1. science
2. mathematics

YEAR 9
OPTIONS BOOKLET
COURSES
2012-2014
Dear Parents/Carers
This booklet aims to provide information about the curriculum your daughter will be offered for
the next two years she will spend at Bishop’s Hatfield Girls’ School. At this school we have
always provided a broad and balanced curriculum which is sound educationally and also ensures
that future career choices are not jeopardised by wrong decisions about subjects at the age of 14.
While every girl must study a number of core subjects there is still some room for choice and
staff will be counselling pupils and advising on requirements for specific careers where
necessary. A meeting is to be held on Tuesday 31st January at 6.30 p.m. at which Curriculum
Leaders will outline the courses offered and you will have the opportunity to examine a collection
of coursework.
There will also be an opportunity for you to discuss your daughter’s progress at the Parents’
Consultation evening on Thursday 9th February 2012 from 4.30 p.m. - 7.30 p.m. At this meeting
you will be able to speak to your daughter’s teachers about her current progress. I hope that you
will be able to attend and I look forward to meeting you then.
Yours sincerely
Ms T. Nickson
Headteacher
WHY make choices?
In Years 7, 8, and 9 you study a wide range of subjects in school. You will now study fewer, but
in more depth. At the end of Year 11 you will take the examination in each subject that is
appropriate to your individual level of progress. For some subjects there will be no examination;
the final grade will be awarded based on your coursework over the two years.
It is important that you choose your subjects sensibly and achieve experience in all areas of the
curriculum so that all career “doors” remain open to you. This will give you flexibility if you
have not yet decided on a future career, or if your ideas should develop in a new direction.
WHERE will your choices lead you?
You will follow the course of study which your teachers feel will best suit you. You will be
advised to follow either the ‘Red Route’ or the ‘Amber Route’ of choices.
Nearly all the courses offered to you will lead to a GCSE, or equivalent.
Most GCSE courses are assessed on both coursework and written examination after a two-year
period of study. There is great variety in the type of course assessment and in the format of the
final examinations in each subject. Details are given under each subject entry in this booklet.
WHAT are tiers of entry?
When you take your GCSE examinations a number of courses will have two tiers of entry. This
means that, in those subject areas, you will be entered at a level which will give you access to a
specific range of grades. This system is designed to ensure that you sit the examinations which
are most appropriate to your level of ability.
1 level of entry
2 levels of entry
Art and Design
Catering
Dance
Drama
Graphics
History
Music
Physical Education
Religious Studies
Textiles
English
English Literature
French
Geography
German
Mathematics
Science
Spanish
Grades available
Grades available
A* - G
Higher A* - D
Foundation C - G
WHAT difference is there between work in Year 9 and work in Years 10 and 11?
Coursework!
Coursework is work you complete during Year 10 and 11 whilst studying your GCSE courses.
Coursework takes different forms for different subjects. It can be homework, classwork, project
work or work set with a specific time limit, for example three weeks or half a term.
Whatever the precise nature of the coursework, it has a common feature: assessment. Some of
the marks for this work will go towards your GCSE mark.
The amount of coursework varies from subject to subject so you should look very carefully
at the coursework content of the subjects you choose.
WHO will help you choose?
You will follow a programme of work during Life Skills sessions which is aimed at helping you
to decide on your future studies.
YOUR FORM TUTOR will discuss this with you and we will help you find out what
qualifications are needed for particular career areas if you have identified them. Do make sure
that you use the Connexions Library and any other source of information available.
CURRICULUM LEADERS will be talking to you about their subject areas and you will have
the opportunity to ask questions and consider these subjects in detail then.
YOUR SUBJECT TEACHERS will be able to answer your questions about any aspect of their
subject - so do ask, they are very happy to help!
SENIOR MEMBERS OF STAFF - you will also have an individual interview with a senior
member of staff to help you make your final choices.
YOUR PARENTS will be able to advise you and you should discuss your choices carefully with
them.
