1. education
2. school

Kenilworth School &
Sixth Form
KS4
Transition to KS4
2015—2017
KEY STAGE 4 2015 -2017
page
(1) Introduction from Headteacher
4
(2) Key decision making
5
(3) School achievement information
6
(4) Key Dates
7
(5) GCSE Results
8
(6) Year 11 Destinations
10
(7) Parent Questionnaire
11
(8) Summary of Changes
12
(9) Top ten tips
15
2
Curriculum Choice
(10) Core Subjects
English Language and Literature
16
Mathematics
18
Science, Additional Science, Triple Science & BTEC Science
19
Citizenship
21
Computer Science
23
P. E.
24
(11) Option Subjects
Fine Art
25
ASDAN CoPE
27
BTEC Business Studies
29
BTEC Dance
30
st
BTEC Health and Social Care 1 Diploma
32
BTEC Sport 1st Diploma
33
Business Studies - Applied
35
Catering – (Technology)
37
Drama & Theatre Studies
39
French
41
Geography
43
German
41
Graphics
45
History
47
Latin
49
Music
52
Physical Education
54
Product Design (Technology)
56
Religious Studies – World Religions
58
Spanish
41
Textiles (Design & Technology)
60
(12) Extra-Curricular Provision
62
(13) Choice Form
67
3
Curriculum Choice
INTRODUCTION FROM
HEADTEACHER
The school is recognised as being graded 'Outstanding'
in all areas (Ofsted February 2013) but we are
ambitious and continue to better ourselves in every
way possible.
We combine high aspirations with a care for
individual students. Our students are happy and
confident individuals, who enjoy good relationships
with their fellow students and the staff. We are a
friendly, orderly school with a well-earned
reputation for academic, sporting and personal
achievement. In this environment students are given
every chance to grow and achieve success.
We emphasise the development of skills such as
team building, effort, responsibility, healthy
competition and leadership. Our students achieve
their best because of the range of experiences
that we provide in an environment that is positive,
supportive and forward-thinking.
Kenilworth School & Sixth Form embraces its role as a comprehensive school serving the whole
community. In addition to the good work carried out in the classroom there are many clubs and
activities that take place outside of school hours. Our curriculum for Key Stage 4 has recently
been renewed to ensure that all students follow a broad curriculum that includes all of the
subjects that will be measured against the Progress 8 measure. Our curriculum is largely
traditional and includes new areas of study in response to national policy changes and
developments in technology. Within Key Stage 4 we prepare students for life after school and
help them to make decisions for themselves on all sorts of global issues, such as law making,
understanding our legal system, sustainability, international conflict, immigration and British
values.
Our former students have progressed to diverse and successful roles, most having moved
through further and higher education. Students regularly achieve excellent academic results,
well above the national average, and the Sixth Form Centre is very successful in providing a
transition to higher education.
Students achieve their best when school and home work is in harmony. We value the
contribution made by parents, governors and the community to ensure that we maintain high
standards in all aspects of school life.
H. H. S. Abbott
Headteacher
4
Curriculum Choice
KEY DECISION MAKING
Students in Year 9 are reaching an important stage in their education. Next year the curriculum
that they will follow changes and within it there is some element of choice. As wide a curriculum
as possible is being made available to students and they need to consider carefully the choices
that they make.
There are also changes afoot nationally and the government
have now published their revised National Curriculum. The
curriculum in years 10 and 11 is made up of compulsory or
statutory elements, and optional elements. The compulsory
core comprises:
•
•
•
•
•
•
•
•
English
Mathematics
Science
Citizenship
Computing
Physical Education
Religious Education
Sex and Relationship Education
There is also an optional element so in addition to the subjects above students will be able to
choose four extra subjects to examination level. The choice of subjects can be found on the form
at the back of this booklet.
There are certain things that should be considered when students are selecting their optional
subjects:
•
•
You may have already heard about something called “Progress 8”. This is a new
measurement of value added by which students’ performance will be judged in the
future. Progress 8, which has been introduced by the Department for Education, will
eventually replace the 5A*- C measurement. The rationale behind Progress 8 is to ensure
– wherever possible – that students take at least 8 good quality GCSEs including the
EBAC subjects as this will provide a broad and balanced curriculum, and one which
Russell Group universities in particular will look at favourably.
The importance of studying the EBAC subjects – 5 subjects including Maths, English,
Science, a humanities (history or geography), a language (French, Spanish, German or
Latin)
We will go into more detail about the above at the parents option evening on 8th January, as well
as talking about other key changes such as the move from grades to points for GCSE results.
If you have any queries please do not hesitate to contact me at school on 01926 859421.
M. Snape
Deputy Head
5
Curriculum Choice
OfSTED (February 2013) Wrote:
Parent of a Year 7
“Academic standards have risen year-on-year
and are well above national averages.
Students make excellent progress from their
starting points and achieve outstandingly well.”
“The behaviour of students is exemplary.
They participate enthusiastically in their
learning and behave maturely around the
school. Consequently they feel safe and are
safe at school.”
“We are so glad that we made the decision to
choose your school and have watched Charlie’s
confidence and social independence grow and
grow. We cannot sing your praises enough.”
Year 13 student
“The mediocre teachers tell, the good teachers
explain, the great teachers demonstrate but
Kenilworth School teachers inspire.”
“The sixth form is outstanding. Students make
excellent progress as a result of inspirational
teaching and well-targeted support.”
Kenilworth School and Sixth Form
Summer 2014 Examination Results
Kenilworth Students continue the tradition of achieving some of the best GCSE
and A Level results in the county.
This year at GCSE level:
The Year 11 students achieved 82% 5 A* - C grades including English and
Mathematics (best attempt – 80% on first attempt) – of which an incredible
31% achieved 5A* - A grades.
83% achieved 5A*-C grades
Further to this, 100% of our students
achieved 5A*-G grades.
34% achieved the E-BACC accreditation
This year at ‘A’ level:
Overall pass rate was 100%
67% of exam entries were A*- B grades.
12.2% of exam entries were A* grades.
Nearly all of our students were accepted by their first choice of university.
Kenilworth School and Sixth Form
Consistently top in the county and one of the best in the country
6
Curriculum Choice
KEY DATES
The Curriculum Choice process is a complex one, but the school is committed to guiding students
towards suitable choices. However, limitations on class sizes and available resources can inhibit
complete freedom of choice. We will also be guiding individual students towards certain choices
to ensure they have the best opportunity of achieving their best results. Final decisions about
subject availability in relation to student choice will rest with the school.
We feel it is important to give parents and students as much information, advice and guidance as
is necessary, so in addition to on-going careers guidance work in PSHE lessons, the sequence of
events related to the Curriculum Choice process is as follows:
November and December 2014
Year 9 Curriculum Choice assemblies
Friday 19th December 2014
Y9 reports go home
18th December 2014
Distribution of the Curriculum Choice 2014-2016 booklet (and available on VLE)
Thursday 8th January 2015
14-19 Curriculum Choice Evening.
•
•
•
A Presentation on the Curriculum Choice process, the national context, subjects on offer,
and how to make the right choice.
A chance to speak to subject teachers about the content and requirements of each
subject at Key Stage 4.
Our Careers Advisor and Sixth Form students will also be present to offer further advice
about further education and study.
•
Thursday 29th January 2015
Year 9 Subject Parents Evening
An opportunity to get individual feedback from subject teachers before making final Curriculum
Choice decisions
Friday 6th February 2015
The final deadline for handing in completed Curriculum Choice form directly to Mr Lockren.
Students who miss the deadline are much less likely to get a place on their chosen course.
Please do not worry about the Curriculum Choice process. These are important decisions but we
will provide you with the information and support to help you make these decisions wisely. This
is an opportunity to look forward to exciting studies which can lead on to Sixth Form, College or
apprenticeships.
7
Curriculum Choice
GCSE RESULTS 2014
Qualification Name
Additional Maths
Art
Biology
Btec Business
Btec Dance
Btec Health
Btec Music
Btec Science
Btec Sport
Business Communication
Business Studies
Business Studies 2
Catering
Chemistry
Drama
English Language
English Literature
Food Tech
French
GCSE PE
Geography
German
Graphics
History
ICT
Latin
Latin Literature
Maths
Music
Physics
Product Design
RE short
RS full
Science Additional
Science Core
Spanish
Textiles
Total
A*-A%
A*-C%
A*-G %
Student
Count
No of
Entries
Average
Points
Average
Grade
69.6
35.6
77.8
28.6
66.7
23.8
0
0
11.5
28.6
19.8
9.9
24.4
68.5
5
24.1
40.4
33.3
37.7
31.3
41.4
37.5
35.3
30.4
8.5
82.4
92.3
35.6
39.1
73.4
21.9
48.9
82.7
10.1
9.4
35.1
25.7
36.1
98.2
86.4
100
100
100
100
100
100
100
100
88.3
74.8
77.8
100
53.7
91.6
80.8
100
83.6
85.4
78.2
92.5
88.2
77.2
59.6
100
100
88.9
82.6
99.1
78.1
74.3
92.6
70.5
77.7
83.8
80
84
98.2
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
99.6
100
100
100
98.9
100
97.1
100
100
100
100
100
100
99.1
100
98.1
98.8
100
100
100
100
99.6
56
59
108
14
15
42
1
22
26
7
111
111
45
108
41
249
250
12
61
48
87
40
34
92
47
17
13
270
23
109
32
268
81
139
139
74
35
270
56
59
108
14
15
42
1
22
26
7
111
111
45
108
41
249
250
12
61
48
87
40
34
92
47
17
13
270
23
109
32
134
81
139
139
74
35
2773
51.5
46.5
52.3
44.7
49.2
44.4
46
45.7
42.5
46.9
43.8
41
43.1
51.4
37.4
44.8
45.3
47
45.6
45.1
44.9
46.5
45.5
42.8
37.8
54.1
54.3
45.7
46.3
51.5
42.4
45.9
52.5
40.6
40.9
45.1
43.6
45.2
A
B
A
BABB
B
C+
B
BC+
BA
CBB
B+
B
B
BB
B
C+
CA+
A+
B
B
A
C+
B
A
C
C
B
BB
8
Curriculum Choice
GCSE RESULTS 2014
Summary and Comparisons
Total
2014
Kenilworth %
2013
National %
270
221
214
100
82
79.3
60
-
E-Bacc Elements
Students Achieving the E-BACC
Students Achieving the English Element
Students Achieving the Maths Element
Students Achieving the 2 x Sciences Element
Students Achieving the Languages Element
Students Achieving the Humanities Element
Total
93
231
240
204
140
130
%
34.4
85.6
88.9
82.9
84.8
77.8
%
25
-
A*-A Students
Students with 5 x A*-A
Students with 8 x A*-A
Total
86
56
%
31.9
20.7
%
-
Progress Measures
Students making Expected Progress in English
Students making Expected Progress in Maths
Total
222
234
%
84.1
87.6
%
69
70
5 A*-C Measures
Cohort
Students with 5 x A*-C inc English & Maths
Students with 5 x A*-C GCSE ONLY
9
Curriculum Choice
YEAR 11 DESTINATIONS – 2013-2014
Kenilworth Sixth Form
Apprenticeships
Other FE College
Other Sixth Form
Moved out of Area
Personal Development
P/T Employment
Warwickshire College
Stratford College
Training Provider
Flying School
TOTAL
163
8
12
6
2
2
1
62
13
1
1
271
10
Curriculum Choice
61%
3%
4%
2%
1%
1%
0%
23%
5%
0%
0%
100%
PARENT QUESTIONNAIRE
Parents are asked to complete a questionnaire (based on a questionnaire produced by
Ofsted) at each parents evening. The results from the seven parent’s evenings are
shown below. (Individual year group results can be viewed on the school website).
