guidance), Mrs Westwood (Head of Academic Performance) or Mrs Epton (Second Deputy Head)

23

Why Choose Drama? Clear and coherent structure—straightforward structure with three components, one that focuses on devising, one that focuses on performing in or designing for a performance from a text and one that focuses on practical understanding of a performance text. Practical Focus—focuses on practical exploration of performance texts. The performance text that will be studied for the examination will require students to articulate how they would perform in certain roles, and direct and design certain extracts, putting practical work at the heart of the qualification. Engaging prescribed texts—a list of performance texts that are engaging and inspirational. Free choice of performance texts—the ability to choose a performance text that suits the group and supports the groups ability and interests. Clear and Straightforward question papers—question papers are clear and accessible for all students and mark schemes are straightforward and make requirements clear. Performance and Design skills—this is assessed by a visiting examiner ensuring students are assessed in a live context. Develops transferable skills for progression to AS and A Level—students will develop a multitude of skills, including collaboration, communication and an understanding of how to amend and refine work in order to make a smooth transition to the next level of study. Supports progression to AS and A Level—GCSE developed at the same time as AS and A Level qualifications.

Qualification: Full Course GCSE Exam Board: Edexcel Specification: GCSE Grades: 9—1

DRAMA GCSE (Option Subject)

24

GCSE Drama aims to

Apply knowledge and understanding when making, performing and

responding to drama.

Explore performance texts, understanding their social, cultural and historical context.

Develop a range of theatrical skills and apply them to create performances.

Work collaboratively to generate, develop and communicate ideas.

Develop as creative, effective, independent and reflective students able to make informed choices in process and performance

Contribute as an individual to a theatrical performance

Reflect on and evaluate their your own work and that of others

Develop an awareness and understanding of the roles and processes

undertaken in contemporary professional theatre practice

Adopt safe working practices.

Assessment: Component 1 (1DR0/01): Devising—40% of the total GCSE marks. Coursework—60 marks. Create and develop a devised piece from stimulus. Performance of this devised piece or design realisation fro this performance. Analyse and evaluation of the devising process and performance. Performer and designer routes available. Component 2 (1DR0/02): Performance from Text—20% of the total GCSE marks. Coursework—48 marks. Students will either perform in and/or design for two key extracts from a performance text. Performer or designer routes available. Component 3 (1DR0/03): Theatre Makers in Pratice—- 40% of the total GCSE marks. Examination—60 marks. The question paper consists of Section A: Bringing Text to Life & Section B: Live Theatre Evaluation. Practical exploration and study of one complete performance text. Live theatre evaluation—free choice of production.

Extra-curricular opportunities:

Drama students will have the opportunity to watch many plays in profes-sional theatre setting. Along with master-classes and discussions with top theatre professionals.

For more information, please speak to Mr T Harris (Drama Co-Ordinator), Mrs Ferguson (Head of Information, Advice and Guidance), Mrs Westwood (Head of Academic Performance) or Mrs Epton (Second Deputy Head)

25

Subject Content: HOW MARKETS WORK: Economic foundations: nature and purpose of economic activity based on the production of goods and services and the satisfaction of needs and wants. Resource allocation: role of markets in allocating scarce resources. Economic sectors, specialisation, the division of labour and exchange. How prices are determined: Supply & demand, intermarket relationships and price elasticities. Production, costs, revenue and profit: Significance of cost, revenue and profit for producers. Productivity and economies of scale. Competitive and concentrated markets: Explore competitive and non-competitive markets. Consider the operation of the labour market and factors that determine wages. Market failure: Explore the meaning of market failure and gain an under-standing that the market mechanism does not always allocate resources efficiently. Costs associated with misallocation of resources and government intervention. HOW THE ECONOMY WORKS: Introduction to the national economy: Government spending and taxation, economic activity and interest rates. Government objectives: Stable prices, economic growth, full employment and the Balance of Payments. How the government manages the economy: Government policies will be looked at, with a focus on monetary, fiscal and supply-side policies. Government policies to affect the distribution of income and the correction of negative externalities are also addressed. International trade and the global economy: Why countries trade and the importance of international trade to the UK. Balance of trade, surpluses and deficits. Exchange rates and impact on producers and consumers. Free-trade agreements, significance of the European Union. Globalisation and the role of the multinational corporations. The role of money and financial markets: Role & functions of money, importance of the financial markets. Importance to of saving, borrowing and spending.