WHEN do you choose?
Your parents will be invited to a consultation evening on Thursday 9th February when they will
be able to talk to your teachers about your progress.
If any group is over-subscribed it may be necessary to choose the required number of pupils
by applying our agreed criteria. These are based on effort, progress, homework and
punctuality to lessons throughout the course of the year, but not necessarily on ability.
WHAT DO I DO WHEN I HAVE FINALISED MY CHOICES?
When you know exactly which subjects you wish to study in Years 10 and 11, fill in your choices
on the A5 size Choices Form.
This A5 Choices Form must be handed in at your interview.
CORE SUBJECTS
YOU STUDY ALL THESE SUBJECTS
ENGLISH & ENGLISH LITERATURE
Board: AQA
AIMS
We aim to provide a course of study suited to your daughter’s talents and abilities. We hope the
course will provide her with a solid foundation on which to build her future, and effectively equip
her with the knowledge, skills and understanding she needs in order to be successful in an
increasingly demanding world.
WHAT YOU WILL STUDY
The courses are:
English Language
English Literature
We have selected these courses because we believe them to be demanding and stimulating
programmes of study for our pupils. The courses in all cases are challenging. They encompass
oral and written skills, encourage creative and informative writing, and detailed and analytical
study of literary and media texts. Teachers will advise pupils about which qualification they are
working towards, but all pupils will study two GCSEs: English Language and English Literature.
In the study of English and English Language at this level, based upon National Curriculum
requirements, pupils will receive credit for their oral work in the form of a 20% allowance
towards their final examination mark.
HOW YOU WILL BE ASSESSED
Assessment Pattern
English Language
40% Controlled Assessment
20% Oral work
40% Final Examination
English Literature
25% Controlled Assessment
75% Final Examination
As part of their literature course, students will study
major texts, including Shakespeare, 20th Century
Drama, a modern novel and a variety of pre- and
post-1914 poetry.
Students will receive certification in both English
Language and English Literature.
FURTHER EDUCATION/CAREERS
We offer Advanced Subsidiary and Advanced level courses in English Literature in Years 12 and
13.
English forms a suitable basis for a wide variety of university courses and can lead to careers in
advertising, law, personnel, publishing, marketing, teaching, administration, politics, journalism,
and the media, for example.
MATHEMATICS
Board: OCR
Specification: To be decided (see below)
AIMS
The course aims to encourage you to:
•
•
•
•
•
•
•
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apply mathematical knowledge and understanding to solve problems;
think and communicate mathematically – precisely, logically and creatively;
apply mathematical concepts to situations arising in your own life;
acquire a firm foundation for further study;
work cooperatively, independently, practically and investigatively;
appreciate the place and use of Mathematics in society;
develop a positive attitude to Mathematics;
consolidate basic skills and meet appropriately challenging work.
ORGANISATION
You will continue to be taught in sets arranged by ability so that everyone is working at an
appropriate level. It will still be possible to move between sets if this proves necessary.
You will need mathematical equipment, such as compasses, and a scientific calculator.
WHAT YOU WILL STUDY
You will continue your study of Mathematics working on the areas of:
Using and Applying Mathematics
Number and Algebra
Shape, Space and Measures
Handling Data
We want you to progress as far as you are able in each of these areas, and then obtain your best
grade in the GCSE examination.
HOW YOU WILL BE ASSESSED
GCSE Mathematics courses changed from September 2010; although the content of the course
did not change, there is now a greater emphasis on developing your ability to think
mathematically and to apply Maths to work, further study and your personal life.
You will acquire transferable skills, such as the ability to:
•
•
•
•
•
•
interpret and organise information
ask questions
solve problems
choose a method or technique appropriate to a task
communicate an argument
think independently
There is no coursework component in this specification and the qualification is available at two
levels - Foundation (where Grades G - C are available) and Higher (where Grades D - A* are
available).