Responses per question out of a
total of = 447
Strongly agree
Agree
Disagree
Strongly
disagree
60%
38%
2%
0%
64.5%
35%
0.5%
0%
My child is making good progress at
this school
53%
46%
1%
0%
This school ensures my child is well
looked after
53%
45%
2%
0%
My child is taught well at this school
49.5%
50%
0.5%
0%
48%
48%
4%
0%
This school ensures students are
well behaved
43.5%
52%
4%
0.5%
This school deals effectively with
bullying.
41%
53%
5.5%
0.5%
This school is well led and managed
57%
41%
2%
0%
This school responds well to
concerns I raise
50.5%
44%
4.5%
1%
I receive valuable information about
my child’s progress
40.5%
50%
9%
0.5%
Yes
99.5%
No
0.5%
My child feels happy at this school.
My child feels safe at this school.
My child receives appropriate
homework
I would recommend this school to
another parent
11
Curriculum Choice
SUMMARY OF CHANGES FOR ALL
NEW GCSEs
•
A new grading system will be introduced. Students will be awarded a grade from 1 to 9, with 9 being
the highest.
•
Tiering will only be used in subjects where untiered papers will not allow students at the lower end of
the ability range to demonstrate their knowledge and skills, or will not stretch the most able. The
tiering model used will be decided on a subject by subject basis
•
All new GCSEs will be fully linear with assessment at the end of the course and content not divided into
modules
•
Exams will be the default method of assessment, except when they can't provide valid assessment of
the skills required. Again, this will be decided on a subject by subject basis
•
Exams will only be available in the summer, apart from a November series for English Language and
Maths. This series is for students who were at least 16 on the preceding 31 August ie those in Y12 or
Y13
•
GCSE English will be reformed for first teaching in September 2015, first assessment 2017
•
GCSE Mathematics will be reformed for first teaching in September 2015, first assessment 2017
12
Curriculum Choice
English
GCSE English Language
The new English Language GCSE will encourage students to read a greater range of high quality,
challenging literature and non-fiction text from a range of genres and types (from the 19th, 20th
and 21st centuries).
Reading and writing will be equally weighted in the new English Language GCSE.
The new English Language GCSE will have a greater focus on making sure that students are able
to write clearly and accurately, in good Standard English. There will be an increased emphasis on
spelling, punctuation and grammar including the use of vocabulary.
Speaking and Listening will be assessed through endorsement (this change is being introduced to
exams from summer 2014). There will be a bigger emphasis on teaching students to become
more confident in formal speaking.
GCSE English Literature
The new English Literature GCSE will encourage students to read a wide range of classic
literature fluently with the assessment of:
•
A 19th century novel
•
A Shakespeare play
•
A selection of poetry since 1789 including representative Romantic poems
•
British fiction or drama from 1914 onwards.
There will be increased assessment of unseen texts.
The quality of writing in the response to texts will be assessed.
Changes to both new English GCSEs
The study of literature will remain a compulsory part of the Key Stage 4 curriculum.
There will be new requirements to use more diverse and challenging writing skills, such as
narrating and arguing.
All English GCSEs will have terminal assessment with no controlled assessment.
A new grading system will be introduced. Students will be awarded a ;grade from 1 to 9, with 9
being the highest.
13
Curriculum Choice
Maths
•
The subject content is split into three groups:
o
content that all students should master (this is the biggest group)
o
content that should be taught but higher achieving students should master
o
content that will be taught only to higher achieving students and
mastered by the highest achievers (those likely to go on to A-level study in
maths).
•
The new GCSE will have more focus on making sure that every student masters the
fundamentals of maths. These have been defined by the DfE as areas such as
calculation, ratio and proportion.
•
The assessment objectives place more emphasis on reasoning and problem solving.
•
A new grading system will be introduced. Grading will be on a nine point scale, with 9
being the highest available grade.
•
The tiering structure will remain the same, with an overlap between the tiers at grades 4
and 5. This means that the Foundation tier will cover grades 1 to 5 and the Higher tier
will cover grades 4 to 9.
14
Curriculum Choice
TOP TEN TIPS
1.
The different combinations are:
•
•
4 GCSE subjects
3 GCSE subjects and one BTEC or ASDAN
2.
Whatever combination you choose make sure each subject is from a different option
block (A,B,C,D)
3.
Your choices will be in addition to your core subjects of Maths, English, Science, PE,
Citizenship, Computer Science.
4.
There are differences in how you are assessed. GCSE’s have a final timed examination
and controlled assessments (examined coursework in class). BTEC’s have a
combination of portfolio and examination work and ASDAN has no terminal
examination but you will need to build up a comprehensive portfolio of all your work.
5.
The subjects that you have enjoyed and found of interest are very often the ones that
offer the best chances of success. The emphasis is on YOU. Do not be influenced too
much by your friends, because you will spend many hours on these subjects over the
next two years and it would be foolish to base your choice on somebody else's likes
and dislikes.
6.
In choosing a combination of subjects, some students will have a particular career in
mind; others will be thinking seriously about careers for the first time. At this stage,
few students actually have in mind the career they will eventually follow. Ideas
develop and opinions change and, almost certainly, your own final decision about a
career will gradually develop over the months and years that lie ahead. What you
should aim to achieve at this stage is a reasonable balance between the various
subjects, in order to keep open as wide a variety of careers as possible.
7.
Think 14 – 19. What do you want to do after Year 11. If you want to study a particular
subject at the next level in the 6th Form (GCSE, BTEC or Diploma) then it is a good idea
to choose it for Year 10 and 11.
8.
The placing of students in appropriate teaching groups for examinations will be the
responsibility of members of staff. They will have in mind present standards of work
and they will keep your progress in Years 10 and 11 very much under review.
9.
You will find your Curriculum Choice Form on the inside of the back cover of this
booklet. Fill this in and return it to your tutor by registration on Friday 6th February.
10.
The following pages give you details of all courses including those in the core
curriculum.
15
Curriculum Choice
GCSE – ENGLISH
GCSE – ENGLISH LITERATURE
MEMBER OF STAFF RESPONSIBLE FOR COURSE
EXAMINING BOARD
SYLLABUS
MISS T. WHITE
(AQA)
GCSE / NATIONAL CURRICULUM - KEY STAGE 4
The Key Stage 4 English course introduces students to the study of English Language and English
Literature and leads to two separate GCSE qualifications. GCSE grades are assessed through final
examination at the end of Year 11. Spoken Language (formerly Speaking and Listening) is
assessed, but the marks awarded do not contribute to the overall grade awarded in English
Language.
English Language
: 100% Exam
English Literature
: 100% Exam
All students will be entered for both GCSEs.
The English Language course includes:
Paper 1: Explorations in Creative Reading and Writing: 1 hour 45 minutes
(80 marks, 50% of GCSE)
What's assessed:
Section A: Reading - one literature fiction text
Section B: Writing - descriptive or narrative writing
Paper 2: Writers' Viewpoints and Perspectives: 1 hour 45 minutes
(80 marks, 50% of GCSE)
What's assessed:
Section A: Reading - two linked texts, one non-fiction text and one literary non-fiction text
Section B: Writing - writing to present a viewpoint
All sections of both papers are equally weighted.
The English Literature course covers Shakespeare, English Literary Heritage, poetry, exploring
cultures and modern prose.
16
Curriculum Choice
Paper 1: Shakespeare and the 19th-century novel - 1 hour 45 minutes
(40% of GCSE)
Questions:
Section A, Shakespeare: students will answer one question on their play of choice. They will be
required to write in detail about an extract from the play and then to write about the play as a
whole.
Section B, The 19th-century novel: students will answer one question on their novel of choice.
They will be required to write in detail about an extract from the novel and then to write about
the novel as a whole
Paper 2: Modern texts and poetry - 2 hour 15 minutes
(60% of GCSE)
Questions:
Section A, Modern texts: students will answer one essay question from a choice of two on their
studied modern prose or drama text.
Section B, Poetry: students will answer one comparative question on one named poem printed
on the paper and one other poem from their chosen anthology cluster.
Section C, Unseen poetry: students will answer one question on one unseen poem and one
question comparing this poem with a second unseen poem.
17
Curriculum Choice
GCSE MATHEMATICS
MEMBER OF STAFF RESPONSIBLE FOR COURSE
EXAMINING BOARD
SYLLABUS
MS T. AHMAD
EDEXCEL
GCSE Mathematics
Subject aims and objectives:
•
•
•
•
develop fluent knowledge, skills and understanding of mathematical methods and
concepts
acquire, select and apply mathematical techniques to solve problems
reason mathematically, make deductions and inferences, and draw conclusions
comprehend, interpret and communicate mathematical information in a variety of forms
appropriate to the information and context.
Syllabus content:
•
The assessments will cover the following:
1. Number
2. Algebra
3. Ratio, proportion and rates of change
4. Geometry and measures
5. Probability
6. Statistics
•
•
Two tiers are available: Foundation and Higher.
The qualification consists of three equally-weighted written examination papers at each
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.
The qualification will be graded and certificated on a nine-grade scale from 9 to 1 using
the total mark across all three papers where 9 is the highest grade.