Qualification: GCSE Exam Board: AQA Specification: GCSE Economics (8136) Grading Structure: 9 —1

ECONOMICS GCSE (Option Subject)

26

Assessment:

Paper 1: How markets work Paper 2: How the economy works What’s assessed: What’s assessed: Economic foundations Introduction to the national economy Resource allocation Government objectives How prices are determined How the government manages the economy Production, costs, revenue and profit International trade and the global economy Competitive and concentrated markets The role of money and financial markets Market failure How it’s assessed: How it’s assessed Written exam - 1 hour 45 minutes Written exam - 1 hour 45 minutes 80 marks 80 marks 50% of GCSE 50% of GCSE Section A 10 multiple choice questions and followed by Section A 10 multiple choice questions and followed by a range of calculation, short and extended response questions. a range of calculation, short and extended response questions. Section B five questions involving a mix of calculations, Section B five questions involving a mix of calculations, short and extended responses. short and extended responses.

Useful web-sites:

www.bbc.co.uk

www.economicsonline.co.uk

www.tutor2u.com

www.aqa.org.uk

www.thetimes100.co.uk

www.bbc.co.uk/schools/gcsebitesize

Extra-curricular opportunities: Economics students will have the opportunity to take part in a range of activities and visits.

For more information, please speak to Mrs R Ferguson (Head of Business & Economics and Head of Information, Advice & Guidance), Mr Westwood (Head of Academic Performance ) or Mrs Epton (Second Deputy Head)

27

Subject Content: To opt for French, pupils must have studied it before. It is not a new option but a continuation of the work started at KS3. Students study all of the following themes on which the assessments are based. Theme 1: Identity and culture

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 Topic 4: Customs and festivals in Spanish-speaking countries/communities Theme 2: Local, national, international and global areas of interest

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 Theme 3: Current and future study and employment

Topic 1: My studies Topic 2: Life at school/college Topic 3: Education post-16 Topic 4: Jobs, career choices and ambitions

Louvre at Dusk Exam Board: AQA see www.aqa.org.uk

Qualification: GCSE. Specification: 8658 Tiers: Foundation Tier (grades 5-1) and a Higher Tier (grades 9-4). Students must take all four question papers at the same tier. All question papers must be taken in the same series

FRENCH GCSE (Option subject)

28

Assessment: GCSE French has a Foundation Tier (grades 5-1) and a Higher Tier (grades 9-4). Students will be assessed through terminal examinations at the end of the GCSE course and must take all four papers at the same tier. All question papers must be taken in the same series. Paper 1: Listening (25%)

The paper will assess your ability to understand and respond to different types of spoken language.

Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier) Paper 2: Speaking (25%)

The paper will assess your ability to communicate and interact effectively in speech for a variety of purposes.

7-9 minutes (Foundation Tier)+ preparation time.

10-12 minutes (Higher Tier)+ preparation time. Paper 3: Reading (25%)

The paper will assess your ability to understand and respond to different types of written language.

Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier) Paper 4: Writing (25%)

The paper will assess your ability to communicate effectively in writing for a variety of purposes.

Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)

Useful web-sites:

www.linguascope.com www.languagesonline.org.uk www.bbc.co.uk/learningzone/clips www.lepointdufle.net www.mflgames.co.uk www.revisioncentre.co.uk/gcse/french www.atantot-extra.co.uk www.memrise.com www.quizlet.com

Extra-curricular opportunities:

Extra support Trips to France during Adventure Week

For more information, please speak to Mr Bak (Subject Leader for Modern Foreign Languages), Mrs Ferguson (Head of Information, Advice and Guidance), Mrs Westwood (Head of Academic Performance or Mrs Epton (Second Deputy Head)

29

Subject Content: Students will travel the world from the classroom, exploring case studies in the United Kingdom (UK) newly emerging economies (NEEs) and lower income countries (LICs). Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes. Students will develop essential skills such as problem solving, decision making, synthesising ideas, identifying issues and communicating findings through the undertaking of a fieldwork investigation.