The course is appropriate for pupils requiring a general qualification in Mathematics, as well as
being suitable for anyone wishing to progress to GCE A-level or other similar courses.
The Government has proposed that all GCSE courses starting from September 2012 may only
have a final examination. We have previously used a modular course and are awaiting the
outcome of consultations before finalising our choice of specification.
FURTHER EDUCATION/CAREERS
AS and A level courses in Mathematics and Further Mathematics are available in Years 12 and
13. In previous years students have gone on to study Mathematics at University or to use their
subject knowledge to complement a wide range of other areas of study or employment, for
example, Science, Computing, Geography, Law, Technology, Education and Physiotherapy.
SCIENCE
The Science Faculty at Bishop’s Hatfield Girls’ School provides a wide range of courses to
enable every pupil to access her entitlement to study the subject. There is one main learning
pathway and it made up of the OCR 21st Century Science Suite of courses. Each course
incorporates the study of all three Science disciplines; Biology, Chemistry and Physics. We will
decide the most appropriate course for each pupil by reviewing their prior attainment in national
tests, performance in internal assessments and data on their preferred learning styles.
THE 21ST CENTURY SCIENCE SUITE
AIMS
Recognise the impact of Science and Technology on everyday life
Make informed personal decisions about issues and questions that involve Science
Understand and reflect upon the scientific information included in the media
Acquire a firm foundation for further study.
ORGANISATION
You will be taught in sets arranged according to ability so that everyone is working at an
appropriate level. This course will result in one of four qualifications;
1. GCSE Biology, GCSE Chemistry and GCSE Physics
or
2. GCSE Science and GCSE Additional Science
or
3. GCSE Science
or
4. Entry Level Certificate
WHAT YOU WILL STUDY
Triple Award: - GCSE Biology, GCSE Chemistry and GCSE Physics
Unit 1
Unit 2
Unit 3
Biology
B1: You and your Genes
B2: Keeping Healthy
B3: Life on earth
Chemistry
C1: Air Quality
C2: Material Choices
C3: Chemicals in our lives:
risks &benefits
Physics
P1: The Earth in the Universe
P2: Radioactive and Life
P3: Sustainable Energy
B4: The processes of life
B5:Growth
&development
B6: Brain and mind
C4: Chemical patterns
C5: Chemicals of the natural
environment
C6: Chemical synthesis
P4: Explaining motion
P5: Electric circuits
P6: Radioactive materials
B7: Further Biology
C7:Further Chemistry
P7: Further Physics: studying
the Universe
Double Award:- GCSE Science and GCSE Additional Science
Science Unit 1
Science Unit 2
Science Unit 3
PLUS
Additional Science
Unit 1
Additional Science
Unit 2
Additional Science
Unit 3
B1: You and your
Genes
B2: Keeping Healthy
B3: Life on earth
B4: The processes of
life
B5: Growth and
Development
B6: Brain and Mind
C1: Air Quality
C2: Material Choice
C3:Chemicals in our
lives: risks &benefits
P1: The Earth in the
Universe
P2: Radioactive and Life
P3: Sustainable Energy
C4: Chemical Patterns
P4: Explaining Motion
C5: Chemicals of the
Natural Environment
C6: Chemical
Synthesis
P5: Electric Circuits
P6: Radioactive materials
Single Award:- GCSE Science
Science Unit 1
Science Unit 2
Science Unit 3
B1: You and your
Genes
B2: Keeping
Healthy
B3: Life on earth
C1: Air Quality
C2: Material Choice
C3: Chemicals in our
lives: risks &benefits
P1: The Earth in
the Universe
P2: Radiation
and Life
P3: Sustainable
Energy
HOW YOU WILL BE ASSESSED
Triple Award: - GCSE Biology, GCSE Chemistry and GCSE Physics
For each of the three subjects in this course there will be one piece of controlled assessment and a
terminal. The controlled assessment will be a choice between a case study and a practical
investigation.