Foundation tier: Grades 1 to 5
Higher tier: Grades 4 to 9
•
•
•
•
•
18
Curriculum Choice
GCSE SCIENCES
MEMBER OF STAFF RESPONSIBLE FOR THE COURSES
MRS. V. McCARTHY
EXAMINING BOARD
AQA
(Science A, Additional Science, Biology, Chemistry, Physics, BTEC Applied Science)
There are three possible routes through GCSE Science.
1. Triple Science (three GCSE’s)
2. Science and Additional Science (two GCSE’s)
3. BTEC Science
The first two of these possible routes allow progression to Post 16 science courses. GCSE
examinations will take place in June of Year 11 for Science, Additional Science and Triple Science.
75% of the final grades will be based on written examinations and 25% will be based on practical
work. The practical task is set by the examining board together with a written paper relating to
the practical work.
BTEC APPLIED SCIENCE
Applied Science BTEC is a vocational qualification designed to give students the skills they need
to either move on to higher education or go straight into employment. The course provides a
more practical, real-world approach to learning alongside a theoretical background, giving
learners the knowledge, understanding and skills that they need to prepare for employment.
Students have to undertake a number of units for which they present evidence, based on reallife work and studies. This allows them to demonstrate their skills and knowledge in practical
situations.
In year 10 students will complete 3 equally weighted assignments each being worth 25% of the
year 10 award. The remaining 25% consists of an external examination. The structure of the
course is identical in Year 11.
Each unit is assessed through the completion of assignments enabling learners to work within
their strengths. At the end of each year students can be awarded either a Pass (GCSE equivalent
C), Merit (GCSE equivalent B) or Distinction (GCSE equivalent A) for each year.
At the end of the 2 years students will be awarded with 2 GCSE equivalent grades.
19
Curriculum Choice
Which route is best for you?
If you enjoy science and expect to achieve a KS3 level of 7, the separate sciences would be a
good option for you, particularly if you think you would like to continue your studies at A Level.
Remember that this route involves additional studying and practical work.
Alternatively, your aptitude for science and your Post 16 choices may make the Science +
Additional Science route a better alternative for you. This route also offers a good grounding for
A Level Science but reduces your GCSE workload.
Your science teacher will be pleased to answer any queries which you may have regarding the
new science curriculum and the best way forward for you.
20
Curriculum Choice
GCSE - CITIZENSHIP
___________________________________________________________
MEMBERS OF STAFF RESPONSIBLE FOR COURSE
EXAMINING BOARD
MR R. GARRATT
Edxcel
Citizenship is taken by all Year 10 and 11 students and does not count as one of your option
choices.
If you want to find out more, have a look at these websites. They show you the sort of things you
could be doing when you take the course:
• Citizen X gives an overview of the issues
you will be dealing with
(www.bbc.co.uk/schools/citizenx).
• Oxfam give you examples of the international
issues covered in the course
(www.oxfam.org.uk/coolplanet/kidsweb).
• The Youth Parliament shows you how you can
make a difference
(www.ukyouthparliament.org.uk).
• This site has citizenship games – including developing a campaign, as you will be doing when
you choose the Citizenship GCSE (www.demgames.org).
Also visit the Edexcel website (www.edexcel.com/gcse2009). This will give you up-to-date
information about what you will be studying and how you’ll be assessed.
What is Citizenship?
Citizenship allows you to view the worlds and people around you from a different perspective. It
helps you to make decisions for yourself on all sorts of issues. We are bombarded with
information about things like the environment, fair trade and people’s rights across the world,
but most of us find it hard to work out what’s right and wrong. Citizenship helps you to develop
the skills you need to decide for yourself. You will investigate issues that really matter and work
out what can be done about them. You will also learn skills in taking action and presenting cases.
What do I need to know, or be able to do, before taking this course?
Citizenship studies are an exciting course to take for GCSE. It’s not just about sitting in
classrooms but gets you out and about. You will be involved in community activity which you
plan and organise. You will plan a campaign for an issue that you choose and really care about.
The course builds on PSHE/citizenship lessons from Years, 7, 8 and 9 and all sorts of things you
have done before in PSHE, RS, English, Geography and History.
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Curriculum Choice
What will I learn?
If you are going to investigate current issues, you need to know how the world works. The course
will help you to understand how an individual can change things, so it explores how we make
laws, our place within the economy, what pressure groups do, and how we all relate to the rest
of the world. The media are also important because they influence how we think – so we need to
work out what their messages really mean. There is also a focus on communities, how we all live
together, and our similarities and differences. The aim is to help you to understand and play a
part in the world locally, nationally and internationally.
How will I be assessed?
Full Course
Examination x 2 40%
Coursework x 2 60%
•
•
The first exam will test your knowledge and understanding of the material
The second asks you to think about it from different points of view.
They are based on real examples of things that are going on in the UK and further afield. The
coursework for the Full Course also involves running a campaign. This might be for something
local or a much bigger issue like protesting about child labour or encouraging people to be more
environmentally friendly.
What can I do after I’ve completed the course?
You will learn lots of skills that will be useful in later life. Being able to see the world from other
people’s points of view will always help you to understand what’s going on around you. The
range of activities you will be involved in will help you to work with others and see the benefits
of being part of a team – and even leading a team. You will learn to put a message together to
persuade people of your point of view. Although we do not offer any A level Citizenship, the
GCSE is a solid foundation and natural progression for A level Sociology, Politics or Law.
Whatever you do next – A Levels, a Diploma or an apprenticeship – you will find that citizenship
is an integral part of any course.
22
Curriculum Choice
GCSE COMPUTER SCIENCE
MEMBER OF STAFF RESPONSIBLE FOR THE COURSE
EXAMINING BOARD
-
MRS L. HADLEY
Pearson EdExcel
Computing, programming and development is one of the few growth sectors in the UK. We live
in an information society, one where the computer and the microchip are the development tools
of the future. All the statistics say we do not produce enough computer scientists in the world
and that people are only learning to use the tools that are given to them, not learning to make
the tools themselves so that they can produce the next generation of software. Computer
Science provides learners with the skills they need to make things happen.
This is a rigorous, knowledge-based, and intellectually challenging GCSE, which teaches
programming and the underlying principles of logic, decomposition, algorithms, data
representation, and communication. The course aims to enable learners to:
• develop knowledge and understanding of the fundamental principles and concepts of
computer science
• develop and apply computational thinking skills to analyse problems and design
solutions across a range of contexts
• gain practical experience of designing, writing, and testing computer programs that
accomplish specific goals
• develop the ability to reason, explain and evaluate computing solutions
• develop awareness of current and emerging trends in computing technologies
• develop awareness of the impact of computing on individuals, society and the
environment, including ethical, legal and ownership issues
• communicate computer science concepts and explain computational solutions clearly
and concisely using appropriate terminology.
SUMMARY OF SUBJECT CONTENT:
Students study two units that focus on the principles of computer science and practical
programming skills.
ASSESSMENT:
1 written exam paper – 2 hours
1 controlled assessment
75% of the marks
25% of the marks
PROGRESSION
GCSE Computer Science opens doors to diverse career paths such as software development,
database administration, hardware engineering, systems analysis, network architecture, web
development, security analysis, and computer programming. It also provides good progression to
AS and A level for learners who want to continue their study in this fascinating field.
23
Curriculum Choice
KEY STAGE 4 – PHYSICAL EDUCATION
– for all students
MEMBERS OF STAFF RESPONSIBLE FOR COURSE
MR L. CASSELL
MRS S. SHAKESPEARE
The Upper School Physical Education programme consists of 1 lesson per week and covers a
wide range of activities and experiences, with provision for both individual and team pursuits.
In Year 10 & 11 students are given an opportunity to pursue activities in the teaching space that
they are given with a joint decision with their teacher on the activity that they can participate in.
In addition to stimulating interests by introducing new skills and experiences, one of our main
aims is educating for the purposeful use of leisure time in order to develop an active healthy
lifestyle as possible before students move on at the end of Year 11 and beyond their school days.
Physical Activities
The following activities are offered in Year 10 & 11.
Aerobics
Athletics
Badminton
Basketball
Cricket
Health-Related Fitness
Dance
Hockey
Cheerleading
Netball
Rugby
Football
Ultimate Frisbee
Table Tennis
Tennis
Trampolining
Volleyball
Lacrosse
Kit, Behaviour and Expectations
It is hoped that Upper School students can be treated in a more adult way, allowing them to use
the facilities and courses on offer in a similar way to commercial leisure and sports centres.
However, we continue to insist on the normal Department requirements in respect of kit (we
feel this to be very important), excuse notes and general behaviour.
As students grow out of normal kit, it is acceptable for the following to be worn:
Navy tracksuit trousers or jogging bottoms
Plain white T shirt or polo shirt
Navy sweatshirt
All items of kit are available from Mrs Kerrane in main reception at school.
24
Curriculum Choice
GCSE FINE ART
MEMBER OF STAFF RESPONSIBLE FOR COURSE
Examining Board
MR C. DARVILL
WJEC
The course aims to develop students understanding of Art, Craft & Design and use the research
of traditional and contemporary art, as well as Art from other times and cultures to inform the
development of their ideas towards final creative outcomes
TO BE SUCCESSFUL ON THIS COURSE STUDENTS SHOULD
•
•
•
•
•
•
Have a strong interest in Art.
Have good drawing skills.
Have good organisational skills.
Have an aptitude to work independently.
Be prepared to take learning outside the classroom (visit galleries/ museum etc).
Be prepared to work hard.
COURSE STRUCTURE AND ASSESSMENT
•
•
Unit 1: Portfolio of Work (Coursework 60%).
This is a series of projects designed to develop practical creative skills with a
variety of media and to develop students’ ability to explore, select and present
visual information. (Yr 10 & 11)
Unit 2: Externally Set Task (Exam 40%).
This is a controlled assessment that is set by the exam board. The students are
given a choice of topics as a starting point and produce a creative portfolio of
work in the form of sustained research and investigation leading to a final
outcome (Spring term Year 11)
The students have four assessment objectives that they have to provide evidence for. The
portfolio of work and the externally set task are both marked following these Assessment
Objectives.
Fine Art, Applied Art & Design and Graphic Communication are marked using the same criteria.
AO1 Initiating ideas through looking at the work of Artists, Designers and Craftspeople.
AO2 Select appropriate media, materials, techniques and processes for ideas.
AO3 Initiate and develop ideas, clearly annotating material experiments and further possible
developments.