River Fieldwork

Qualification: GCSE

Exam Board: AQA

Specification: 8035

Grading Structure: 9—1

GEOGRAPHY GCSE (Option subject)

30

Assessment:

Paper 1: Living with the Physical Environment The challenge of natural hazards, Physical Landscapes in the UK, The living world, Geographical Skills. How it is assessed

Written exam 1 hour 30 mins including marks for spelling punctuation, grammar and specialist terminology Paper 1: Challenges in the Human Environment Urban issues and challenges, The changing economic world, The challenge of resource management, Geographical skills How it is assessed

Written exam 1 hour 30 mins including marks for spelling punctuation, grammar and specialist terminology Paper 3: Geographical Applications Issue evaluation, Fieldwork, Geographical skills How it is assessed

Written exam 1 hour including marks for spelling punctuation, grammar and specialist terminology. Pre-release resource material available from 15th March in the year of the exam

Useful web-sites:

AQA www.aqa.org.uk/index.php

BBC Revision www.bbc.co.uk/schools/gcsebiteaize

Geographical Association www.geography.org.uk

Geographical Skills www.geography-site.co.uk/pages/skills.html

Geography in the News (topical Geography) www.geographyinthenews.rgs.org/

Extra-curricular opportunities:

Field trips

Extra support

Year 10 Gifted and Talented trip

For more information, please speak to Mr Parker (Subject Leader for Geography), Mrs Westwood (Head of Academic Performance), Mrs Ferguson (Head of Information, Advice and Guidance), or Mrs Epton (Second Deputy Head)

31

Subject Content: To opt for German, pupils must have studied it before. It is not a new option but a continuation of the work started at KS3. Students study all of the following themes on which the assessments are based. Theme 1: Identity and culture

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 Topic 4: Customs and festivals in Spanish-speaking countries/communities Theme 2: Local, national, international and global areas of interest

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 Theme 3: Current and future study and employment

Topic 1: My studies Topic 2: Life at school/college Topic 3: Education post-16 Topic 4: Jobs, career choices and ambitions

Exam Board: AQA see www.aqa.org.uk Qualification: GCSE. Specification: 8668 Tiers: Foundation Tier (grades 5-1) and a Higher Tier (grades 9-4). Students must take all four question papers at the same tier. All question papers must be taken in the same series

GERMAN GCSE (Option subject)

32

Assessment: GCSE German has a foundation Tier (grades 5-1) and a Higher Tier (grades 9-4). Students will be assessed through terminal examinations at the end of the GCSE course and must take all four papers at the same tier. All question papers must be taken in the same series. Paper 1: Listening (25%)

The paper will assess your ability to understand and respond to different types of spoken language.

Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier) Paper 2: Speaking (25%)

The paper will assess your ability to communicate and interact effectively in speech for a variety of purposes.

7-9 minutes (Foundation Tier)+ preparation time.

10-12 minutes (Higher Tier)+ preparation time. Paper 3: Reading (25%)

The paper will assess your ability to understand and respond to different types of written language.

Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier) Paper 4: Writing (25%)

The paper will assess your ability to communicate effectively in writing for a variety of purposes.

Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)

Useful web-sites:

www.linguascope.com

www.languagesonline.org.uk

www.bbc.co.uk/learningzone/clips

www.mflgames.co.uk

www.revisioncentre.co.uk/gcse/german

www.memrise.com

www.quizlet.com

Extra-curricular opportunities:

Extra support

Trips to Germany during Adventure Week

For more information, please speak to Mr Bak (Subject Leader for Modern Foreign Languages), Mrs Ferguson (Head of Information, Advice and Guidance), Mrs Westwood (Head of Academic Performance) or Mrs Epton (Second Deputy Head)

33

What is History at GCSE? History consists of a thematic study on an historic environment, a British (pre-20

th Century) and non-British depth study and a period study. The main focus

is 20th century European history but a depth study of Henry VIII in the Early modern period and the thematic study of warfare through time will require knowledge and understanding of eras of history that pre-date the 20

th century.

The new GCSE will be 100% exam based, there is no coursework element. The

larger focus with history now is interpretation of the past and how history and

events have been viewed over time. Other skills such as chronological knowledge,

assessing significance and discussing change and continuity will remain. There will

be much emphasis on working with historical sources to encourage skills of

inference, investigation and evaluation.