AO4 A final response that reflects their exploration, research, investigations.
"Please note: The combination of more than one Art based GCSE subject option (Applied Art &
Design, Art -Fine Art, and Graphics) is prohibited due to the disproportionately heavy workload
that studying more than one of these subjects would entail."
Equipment
Pupils are expected to equip themselves with some key materials for the course. As department
we offer the opportunity to buy these materials as a pack which cost approximately £26,
however there is no obligation to buy these from us. More information about these packs will be
sent out during the first week of the course and will provide full details.
25
Curriculum Choice
Top marks for Rachel Knott - She was one of only three students in the entire country to receive
full marks across all four of her AS and A-Level units.
26
Curriculum Choice
ASDAN Certificate of Personal
Effectiveness (CoPE)
MEMBER OF STAFF RESPONSIBLE FOR THE COURSE
EXAMINING BOARD
SYLLABUS
QUALIFICATION LEVEL 2
MS R. MILLER
Asdan
Certificate of Personal Effectiveness
This course supports students in the development of skills which are transferable across other
subject areas and it can therefore enhance achievement in GCSE's particularly for those students
who may find it more difficult to access the traditional GCSE format.
The aims of the qualification are:
•
•
•
To develop and demonstrate a range of personal, key and employability skills leading to
personal effectiveness
To broaden experience and manage learning through the enrichment activities provided
by the CoPE challenges
To receive formal recognition and accreditation for the above.
Students will develop, evidence and be assessed upon 6 skills. These are: Working with Others,
Improving own Learning and Performance, Problem Solving, Planning and Carrying out Research,
Communicating through Discussion, and Planning and Giving an Oral Presentation.
To gain the Certificate of Personal Effectiveness, students must complete and evidence
challenges that earn them a total of 12 credits or more and they must evidence the 6 skills to
Level 2 standard through the completion of those challenges. The challenges will be taken from
the following areas:
Communication, Community and Citizenship, Sport and Leisure, Independent Living, The
Environment, Vocational Preparation, Health and Fitness, Work Related Learning and Enterprise,
Science and Technology, International Links, Expressive Arts and Beliefs and Ethics.
Each piece of work Is marked and signed by the assessor (teacher), internally moderated to
confirm common standards throughout the school. The work is then taken for external
moderation.
There is no external examination in this course.
This course provides robust evidence of personal effectiveness and can be used to demonstrate
students’ suitability for a myriad of vocational courses at level 1, 2, and 3, as they move into
further education, in addition to apprenticeships
27
Curriculum Choice
Each piece of work
•
Is checked and signed by the assessor (teacher)
•
And in turn by the internal moderator to confirm common standards throughout
the school.
•
The work is then ready for external moderation, through the examination
board. There is no external examination in this course.
Students will be working towards a Level 2 qualification which is the equivalent of a
grade B GCSE.
28
Curriculum Choice
BTEC – BUSINESS STUDIES
MEMBER OF STAFF RESPONSIBLE FOR THE COURSE
EXAMINING BOARD
MR P. HODGSON
Edexcel
BTEC Business is a course designed for students who are looking for a vocational route into the
world of business. Candidates gain a level 2 qualification equivalent to a GCSE.
Organisation and Content of the Course
The BTEC course is almost entirely made up by coursework and the students will study a range of
business topics. The BTEC award comprises core and specialist units which cover aspects of
knowledge, understanding and competency necessary for employment within the business
community. As such the BTEC course offers a qualification which can extend a learner’s
programme of study and provide vocational emphasis.
How will I be assessed?
The course is assessed through continual coursework and there is less emphasis on examinations
in this subject. Students can attain a distinction (equivalent to an A grade), merit (B grade) and a
pass (C grade). The assessments range from constructing business reports; delivering business
presentations and carrying out role play activities.
Who is the course aimed at?
Students who do not thrive under the pressure of exams. The course is ideal for any student who
is one day considering a career in business, marketing, retail, management, personnel or any
other business related career.
What options will I have once I have completed the course?
It is logical for successful students to progress on to a National Business Diploma at Warwickshire
College or to an apprenticeship. This qualification will lead to greater long-term employment
prospects.
How does this course differ from GCSE?
There is less emphasis on examinations and there are a range of alternative assessments
methods that are used to assess student progress. It is much more vocational than the Business
Studies Applied GCSE.
29
Curriculum Choice
DANCE – BTEC Extended Certificate in
Performing Arts
_____________________________________________________________________
MEMBERS OF STAFF RESPONSIBLE FOR COURSE
EXAMINING BOARD
MR L CASSELL
MRS N. DANDY
Edxcel
Background to the course
The pupils will study the extended certificate which is equivalent to two GCSE’s and will be
offered in one option block. There is NO THEORY EXAM on this course but there is a computer
exam that the pupils must sit, this will be assessed externally all other assignments are assessed
internally.
The Structure of the Course
The Extended Certificate in Dance will consist of the following units:
Core Units
Individual Showcase
Preparation, Performance and Production
Mandatory Units
Dance Skill
The Performing Arts Industry
Externally Assessed Unit
The pupils are required to write a letter of application to attend a dance school under exam
conditions, highlighting their experience to date. They are also required to choreograph two solo
dances to the theme set by the exam board, demonstrating their technical skills as a dancer.
Optional Specialist Units (Minimum of two units)
Performance in context
Movements Skills
Devising Performance work
Contemporary Dance Techniques
Exploring Urban Dance Styles
Jazz Dance Techniques
All of these units involve practical demonstrations and performance opportunities. Each unit is
broken down into 4 or 5 assignments and each of these will have a number of tasks that will
allow students to achieve Pass, Merit and Distinction marks.
In Y10 students will complete 4 units and the remaining 4 units will be covered in Y11.
All of the results from the unit assignments are put together for an overall unit grade. All of the
unit grades are combined to give an overall final grade at Pass (2 GCSE grade C’s), Merit (2 GCSE
grade B’s), Distinction (2 GCSE grade A’s)or Distinction * (2 GCSE grade A*s)
Venue
30
Curriculum Choice
Lessons will take place in the Dance Studio in Lower School.
Prospective students
This represents an exciting opportunity for students who enjoy Dance within the PE curriculum
and who wish to study the subject in more detail.
Expectations
All pupils must have an interest in Dance and have performed well at dance in key stage 3.
It is expected that students will demonstrate an enthusiasm for both dancing and for watching
live dance performance.
Each student is required to take notes of their practical lessons and any visiting dance company.
Each student will be required to do homework to increase their level of understanding.
All coursework will be videotaped.
Students will be encouraged to perform as much as possible.
31
Curriculum Choice
BTEC HEALTH AND SOCIAL CARE
MEMBER OF STAFF RESPONSIBLE FOR THE COURSE:
MRS S. JEWITT
Awarding Body :EDEXCEL
This course is a GCSE equivalent course. A Distinction * is equivalent to an A* grade, Distinction,
A grade; Merit, B grade; and Pass, C grade.
If you are interested in, and ultimately want to work with people, this course may be for you.
Some students may have an interest in nursing, physiotherapy, working with children or want to
care for and help others. It is not a child care course.
The BTEC gives you background knowledge and the opportunity to develop the skills needed by
anybody considering working with people.
The qualification is a mixture of coursework and external examination. The external
examinations will involve completing coursework in school under controlled examination
conditions and two units are tested by written examination. Coursework and Controlled
Conditions Coursework are marked internally and sent to the examinations board for marking
verification.
All students will study for and complete 8 units, 4 of which are compulsory and 4 of which are
optional specialist units.
Compulsory Units
Human Lifespan Development (external written examination), Healthy Living (external written
examination), Effective Communication (externally moderated coursework), and Health & Social
Care Core Values (externally moderated coursework).
Specialist Units - 4 from….
Promoting Health and Wellbeing, Social Influences on Health and Wellbeing
Equality and Diversity in Health and Social Care, Impact of Nutrition on Health, Individual Rights
in Health and Social Care, Services in Health and Social Care, Human Body Systems and Care of
Disorders, and Creative & Therapeutic Activities.
(All of these units are externally moderated coursework)
This is an ideal stepping stone for BTEC Nationals, A Levels, or work based training and
apprenticeships.
32
Curriculum Choice
BTEC FIRST DIPLOMA IN SPORT
MEMBER OF STAFF RESPONSIBLE FOR COURSE
EXAMINING BOARD
MR L. CASSELL
MRS E. MINSHULL
Edexcel
WHAT IS BTEC FIRST CERTIFICATE IN SPORT?
A BTEC First Certificate in Sport is a practical, work related course. The BTEC course is almost
entirely made up by coursework and the students will study a range of business topics. The BTEC
First Certificate is 240 guided learning hour qualification comprising core and specialist units. As
such the BTEC First Certificate offers a qualification which can extend a learner’s programme of
study and provide vocational emphasis.
You learn by completing projects and assignments that are based on practical work and relates
to realistic workplace situations, activities and demands.
It introduces you to the possibility of employment in this area and provides a good foundation to
go on to a more advanced work related qualification in the Sixth Form, including the BTEC
National Diploma (equivalent to two A Level’s).
A BTEC First Certificate in Sport is equivalent to 2 GCSE’s at grades A* - C.
WHAT IS THE COURSE STRUCTURE?
The course will have eight different units to be completed. Four units to be completed in Year 10
and four units in Year 11.
WHAT UNITS WILL I STUDY?
The Year 10 units are:
o Fitness for sport and exercise ( Exam Externally Assessed)
o Training for personal Fitness
o Leading sports activities
o Practical sports performance
The Year 11 units are:
o Injury and the sports performer
o Running a Sports event
o Lifestyle and wellbeing
o Anatomy and Physiology for sports performer (Exam Externally Assessed)
HOW IS THE COURSE ASSESSED?
There is no final examination. Two units will be externally assessed in a computer examination.
All other units are assessed and graded internally. An overall grade for the qualification is
awarded as follows;
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Curriculum Choice
o
o
o
o
Pass = 3 grade C’s
Merit = 3 grade B’s
Distinction = 3 grade A’s
Distinction * = 3 grade A*’s
WHAT DO I NEED TO GET ON THIS COURSE?
•
•
•
•
Work hard in your key stage 3 PE lessons
Prepared to work hard and show both motivation and determination
Interested in Sport
A future interest in working in the world of sport
34
Curriculum Choice
GCSE – BUSINESS STUDIES - APPLIED
MEMBER OF STAFF RESPONSIBLE FOR THE COURSE
EXAMINING BOARD
MR P. HODGSON
AQA
Business Studies GCSE Applied is a double award and is worth 2 GCSE’s. The course is designed
for students of all abilities but rewards those students who are prepared to work hard for the
two years.
Organisation and Content of the Course
The GCSE in Applied Business enables students to develop knowledge and understanding of
business through the investigation of a range of business organisations. This will involve group
visits to actual businesses, visiting speakers from the world of business and the opportunity to
develop a comprehensive understanding of how businesses operate. This course will prepare
students for the demands of A levels, for training and for employment.
What are the main themes that we study?
•
•
•
•
People in Business
Marketing
Setting up a business and enterprise
Business finance
How will I be assessed?
The course is assessed through a modular system, where students will sit two examination
papers and complete two controlled assignments. This means that all class and homeworks are
meaningful and count towards your final grade.
A Double award qualification counts as two GCSE’s yet is taught in the same amount of time as
a traditional GCSE. Students can attain A* to G GCSE grades (they just count double). The
delivery of lessons will suit all learning styles.
Who is the course aimed at?
Hardworking students of all abilities. The course is ideal for any student who is one day
considering a career in business management, accounts, design management, economics, law
or any other business related career.
What options will I have once I have completed the course?
It is logical for successful students to progress on to A levels or onto one of the many new
vocational courses. Business Studies and Economics A levels are two very popular courses at
Sixth Form and this course will be an excellent introduction into one of these two. The
qualification will help students with long-term employment prospects.
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Curriculum Choice
Will I have access to ICT facilities?
Currently all Business lessons take place within an ICT room and each student has access to their
own computer.
How successful is the course?
Over the last few years this has been one of the most popular and successful GCSE subjects
Business Studies students preparing for a
controlled assessment with Sainsbury’s store
manager
.
A lesson on marketing at Cadbury World
36
Curriculum Choice
GCSE CATERING
HEAD OF DEPARTMENT: MR C. LOCKLEY
STAFF RESPONSIBLE FOR CATERING: MRS A. CANNADINE
EXAMINING BOARD - WJEC
The Technology Department will be offering a range of GCSE curriculum choices. These build
upon the KS3 modules in Technology that have been followed by all students since they joined
the school in Year 7. All GCSE courses will require students to undertake a variety of tasks
consisting of theory, design work and practical activities. This will culminate in a Controlled
Assessment project (worth 60% of the GCSE) and a written examination paper at the end of the
course (worth 40% of the GCSE). All Controlled Assessments are internally assessed within the
Department and externally moderated by the Exam Board.
Students should think carefully about which areas of Technology they have enjoyed, been
successful in and would like to study at a higher level in the future. All Technology GCSE courses
require students who have the ability and skills to think creatively, problem solve, experiment
with materials, be able to design products for the future, model and test their ideas and make
quality products.
Students can choose up to two Technology courses. The food based courses obviously require
students to regularly bring items from home to use in lessons, this is an important requirement
of both courses and students should be prepared to do so. GCSE Catering, practical sessions do
not take place every week.
GCSE Catering
Catering will focus on the skills required to produce high quality food dishes within a catering
environment. It will require students to develop an understanding of nutrition, menu planning,
costing, food production techniques and industrial catering establishments. Hygiene and safety
skills are crucial elements of this course and an additional qualification is therefore made
available for students to study. This is the CIEH Level 2 Award in Food Safety. In addition,
students will also need to be aware of the skills required to present food correctly to the
customer.
The Controlled Assessment element of GCSE Catering involves two pieces of written work (one
worth 20%, one worth 40%) set by the Exam Board which lead to two practical assessments.
There is also a written examination paper (40% of GCSE) at the end of the course.
GCSE Catering would suit those students who have a flair for cooking but enjoy the disciplines
required within food production.
37
Curriculum Choice
What can I do after I have completed a GCSE course?
Many students who have completed one of the GCSE Technology courses have gone on to study GCE
th
Product Design – 3D or GCE Product Design – Textiles at Castle 6 Form Centre. Some students have
continued to study Technology related areas at colleges of Further Education, whilst others have found
employers who are delighted to accept students with qualifications and experiences in Design and
Technology.
If you would like to know more about any of the GCSE Technology courses please talk to your Technology
teacher or any of the following members of the department who would be happy to answer any of your
questions:
Mr C. Lockley
Head of Technology department
Mr R. Mason
Teacher in charge of Product Design
Mrs A. CannadineTeacher in charge of Food Technology and Catering
Mrs J. Tilley
Teacher in charge of Textiles Technology
Catering students visiting Waitrose
38
Curriculum Choice
GCSE DRAMA
MEMBER OF STAFF RESPONSIBLE FOR COURSE
EXAMINING BOARD
SYLLABUS
MRS R. WHEATLEY
Edexcel
GCSE Drama (2DR01)
Drama – Year 10
This course will enhance your acting skills and your appreciation of theatre as an art form. You
will be expected to take part in practical sessions and workshops. You will be given the
opportunity to develop by contributing to these sessions by exploring specific drama techniques.
You must be able to work effectively with other people and attend rehearsals after school in
order to meet the requirements of the course.
Lessons are taught in the purpose build Drama Studio, equipped with lighting and sound
technology. There is a Studio at Castle and the School Hall where rehearsals and productions are
held.
Exam Board: Edexcel 5DRO1/2/3
Coursework Element: 60% (Unit 1 and Unit 2) Examination Format: 40% (Unit 3)
The course places strong emphasis on practical work and is designed to enable students to gain
practical understanding of various dramatic skills involved in creating and performing Drama,
from initial themes and texts through to production. You will also acquire skills in working with
others, problem solving and communication. You will find that Drama will help you to feel more
self-confident and prepare you to deal with a range of different situations and people.
Content:
Unit 1 – Drama Exploration
Students will use Drama to explore ideas and issues, based on a variety of stimulus material.
Students have the opportunity to use Drama forms to deepen their knowledge and
understanding of an idea or an issue and to communicate this understanding through the
medium of Drama. Group work is an essential part of the practical coursework.
Unit 2 – Exploring Play Texts
Students will have the opportunity to explore a play and to gain knowledge and understanding of
the ways in which playwrights, performers, directors and designers use the medium of drama to
communicate their ideas to an audience.
Unit 3 – Drama Performance (40%) Externally assessed.
Students will take part in a play that they have created as a group jointly devised and presented
by themselves, OR an extract rehearsed from scripted material and jointly directed and
presented by themselves based on an assignment brief set by Edexcel. Group work is an
essential element. Decisions as to how materials and resources are to be used are the
responsibility of the students. You can either be examined on your acting skills in the
performance or on your design and technical skills (stage design, costume, masks and makeup or
lighting and sound). You will perform the play in front of an audience and the examiner will be
present at one of the performances.
39
Curriculum Choice
Drama – Year 11
This course will enhance your acting skills and your appreciation of theatre as an art form. You
will be expected to take part in practical sessions and workshops. You will be given the
opportunity to develop by contributing to these sessions by exploring specific drama techniques.
You must be able to work effectively with other people and attend rehearsals after school in
order to meet the requirements of the course.
Lessons are taught in the purpose build Drama Studio, equipped with lighting and sound
technology. There is a Studio at Castle and the School Hall where rehearsals and productions are
held.
Exam Board: Edexcel 5DRO1/2/3
Coursework Element: 60% (Unit 1 and Unit 2) Examination Format: 40% (Unit 3)
The course places strong emphasis on practical work and is designed to enable students to gain
practical understanding of various dramatic skills involved in creating and performing Drama,
from initial themes and texts through to production. You will also acquire skills in working with
others, problem solving and communication. You will find that Drama will help you to feel more
self-confident and prepare you to deal with a range of different situations and people.
Content:
Unit 1 – Drama Exploration
Students will use Drama to explore ideas and issues, based on a variety of stimulus material.
Students have the opportunity to use Drama forms to deepen their knowledge and
understanding of an idea or an issue and to communicate this understanding through the
medium of Drama. Group work is an essential part of the practical coursework.
Unit 2 – Exploring Play Texts
Students will have the opportunity to explore a play and to gain knowledge and understanding of
the ways in which playwrights, performers, directors and designers use the medium of drama to
communicate their ideas to an audience.
Unit 3 – Drama Performance (40%) Externally assessed.
Students will take part in a play that they have created as a group jointly devised and presented
by themselves, OR an extract rehearsed from scripted
material and jointly directed and presented by themselves based on an
assignment brief set by Edexcel. Group work is an essential element. Decisions as to how
materials and resources are to be used
are the responsibility of the students. You can
either be examined on your acting skills in the
performance or on your design and technical
skills (stage design, costume, masks and
makeup or lighting and sound). You will
perform the play in front of an audience and
the examiner will be present at one of the
performances.
40
Curriculum Choice
GCSE – FRENCH
GCSE – GERMAN
GCSE - SPANISH
MEMBER OF STAFF RESPONSIBLE FOR THE COURSES:
EXAMINING BOARD:
MRS J. BRANDIST
AQA (Specification A)
WHY STUDY A MODERN FOREIGN LANGUAGE?
•
It is a multi-lingual world - not everyone speaks English! 94% of the world does not
speak English as their first language. 75% of the world does not speak English at all.
•
It’s fun to learn about other people’s cultures. Learning a language helps you to learn
about the culture of that country. Cultural understanding is a highly desirable skill.
•
It’s a practical skill, which you can use. Just over an hour away is a population of over
60 million people who speak a different language. The ability to communicate in
another language is a great asset.
•
It can help you to get a job. Some people think that the only jobs available using
languages are in translation, interpreting or teaching. This isn’t true. In fact, languages
can be helpful in lots of different jobs and many employers reward people with language
skills with extra salary because they know they are useful in today’s international
business world.
It’s a highly valued GCSE. A language GCSE can be a challenge and that is why it is regarded
highly. You should be aware that some universities insist on a KS4 language qualification
nowadays.
Other skills you develop on the way:
•
•
•
•
•
•
•
It improves your communication skills
It develops your study skills
It encourages you to be more accurate in your work
It improves your command of English!
It helps develop concentration and accurate listening
Learning a language actually helps to develop your memory
Learning a language helps to protect the brain from effects of aging!
WHICH LANGUAGE SHOULD YOU CHOOSE?
You may choose between French, German and Spanish, provided you have studied it in Year 9.
You should clearly study the one you most enjoy.