The Reichstag, Berlin, Germany

Qualification: GCSE Exam Board: Edexcel Option Code: 1H10 Grading Structure: 9—1

HISTORY GCSE (Option subject)

34

Paper 1 1hr 15mins (30%): Thematic Study and Historic Environment (unit 12)

Warfare and British Society, c.1250-present and London and the Second World War, 1939-45.

Medieval Warfare: nature and experience. (Case study: Battle of Falkirk and Battle of Agincourt)

Early Modern Warfare: changing nature and experience. (Case study: Battle of Naseby and Oliver Cromwell)

18th

and 19th

Century warfare: changing nature and experience. (case study: Battle of Waterloo and Wellington and Battle of Balaclava and Lord Raglan)

Modern Warfare in 20th

and 21st Century: changing nature and experience.

(Case study: Western Front in WW1 and Haig and Iraqi War 2003).

Historic Environment: London and WW2, Reactions and Impact.

Paper 2 1hr 45mins (40%): Period and British Depth Study (unit (a)B3 and (b)26/27)

British Depth Study: Henry VIII and his ministers, 1509-40.

Henry VIII and Wolsey 1509-29

Henry VIII and Cromwell, 1529-40

The Reformation and its impact, 1529-40

Period Study: Superpower relations and the Cold War, 1941-91

Origins of the Cold War 1941-58

Cold War Crises, 1958-70: (Cuban Missile Crisis, Berlin Wall, Czechoslovakia)

The end of the Cold War, 1970-1991: (Thawing tensions, Détente and collapse of USSR)

Paper 3 1hr 20mins (30%): Modern Depth Study (unit 31) Weimar and Nazi Germany, 1918-39

Weimar Germany: (establishment, challenges and collapse)

Hitler’s rise to power: (early career, attempted Putsch, growth in support and

becoming Chancellor)

Nazi Control and Dictatorship: (creation, propaganda, secret police and

opposition)

Life in Nazi Germany: (policies for women, young people and workers and the persecution of minorities)

Useful web-sites:

www.ocr.org.uk

www.curriculumonline.gov.uk/subjects/hi

www.bbc.co.uk/schools/gcsebitesize

www.bbc.co.uk/history

www.historylearningsite.co.uk

Extra-curricular opportunities One-day excursion to the Imperial War Museum, London.

For more information, please speak to Mr C Harris (Subject Leader for History), Mrs Ferguson (Head of Information, Advice and Guidance), Mrs Westwood (Head of Academic Performance or Mrs Epton (Second Deputy Head).

35

Subject Content: Music GCSE is a combination of written and practical work in which students continue with the composing, performing and listening activities with which they have become familiar in years 7 – 9.

Over the course, students will learn how to compose individually, using Sibelius and Cubase software, and record a range of pieces for a final assessed portfolio of their own music. They will complete written work, research and listening tests of a wide range of musical styles from classical to contemporary pop, and answer questions on them in a listening exam.

To successfully complete this course, it is essential that students regularly play an instrument, solo or in a group, or sing at about grade 3 level or above in ABRSM/Trinity/RockSchool exams. Students without this background will find it very difficult to achieve good marks in the performing coursework, which accounts for 30% of the marks. Music gives students opportunities to expand their musical skills in many directions, and develop confidence and discipline. Musical experience can be valuable in a range of careers and many of our GCSE students continue on to A Level and then to a Higher Education at Music College or University.

Qualification: GCSE Exam Board: WJEC Eduqas Specification: Music C660QS Grading Structure: 9—1

MUSIC GCSE (Option subject)

36

Assessment: Composing (30%) Students compose their own music over the course, building up a portfolio of assessed pieces. Performing (30%) Students are assessed at performing music, both on their own and with others. Listening (40%) Students are assessed through a listening examination based on 4 areas of study. And Appraising Students will plan and appraise their work in a composition and a performance, explaining what has gone well, and what could be improved. They will also keep an electronic diary of their progress.