You may want to study two foreign languages. You should seek advice from your language
teachers as to your suitability to study both.
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Curriculum Choice
SYLLABUS CONTENT
You will work over two years developing your four skills of listening, speaking, reading and
writing in much the same way as Key Stage 3. You will widen your vocabulary over the two years
and acquire greater skills with grammar work. The themes studied in each language are the
same. These are My World,
Holiday Time and Travel, Work and Lifestyle and The Young Person in Society.
You will be assessed in four skill areas:
1.
2.
3.
4.
Listening and Responding
Speaking
Reading and Responding
Writing (coursework)
20%
30%
20%
30%
These may be attempted at foundation or
higher levels of GCSE and various
combinations are possible to suit your strengths.
SHOULD YOU CHOOSE A MODERN FOREIGN LANGUAGE?
You should choose a modern foreign language if you can answer yes to the
following questions:
a)
b)
c)
Do you enjoy learning languages?
Do you enjoy participating in lessons?
Do you give a commitment to learning vocabulary for vocabulary tests?
WHAT CAN I DO NEXT WITH MY LANGUAGE GCSE?
•
•
•
•
•
•
Make use of your language in a gap year
Go on to study at AS level or even A2
Combine your degree with a language. Some very common and highly desirable
combinations include: Law with French, Engineering with German, Business Studies with
Spanish. You can combine virtually any degree with any language. This makes you highly
employable in today’s European and global market.
Learn a completely new language e.g. Chinese or Russian. The skills you learn from your
fist language GCSE will help you in learning further languages.
Take advantage of EU study grants and study at a foreign university for a while.
Build on your GCSE knowledge at a later stage in your career or life.
42
Curriculum Choice
GCSE GEOGRAPHY
MEMBER OF STAFF RESPONSIBLE FOR THE COURSE
MR H. BAINS
OCR Exam Board – Geography B (J385)
The GCSE Geography has two tiers of entry which are dependent on student ability. The Higher
tier allows students to obtain grades A* to D, whilst the Foundation tier allows them to attain a
maximum of a grade C down to a G.
Students will study four units in this Geography course.
Unit 1: Key Geographical themes
(50% final grade)
One exam paper, 1 hour 30 minutes
Pupils will study 4 different themes. These themes are:
• Rivers and Coasts
• Population and settlement
• Natural Hazards
• Economic development
One of these 4 units will be examined in a Decision making paper (see unit 2 below). The others
will be examined in one paper, where pupils will have to answer 3 questions (one for each unit).
Unit 2: Sustainable decision making
(25% final grade)
One exam paper, 1 hour
This unit aims to test pupils ability to apply the ideas contained in the 4 key themes to a
particular scenario. Pupils will know beforehand which of the 4 key themes will be used for this
exam.
Unit 3: Geographical Enquiry
(25% final grade)
One piece of controlled assessment (coursework)
Controlled assessment : Fieldwork Focus
This work will focus on the 4 themes identified in Unit 1. Students are provided with a question
which they then need to collect data for. This will involve a residential fieldtrip. The exact nature
of this trip is undetermined at present but in previous years has involved a 2 night stay in Norfolk
to study the coastline. Students will be given 16 hours in lesson time to write up their findings, in
no more than 2000 words.
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Curriculum Choice
Why should you study Geography?
Geography has traditionally been a popular subject at GCSE. It is a subject that is entirely
relevant to pupils and the world in which they live. Geography helps students learn about why
the world is the way it is and how they can contribute to making it a better place. As Geography
is such a wide ranging subject it also goes well with other GCSEs and A-levels. It is a subject that
is held in high regard with Universities.
Geography has tiered entry. There is a higher tier exam paper and a foundation tier. This allows
pupils of all abilities to achieve well. The foundation exam paper has greater structure and
support built into it and the maximum grade obtainable is a “C”. The Higher tier has less support
and the grades available are A* to a D.
Because Geography is about the world it is important that pupils experience this and they will
have the opportunity to go on a residential fieldtrip. The current trip is to the North Norfolk
Coast and it is important to note that this is a compulsory part of the course.
44
Curriculum Choice
GCSE GRAPHICS
MEMBER OF STAFF RESPONSIBLE FOR THE COURSE
MR. C. DARVILL
Examination Board
The course aims to develop students understanding of Visual Communication Art and use the
research of Graphic Design and advertising to inform the development of their ideas towards
final creative outcomes
TO BE SUCCESSFUL ON THIS COURSE STUDENTS SHOULD
•
•
•
•
•
•
Have a strong interest in Graphics.
Have good creative skills.
Have good organisational skills.
Have an aptitude to work independently.
Be prepared to take learning outside the classroom
Be prepared to work hard.
COURSE STRUCTURE AND ASSESSMENT
•
•
Unit 1: Portfolio of Work (Coursework 60%).
This is a series of projects designed to develop practical creative skills with a
variety of media and to develop students’ ability to explore, select and present
visual information. (Yr 10 & 11)
Unit 2: Externally Set Task (Exam 40%).
This is a controlled assessment that is set by the exam board. The students are
given a choice of topics as a starting point and produce a creative portfolio of
work in the form of sustained research and investigation leading to a final
outcome (Spring term Yr 11)
The students have four assessment objectives that they have to provide evidence for. The
portfolio of work and the externally set task are both marked following these Assessment
Objectives.
Fine Art, Applied Art & Design and Graphic Communication are marked using the same criteria.
AO1 Initiating ideas through looking at the work of Artists, Designers and Craftspeople.
AO2 Select appropriate media, materials, techniques and processes for ideas.
AO3 Initiate and develop ideas, clearly annotating material experiments and further possible
developments.
AO4 A final response that reflects their exploration, research, investigations.
"Please note: The combination of more than one Art based GCSE subject option (Applied Art &
Design, Art -Fine Art, and Graphics) is prohibited due to the disproportionately heavy workload
that studying more than one of these subjects would entail."
Equipment
Pupils are expected to equip themselves with some key materials for the course. As department
we offer the opportunity to buy these materials as a pack which cost approximately £20,
45
Curriculum Choice
however there is no obligation to buy these from us. More information about these packs will be
sent out during the first week of the course and will provide full details.
Ben Chan
Ben Chan the only student nationally to attain
full marks across all of his AS and A-Level units
46
Curriculum Choice
GCSE HISTORY
MEMBER OF STAFF RESPONSIBLE FOR THE COURSE
EXAMINING BOARD
SYLLABUS
MR A. SHREEVE
EDEXCEL
HISTORY A (Modern World)
Students will study four units in this modern History course. This is a modular course.
Unit 1: Outline Study: Peace and War: International Relations
(25% final grade)
One exam paper, 1 hour 15 minutes
Pupils will study:
-
The Era of the Cold War, 1945-91. The unit focuses on the following three things:
1. How did the Cold War develop? 1943-56 – The iron curtain, Berlin Blockade (194849) & the Hungarian Uprising of 1956.
2. Three Cold War crises: Berlin Wall, the Cuban Missile Crisis, and Czechoslovakia
c1957-69
3. Why did the Cold War end? The invasion of Afghanistan (1979) to the collapse of the
Soviet Union (1991) – the roles of Reagan and Gorbachev.
Unit 2: Modern World Depth Study
One exam paper, 1 hour 15 minutes
(25% final grade)
Pupils will study:
The USA 1919-41 – Candidates will cover the economic boom and US society in the
1920s looking at the rise of gangsterism during the Prohibition era, the development
of new forms of entertainment such as Hollywood. They then study the causes and
consequences of the Wall Street Crash, the impact of the Depression and Roosevelt’s
recovery programme.
Unit 3: Modern World Source Enquiry
One exam paper, 1 hour 15 minutes
(25% final grade)
Pupils will study:
- “War and the Transformation of British Society, 1931-51” – Students will study the impact of
the Great Depression on Britain and the Jarrow Crusade. They will cover the role of Britain
as a fighting force in World War Two and also what life was like for those at home with a
focus on the Blitz in Coventry and the events of D-Day. Finally they will look at the rebuilding
of the nation after World War Two and the creation of the NHS.
Unit 4: Representations of History
Controlled assessment (replaces coursework)
(25% final grade)
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Curriculum Choice
-
“Civil Rights & Protest in the USA, 1945-70” – During the course of this unit, students will
look at the development of the Civil Rights Movement and the roles of key events and
individuals such as Martin Luther King and the Montgomery Bus Boycott. They will follow
this with a study of student protest and the women’s movement in the 1960s.
Candidates will complete three essay based questions for this unit.
Why should you study History?
History is a very popular subject at GCSE. There are lots of reasons why it is a good GCSE option.
Some of the best are:
- You enjoy it! It’s a fascinating subject!
- It helps you understand the world you live in today.
- It develops really valuable skills in you. In history you deal with real people, and you can
work out why they did what they did. You will improve your ability to form arguments
and judge whether you are being told the whole truth, part of the truth or something
completely untrue.
- History is a well-regarded subject. Universities and employers know it’s a good quality
qualification. They like the analytical skills that History develops.
“People are always shouting they want
to create a better future. It's not true.
The future is an apathetic void of no
interest to anyone.
The past is full of life, eager to irritate us,
provoke and insult us, tempt us to
destroy or repaint it. The only reason
people want to be masters of the future
is to change the past.”
Milan Kundera
48
Curriculum Choice
GCSE LATIN
MEMBER OF STAFF RESPONSIBLE FOR THE COURSE
EXAMINING BOARD
SYLLABUS
MS I. PEACE
WJEC
Certificate in Latin Language
or Certificate in Latin Language and Roman civilisation
Certificate in Latin Literature
AIMS
Latin language:
-to develop a competence in Latin language.
-to develop a sensitive and analytical approach to language generally including an
awareness of the relationship between Latin and the languages of today.
Roman civilisation:
-develop an understanding of the content, style and values of Roman
civilisation.
-develop an analytical and evaluative response to primary and secondary
sources.
- respond personally to the values of a society separated from their own in both space
and time, and by doing so, more fully understand the values of their own society.
Latin literature:
-to develop a reading competence focused upon a selection of Latin literature.
-to read and respond to literature in Latin and to understand the cultural context within
which the literature was produced.
-to make an informed response, based on evidence, to the material studied.
We offer to students who have enjoyed Latin in Years 8 and 9 a course which we hope will
provide both a satisfying experience in itself and a sound basis for further study.
Latin is an enjoyable and challenging language which is a highly regarded subject. It will improve
your English vocabulary and grammar. Working out the word order and detail in Latin sentences
teaches the skills of analysis and precision which are extremely useful in a wide range of careers
such as law, medicine, accountancy and engineering. Training your brain to these standards will
significantly reduce the level of effort needed to tackle all other subjects. It is also indispensable
for any serious modern linguist. The grammatical grounding will teach students how to talk
about and learn ‘language’ in general; there are many similarities between German and Latin
grammar and it will also aid your vocabulary learning in languages such as French and Spanish
which derive many words from Latin. It is widely recognised that the learning of a Classical
Language and about the Civilisation it underpinned indicates a capacity for taking on a rigorous
challenge, for careful and detailed application to tasks, a feeling for the finer points of language
use and an ability to grasp complex concepts; all these are qualities that universities and future
employers will value very highly.
This course fully integrates language and civilisation materials and leads to two highly valued
accredited WJEC Level 2 qualifications, one in Latin Language or Latin language and Roman
civilisation, the other in Latin Literature, equivalent to two GCSEs. The course follows naturally
49
Curriculum Choice
on from the Cambridge Latin Course books with excellent and freely available electronic support
materials available on the Cambridge Latin web site, which can be accessed readily at home or
school.
www.cambridgescp.com
In Year 10, language work will introduce a large number of grammatical constructions with
plenty of exercises to reinforce understanding and to provide practice in translation. The
linguistic material is presented against interesting background and civilisation topics as the
stories are set in Roman Bath and then in Rome. This will continue into Year 11, when additional
books and past examination papers will also be used in order to fine-tune examination
techniques. The set vocabulary list will be learnt and tested in class.
Study for the Certificate in Latin Literature will begin at the end of Year 10, with the early section
of the narrative set text. The remainder of the narrative text and the theme extracts will be
explored in Year 11. Not only will students be able to read a good selection of what the great
voices of the past have to tell us, they will also study in detail literary style and techniques, so
gaining knowledge and skills which will be readily transferable to help with their English
literature studies.
ASSESSMENT
The WJEC certificates are assessed at two levels, Level 1 and Level 2, each of which may attain a
grade of A*-C. However, A* at Level 1 is equivalent only to D at GCSE; accordingly, all our
candidates are entered for Level 2, where the grades mean what they say.
Assessment will be achieved through four examination papers, two for each certificate:
Examination Papers:
Certificate in Latin Language
Unit 9521 Core Latin Language (compulsory) - comprehension and translation of Latin at a level
roughly commensurate with the end of Stage 29 of the Cambridge Latin
Course.
Plus Unit 9524 - Additional Latin Language - A single passage of Latin for comprehension and
translation where the language will be roughly commensurate with that
of Stage 40 of the Cambridge Latin Course
Or Unit 9522 - Roman Civilisation topics - Each topic will contain several short questions based
on one or more stimulus, pictures, inscriptions or short passages from Roman authors in
translation. There will also be one or more questions requiring extended comment, either a
critical and personal response to source material or making comparisons between the ancient
and modern world.
50
Curriculum Choice
Certificate in Latin Literature
Unit 9541: Latin Literature - themed - approximately 120 lines of literature on a theme a
mixture of verse and prose.
Unit 9542: Latin Literature - narrative - approximately 120 lines of literature verse, forming a
continuous narrative.
SCHEME OF ASSESSMENT
Unit 9521
Unit 9524
Unit 9522
Unit 9541
Unit 9542
Duration
Weighting
1 hour 15 minutes
45 minutes
1 hour
1 hour
1 hour
67%
33%
33%
50%
50%
51
Curriculum Choice
GCSE MUSIC
MEMBERS OF STAFF RESPONSIBLE FOR THE COURSE
EXAMINING BOARD
SYLLABUS
MR R. MARR
Edexcel
GCSE Music (2MU01)
This exciting course covers performance, creativity, listening and analysing; developing you as an
all-round musician and giving you essential skills for the ever changing workplace.
The most important requirements for anyone taking GCSE Music are a willingness to listen to all
styles of music, some performance skills on an instrument or voice, imagination and a
commitment to work both in school and in your own time.
A typical lesson will be a mixture of practical and theory.
Success in this course will enable you to continue to A Level Music or A Level Music Technology
at the Sixth Form.
Unit 1, 30% – 2 Performances
These can be on any instrument / voice and are done at any point during the 2 years. You do not
have to perform in front of anyone else if you do not wish to. Being able to perform musically is
more important than your technical skill / grade.
Solo performance – 1 of the following:
1. Traditional recorded solo performance
2. Improvisation on an instrument of your choice
Group performance – 1 of the following:
1. Traditional group (eg rock band, flute duet)
2. Improvising within a group
Unit 2, 30% – 2 Compositions or Arrangements (or 1 of each)
Compositions or arrangements can be done on a computer or any instrument. They should last a
combined total of 2 – 4 minutes.
If you choose the arrangement option, you will select any piece of music and create a version
which is significantly different from the original.
Composition skills are taught as part of the course and you will get a lot of guidance and help to
achieve 2 great pieces of music.
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Curriculum Choice
Unit 3, 40% – Listening and Understanding exam
You will study 12 pieces of music taken from the following categories:
• Western Classical Music
• Music in the 20th Century
• Popular music and Jazz
• World Music
There will questions about the context of these pieces and aspects of the harmony,
structure, instruments etc.
Music is highly regarded by higher education and employers. Under the new measure,
"Progress 8", an instrumental music exam at grade 6 and above can be used as one of the 8
subjects, in addition to GCSE music. A pass gives 7 points (the equivalent of an A grade) and a
merit or distinction gives 8 points (the equivalent of an A*).
53
Curriculum Choice
GCSE PHYSICAL EDUCATION
MEMBERS OF STAFF RESPONSIBLE FOR COURSES
EXAMINING BOARD
MR L. CASSELL
EDEXCEL
The GCSE course will be run entirely separate from, and in addition to, the normal, compulsory, 2
lessons of P.E. which all pupils follow in Years 10 and 11. It has been decided to offer this
examination course to girls and boys who are interested in studying aspects of P.E. and sport in
far more depth than the compulsory programme would allow since it is entirely practical in
nature.
Why study Physical Education?
Do you like sport? Do you like learning new sports? Would you like to be rewarded for playing
the sports you enjoy? Would you like to study sport? If you have answered yes to these
questions, then you will enjoy GCSE Physical Education.
In this course you will improve your knowledge and performance in a range of practical activities
and will have the chance to learn about the principles and practices which lead to good
performance. The course will help you to develop your confidence, self esteem and a sense of
team spirit. The qualification can lead to further study of Physical Education or Leisure and
Recreation or to a career within the sport and leisure industry.
You will study:
• Effective performance in four chosen practical activities;
• Observation and analysis of performance in one practical activity;
• Factors affecting participation and performance in physical activity;
• The relationship between health, fitness and practical activity;
• Risk assessment in physical activity
You will learn how to:
• Develop and apply advanced skills and techniques;
• Select and apply advanced skills, tactics, strategies and team skills
• Evaluate and improve performance;
• Adopt a variety of roles in an activity such as performer, coach, referee;
• Apply rules of activity and safety regulations.
Assessment:
The exam paper covers the full range of grades from G to A*. There are two aspects to your
assessment.
Coursework
This will be worth 60% of your overall result. You will be assessed in four practical
activities from a wide range of categories which include: Association Football, Badminton,
Netball, Gymnastics, Dance, Athletics, Canoeing, Swimming, and
Weight Training. You will also be tested on your ability to observe and analyse performance in a
practical activity.
Written paper (1 hour 30 minutes)
54
Curriculum Choice
Unit 1:
Unit 1.1
Unit 1.2
The Theory of Physical Education
Healthy, actual lifestyle
Your health, active body
Unit 2:
Performance in Physical Education
COURSE TEXT BOOK:
EDEXCEL GCSE PE Student Book
ISBN 978186903724
COURSEWORK FOLDER:
This will include all class work and homework.
COURSE WORK - PRACTICAL ACTIVITIES
This component of the course is worth 60 % of the final marks and is an assessment of FOUR
PRACTICAL ACTIVITIES using the following objectives;
•
Planning, performing and evaluating each of the 4 activities - 48% of the marks.
•
Analysing and improving (written task for one of the chosen activities) - 12 % of the
marks.
•
GAMES - football, badminton, basketball, cricket, golf, hockey, judo, lacrosse, netball,
rounders, rugby, squash, table tennis, tennis, volleyball.
•
GYMNASTIC ACTIVITIES - artistic gymnastics (floor and vaults), trampolining.
•
DANCE - various styles.
•
ATHLETIC ACTIVITIES - track and field athletics, cross country running.
•
OUTDOOR & ADVENTUROUS ACTIVITIES - canoeing, hill walking, orienteering, skiing,
sailing, rock-climbing.
•
SWIMMING
•
EXERCISE ACTIVITIES - Aerobics, weight training
It should be noted that only those activities highlighted will be offered during lesson time.
Students will choose 5 activities (one each term) with assessments throughout the course. The
best 4 the 5 activities will then be taken. It may also be possible to assess students in the other
listed activities outside lesson time provided certain criteria are satisfied.
PE KIT/SPORTSWEAR FOR GCSE LESSONS, TRIPS & VISITS
Puma White GCSE polo shirt, Puma navy sweatshirt (both printed with the school name and
purchased at the start of the year), navy shorts or if cold navy tracksuit bottoms.
RECOMMENDATIONS
To select GCSE Physical Education you should be committed to at least one school extracurricular sporting club.
55
Curriculum Choice
GCSE PRODUCT DESIGN TECHNOLOGY
MEMBER OF STAFF RESPONSIBLE FOR THE COURSE
MR C. LOCKLEY
STAFF RESPONSIBLE FOR PRODUCT DESIGN:
MR R. MASON
EXAMINING BOARD - AQA
The Technology Department will be offering a range of GCSE curriculum choices. These build
upon the KS3 modules in Technology that have been followed by all students since they joined
the school in Year 7. All GCSE courses will require students to undertake a variety of tasks
consisting of theory, design work and practical activities. This will culminate in a Controlled
Assessment project (worth 60% of the GCSE) and a written examination paper at the end of the
course (worth 40% of the GCSE). All Controlled Assessments are internally assessed within the
Department and externally moderated by the Exam Board.