Useful web-sites:

www.bbc.co.uk/schools/gcsebitesize

www.musicatschool.co.uk

www.essentialsofmusic.com

www.musiceducationwhiz.com

Extra-curricular opportunities: Rehearsals for all groups take place each week:- Monday 4pm - Chamber Orchestra 5pm - Symphony Orchestra Tuesday 1pm - Swingband 4pm - Training Orchestra 5pm - Concertband Wed 4pm - Chamber Choir 5pm - School Choir

There are extra rehearsals for students who are taking part in tours.

For more information, please speak to Miss A Downes (Director of Music), Mrs Ferguson (Head of Information, Advice and Guidance), Mrs Westwood (Head of Academic Performance) or Mrs Epton (Second Deputy Head)

37

Studying GCSE (9-1) Physical Education will open your eyes to the amazing world of sports performance. Not only will you have the chance to perform in three different sports through the non-exam assessment component, you will also develop wide-ranging knowledge into the how and why of physical activity and sport.

Subject Content GCSE PE includes the compulsory study of Applied Anatomy and Physiology, Physical Training, Sports Psychology, Socio Cultural Influences and Health, Fit-ness and Wellbeing. Alongside this are the skills of PE which are examined via the Non-Exam Assessment (NEA) component. Subject Overview Component 1—Physical Factors Affecting Performance 30% Component 2—Socio Cultural Issues and Sports Psychology 30% Component 3—Performance and Physical Education 40% Components 1 and 2 are assessed through 1 hour exam papers. Component 3 is in two sections Part one is an assessment of the candidates ability in 3 sports. A team sport, and individual sport and any other from those listed on the specification. Part two is an Evaluating and Analysing performance task focusing on a specific sporting activity.

Qualification: This course will prepare learners for the further study of PE or sports science as well as other related subject areas such as psychology, sociology and biology. Learners will also develop the transferable skills that are in demand by further education. This specification will create confident, independent thinkers and effec-tive decision makers who can operate effectively as individuals or as part of a team—all skills that will enable them to stand out and effectively promote themselves as they progress through life. Exam Board: OCR J587 Specification: GCSE 9-1 Physical Education

GCSE 9-1 PHYSICAL EDUCATION (Option Subject)

For more information, please speak to Mr Coalter (Director of Sport & Physical Education), Mrs Ferguson (Head of Information, Advice and Guidance), Mrs Westwood (Head of Academic Performance) or Mrs Epton (Second Deputy Head)

38

Subject Content: To opt for Spanish, pupils must have studied it before. It is not a new option but a continuation of the work started at KS3. Students study all of the following themes on which the assessments are based. Theme 1: Identity and culture

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 Topic 4: Customs and festivals in Spanish-speaking countries/communities Theme 2: Local, national, international and global areas of interest

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 Theme 3: Current and future study and employment

Topic 1: My studies Topic 2: Life at school/college Topic 3: Education post-16 Topic 4: Jobs, career choices and ambitions

Spanish Windmills

Exam Board: AQA see www.aqa.org.uk

Qualification: GCSE. Specification: 8698

Tiers: Foundation Tier (grades 5-1) and a Higher Tier (grades 9-4). Students must take all four question papers at the same tier. All question papers must be taken in the same series

SPANISH GCSE (Option subject)

39

Assessment: GCSE Spanish has a foundation Tier (grades 5-1) and a Higher Tier (grades 9-4). Students will be assessed through terminal examinations at the end of the GCSE course and must take all four papers at the same tier. All question papers must be taken in the same series. Paper 1: Listening (25%)

The paper will assess your ability to understand and respond to different types of spoken language.

Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier) Paper 2: Speaking (25%)

The paper will assess your ability to communicate and interact effectively in speech for a variety of purposes.

7-9 minutes (Foundation Tier)+ preparation time.

10-12 minutes (Higher Tier)+ preparation time. Paper 3: Reading (25%)

The paper will assess your ability to understand and respond to different types of written language.

Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier) Paper 4: Writing (25%)

The paper will assess your ability to communicate effectively in writing for a variety of purposes.

Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier)

Useful web-sites:

www.linguascope.com

www.languagesonline.org.uk

www.bbc.co.uk/learningzone/clips

www.mflgames.co.uk

www.revisioncentre.co.uk/gcse/spanish

www.memrise.com

www.quizlet.com

Extra-curricular opportunities:

Extra support

For more information, please speak to Mr Bak (Subject Leader for Modern Foreign Languages), Mrs Ferguson (Head of Information, Advice and Guidance), Mrs Westwood (Head of Academic Performance) or Mrs Epton (Second Deputy Head)

40

.

What is a Technology Technical Award, and why choose one

at KS4?

Level 1/2 Technical Awards give 14 – 16 year olds a more hands on, practical

approach to learning. With a greater focus on specialist skills, students can

concentrate on the area they are really interested in. A Technical Award has kept

the best elements from our outgoing Technology GCSEs but delivers the practical

skills and core knowledge students need to progress onto level 3 qualifications, A

levels, employment or apprenticeships.

Within each TA students will complete three mandatory units (one externally

assessed and two internally assessed) spread across 120 guided learning hours.

Within the Technology Department we will be offering 2 different Technical

Awards. Materials Technology and/or Visual Communications.

1 . Materials Technology

In Materials Technology students will have the opportunity to develop skills in

making high quality products using woods, metal and polymers (plastics).

They will be expected to make a range of products, prototypes and samples,

applying technical and practical expertise to ensure that the product is fit for

purpose. Learners will have the opportunity to use traditional skills and modern

technologies.

Unit 1: Skills demonstration (internally assessed)

Students will carry out a number of bite-sized projects to demonstrate their

competence in 12 core skills outlined in the specification. Students will produce a

series of small made outcomes and record their work in a portfolio of about 12

pages.

Unit 2: Extended making project (internally assessed)

Students will undertake an extended making project that showcases the skills and

knowledge they have developed in Unit 1 and the knowledge they have

developed through Unit 3. The project will be in response to an exam board set

brief. Students will develop skills in planning and development, making, testing,

evaluation and communication.

TECHNOLOGY AWARD MATERIALS TECHNOLOGY LEVEL 2 (Option Subject)

41

. Unit 3: Fundamentals of Materials Technology (externally assessed) Learners will study materials and their working properties and learn about processes and manufacture. They will gain knowledge of the applications and characteristics of a wide range of woods, metals and polymers and also learn about possible careers within industry. The Technical Award in Materials technology will give learners the opportunity to develop an understanding of:

materials and their working properties

processes and manufacture

Joining, components, adhesives and finishes

commercial practice

sustainability

careers opportunities.

2. Visual Communications

In Visual Communications students will have the opportunity to use traditional skills, such as drawing and sketching in 2D and 3D and also modern technologies, including web design. We’ve designed it for young learners who want to study graphics in a practical and imaginative way, developing the graphic design skills needed to create materials for marketing and promotion. Unit 1: Skills demonstration (internally assessed) Students will create a number of small practical outcomes to demonstrate their competency in 12 core skills. This will include the transferable skill of teamwork.

Unit 2: Extended making project (internally assessed) Students will undertake an extended making project that showcases the skills they have developed in Unit 1 and the knowledge and understanding they have acquired in Unit 3. Students will develop skills in planning and development, making, testing and evaluation and the transferable skill of communication.

TECHNOLOGY TECHNICAL AWARD LEVEL 2 (Option Subject)

42

Unit 3: Fundamentals of Visual Communication (externally assessed) Students will study the fundamentals of visual communication including:

Visual communication techniques

Career opportunities

Processes in industry

Health and safety

Materials and stock forms

Tools and equipment

Systems and control procedures

Consideration of commercial aspects

Social and environmental issues

Qualification: Level 2 Exam Board: AQA 3740 Specification: Technical Award Materials Technology /Visual Communication Grading Structure: Level 2—Pass, Merit Distinction and Distinction*

Useful web-sites:

www.data.org.uk

http://www.aqa.org.uk/qual/gcse/des_tec_rmt.html

www.designandtech.com

Extra-curricular opportunities: It is vital that pupils are prepared to give a regular period of their own time so that work is completed on time and the workshops are available

after lessons, before school and at lunchtimes for pupils to use.

For more information, please speak to Mr Plant (Subject Leader for Technology), Mrs Ferguson (Head of Information, Advice and Guidance), Mrs Westwood (Head of Academic Performance) or Mrs Epton (Second Deputy Head)