Students should think carefully about which areas of Technology they have enjoyed, been
successful in and would like to study at a higher level in the future. All Technology GCSE courses
require students who have the ability and skills to think creatively, problem solve, experiment
with materials, be able to design products for the future, model and test their ideas and make
quality products.
GCSE Product Design
Product Design is all about solving problems and creating new and inspiring products.
On the GCSE course you will find out about how famous designers work and about the products
that they have designed; Jonathan Ive with the Ipod and Mac book, James Dyson’s cyclone cleaner
and ‘air blade’ hand dryer, the Alessi collection of cool kitchen products and lots more.
This is a very creative course. You will need to use your imagination and take inspiration from the
world around you to explore lots of different ideas. Sketching, CAD, experimenting with all sorts of
materials and modelling will all play an important role in this design process.
As well as all of these important design development skills you will learn how to make finished
products to a very good standard. Your aim is to produce products that are commercially realistic
from whatever material is suitable. To make your products just like the ones that you might see in
a high street store, we will ask you to design and make suitable packaging as well. This is another
important area of the course and another chance for you to show off your creative and practical
skills.
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Curriculum Choice
What can I do after I have completed a GCSE course?
Many students who have completed one of the GCSE Technology courses have gone on to study
GCE Product Design – 3D or GCE Product Design – Textiles at Castle 6th Form Centre. Some
students have continued to study Technology related areas at colleges of Further Education,
whilst others have found employers who are delighted to accept students with qualifications and
experiences in Design and Technology.
If you would like to know more about any of the GCSE Technology courses please talk to your
Technology teacher or any of the following members of the department who would be happy to
answer any of your questions:
Mr C. Lockley
Mr R. Mason
Mrs A. Cannadine
Mrs J. Tilley
Head of Technology department
Teacher in charge of Product Design
Teacher in charge of Food Technology and Catering
Teacher in charge of Textiles Technology
57
Curriculum Choice
GCSE RELIGIOUS STUDIES –
WORLD RELIGIONS
MEMBER OF STAFF RESPONSIBLE FOR THE COURSE
EXAMINING BOARD
SYLLABUS
MR M. NAHAL
Edexcel
GCSE Religious Studies
ISSUES & QUESTIONS
RS provides you with the chance to study issues and questions that matter, for example:
What’s the value of a life?
What beliefs will you live by?
What different ideas about God and life after death are
there?
In studying religion you will be able to develop your own thoughts and ideas about moral and
ethical issues and questions of belief. This is why some people call RS the science of life. People
of all faiths and none will find a lot to think about in this course.
WHAT ARE THE AIMS OF THE COURSE ?
For pupils to know and understand
•
the beliefs and practices of Christianity and Sikhism
•
the effect of these beliefs on moral behaviour, attitudes and life styles
For students to be able to produce evidence and arguments to support and evaluate their points
of view.
WHAT IS THE CONTENT OF THE COURSE?
Paper 1
Religion and Life Based on a Study of Christianity
A study of basic Christian teachings which may guide someone in
•
making decisions
•
answering the ultimate questions about the meaning of life.
Issues covered include:
•
•
•
•
Topic 1: Believing in God
Topic 2: Matters of Life and Death
Topic 3: Marriage and the Family
Topic 4: Religion and Community Cohesion
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Curriculum Choice
Paper 2
Religion and Life Based on a Study of Sikhism
•
•
•
•
Topic 1: Beliefs and Values
Topic 2: Community and Tradition
Topic 3: Worship and Celebration
Topic 4: Living the Sikh Life
HOW IS THE COURSE ASSESSED?
2 written papers
Paper 1 & 2
1½ hours each
50% each
EMPLOYMENT AND CAREER VALUE
In the world of work employers look for someone with an enquiring mind, an appreciation of
different viewpoints, an ability to come to clear balanced decisions. These skills all develop
through RS. If you want to work with people, in caring work, teaching, journalism, publishing,
policing, with children, in health, catering, leisure and tourism, abroad, in a cosmopolitan setting
or in many other jobs, RS will give you plenty to think about, and valuable expertise.
59
Curriculum Choice
GCSE TEXTILES
Design and Technology
HEAD OF DEPARTMENT:
MEMBER OF STAFF RESPONSIBLE FOR THE COURSE
MR C. LOCKLEY
MRS J. TILLEY
EXAMINING BOARD - AQA
The Technology Department will be offering a range of GCSE curriculum choices from September
2015. These build upon the KS3 modules in Technology that have been followed by all students
since they joined the school in Year 7. All GCSE courses will require students to undertake a
variety of tasks consisting of theory, design work and practical activities. This will culminate in a
Controlled Assessment project (worth 60% of the GCSE) and a written examination paper (worth
40% of the GCSE). All Controlled Assessments are internally assessed within the Department and
externally moderated by the Exam Board.
Students should think carefully about which areas of Technology they have enjoyed, been
successful in and would like to study at a higher level in the future. All Technology GCSE courses
require students who have the ability and skills to think creatively, problem solve, experiment
with materials, be able to design products for the future, model and test their ideas and make
quality products.
GCSE Textiles
Textiles Technology will focus on the use of colour, texture, drawing and illustrating in the
designing and making of a workable product. This can be based on fashion or interior design. A
range of materials will be used that enhance the experiences gained from KS3. Additional higher
level skills will be developed using the electronic sewing machines and over-lockers. Students are
given opportunities to visit textile related exhibitions and hear designers talk about their work.
This will help to inspire appropriate projects throughout the two year course leading to the
students Controlled Assessment projects. GCSE Textiles Technology would suit students who
would like to further their knowledge of textiles and produce fashionable products that they can
wear or interior designs that make a real impact.
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Curriculum Choice
What can I do after I have completed a GCSE course?
Many students who have completed one of the GCSE Technology courses have gone on to study GCE
Product Design – 3D or GCE Product Design – Textiles at Sixth Form.
Others have joined courses within the Expressive Arts Faculty to head in different directions. Some
students have continued to study related areas at colleges of Further Education, whilst others have found
employers who are delighted to accept students with qualifications and experiences in Design and
Technology.
If you would like to know more about any of the GCSE Technology courses please talk to your Technology
teacher or any of the following members of the department who would be happy to answer any of your
questions:
Mr C. Lockley
Head of Technology Department
Mr R. Mason
Teacher in charge of Product Design
Mrs A. CannadineTeacher in charge of Food Technology and Catering
Mrs J. Tilley
Teacher in charge of Textiles Technology
61
Curriculum Choice
Extra Curricular
Exciting extra-curricular opportunities – what you can look forward to in Year 10 & 11
Here is a taste of what we can offer you in the next two years at Kenilworth School & Sixth
Form:
At Kenilworth School and Sixth Form we strongly believe in learning outside the classroom;
Visits and trips of an educational purpose
School-based learning to support academic work
Leadership development and community responsibility
We feel that wider involvement in these important aspects of the Kenilworth School experience
enhances the life of our students and that the opportunity to participate is an entitlement for all.
Beach profiling in Norfolk
Over 100 students took part in the Year 10 Geography Field Trip to Norfolk
In Year 10 and 11 you will find a vast amount of high quality, exciting activities and experiences.
Some form a smooth transition from KS3 into KS4 and on into the Sixth Form; such as:
Learning Ambassadors
Our Learning Ambassador programme
Activities Day
Our successful sports teams (including
continuing Sports Day involvement for
Y10)
The high standard of our music concerts,
groups & solos and drama productions
Africa week/USU activities.
Activity Day
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Curriculum Choice
Activity Day
Sports Day
Whereas, other opportunities are uniquely offered to Year 10 or Y11 students; such as:
The ski trip has been a very successful feature of the Y10 extra-curricular
programme for the last ten years. Between 70 – 80 students travel to the Italian
Alps in January for a week of skiing adventure learning or improving their skills in
the highest mountains in Western Europe.
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Curriculum Choice
Duke of Edinburgh
Our provision of Bronze Duke of Edinburgh, making us one of the largest school centres
in the country – with progression to Silver & Gold
The Y10 ski trip, which takes place in the first week of January each year
Geography field trip, Catering, Sports and Language study tours and exchanges
The Y11 Ball – our traditional way of celebrating the end of Y11
Work Experience fortnight which follows the GCSE examinations
Mentors, Prefects & senior student roles including Head & Deputy Head Boy & Girl
Head Girl and Boy with prefects
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Curriculum Choice
We have an enviable programme of opportunities for all students at KS4.
Music: opportunities to play instruments and to sing are
exceptional. These include Nota Bella, our girls’ singing group
(National Finalists and ‘Choir of the Year’ at the Music for Youth
Competition); our full-sized Symphony Orchestra; String
Orchestra (past venues have include Birmingham Symphony Hall,
on tour in Ghent and Brussels Cathedral and in Paris - finalists in
the Music for Youth national competition twice), Jazz Band (this
advanced Jazz group plays at various school events, gigs and
were finalists at the Music for Youth competition held at the Adrian
Bolt Hall in Birmingham) and many students give Solo
Performances at events throughout the year.
Les Misérables Orchestra
Careers Fair
Year 11 Ball: taking place after the final exams in the summer, this very
popular event has become a rite of passage for our students with an
evening of posh frocks and smart clothes and ever inventive forms of
transport to the Ball. The organising committee of students and staff
come up with the theme and organise the venue.
Careers Fair
World Challenge: this very adventurous biennial opportunity has
taken students across the world to Ecuador in 2011, Thailand/Laos in
2013 and in 2015 to Bolivia. The 3 or 4 week experience is a mixture
of working with local community projects and going on long
expeditions through jungles and up mountains.
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Curriculum Choice
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Curriculum Choice
KENILWORTH SCHOOL & SIXTH FORM
KS4 CURRICULUM CHOICE 2015 – 2017
OPTION A
Art
Music
BTEC Sport
BTEC Dance
BTEC Health & Social
Care
OPTION B
OPTION C
OPTION D
Graphics
Drama
PE
Art
Music
Drama
PE
Art
Graphics
Spanish
French
German
French
Business Studies
Business Studies
Computer Science
ASDAN
Business Studies
BTEC Business
Business Studies
Computer Science
Catering
Product Design
History
Geography
RS
Catering
Product Design
Textiles
History
Geography
Latin
History
Geography
RS
History
Geography
RS
My Choices:
A A
B
C
D
Reserve Choice
Choose one subject from each option block – only make one reserve choice
Student Name
(please print)
Tutor Group
Parent Signature
Please fully complete and return this form to your tutor no later than Friday 6th February
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Curriculum Choice
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Curriculum Choice