Double Award: - GCSE Science and GCSE Additional Science
For this course you will have one terminal examination and two pieces of controlled assessment.
The controlled assessment will involve a data analysis activity and a case study as well as a
practical investigation.
Single Award: - GCSE Science
For this course you will have one terminal examination and one piece of controlled assessment.
This will involve a data analysis activity and a case study.
FURTHER EDUCATION/CAREERS
Studying any of the courses offered by the faculty provides several career and further education
opportunities including BTEC, NVQs and A levels. AS and A level courses in Biology,
Chemistry and Physics are available in Years 12 and 13. Students can go on to study Medicine,
Pharmacy, Physiotherapy, Education, Forensic Science, Engineering, Veterinary Care,
Astronomy and many other Science based courses at University. It will also complement careers
in Law, Technology, Computing and Journalism.
INFORMATION AND COMMUNICATION TECHNOLOGY
OCR NATIONAL QUALIFICATIONS
AIMS
•
To allow pupils to make use of a range of ICT applications
covering software and hardware which is of an industry
based standard confidently and effectively.
•
To develop a broad and balanced experience of the
range of ICT systems available in the world of work
today.
•
To apply and continue to develop ICT skills in order
to enhance work in this focus area and of course a variety
of other subject areas.
•
To ensure pupils acquire an understanding of more advanced features of ICT
applications beyond current student expectations and experience.
WHAT YOU WILL STUDY
All girls will have the opportunity to achieve the equivalent of one full GCSE
qualification in ICT by the end of year 11. The OCR ICT course currently starts in Year 8
with a practical animation unit. Further units are studied in years 9, 10 and 11 to extend
learning further and to build on what has already been learnt. These tasks are focused
mainly on practical sessions with the chance to explore Microsoft Office 2010 and a
multimedia unit.
HOW YOU WILL BE ASSESSED
Pupils work on set tasks and collect practical evidence to generate a portfolio of work.
This portfolio of work is marked internally and moderated by the examination board.
Each pupil will be entered for the qualification most suited to her level of ability. Most
pupils will achieve the equivalent of 1 GCSE at a grade C or above. Some pupils will
have completed the course by the end of Year 9 whilst others will continue to have taught
sessions throughout Key Stage 4.
FURTHER EDUCATION/CAREERS
Information and Communication Technology is increasingly important in all aspects of
higher education and the world of work. Once you are confident in using ICT then the
transfer of skills to even more sophisticated and different applications is easily coped
with. The Welwyn Hatfield Consortium offers an A level ICT course.
Using ICT is a skill for life, which may benefit you in a chosen career or enable you to
enhance your learning and presentation in any further studies. Employers now see ICT as
a core skill in the same way as Maths and English.
RELIGIOUS STUDIES
Board: Edexcel
This will be available as either a Full GCSE or a Short Course GCSE (worth half a GCSE)
depending on other option choices.
AIMS
The aims of the specification are to:
a) stimulate interest and enthusiasm for a study of religion;
b) give candidates opportunities to acquire and develop knowledge and
understanding of the beliefs, values and traditions of one or more
religions;
c) give candidates opportunities to consider the influence of the beliefs,
values and traditions associated with one or more religions;
d) consider religious and other responses to moral issues;
e) develop skills relevant to the study of religion.
In order to achieve these aims, pupils will be given the opportunity to:
1. use information and evidence to draw conclusions;
2. develop the skills required for conducting religious enquiries.
WHAT YOU WILL STUDY
This will be a two year course. There will be one lesson each week and one homework.
Pupils following the Short Course will study “Religion and Life” which gives us the opportunity
to explore Christianity and Islam. A number of topics will be looked at over the two year course
which will enable us to explore a broad spectrum of religious and moral issues. You will
consider the religious attitudes to many aspects of life and current moral issues e.g. abortion.
The topics covered will include:
• Believing in God - reasons why some people believe in God; reasons why some people refuse
to accept the existence of God.
• Matters of Life and Death - issues such as abortion and euthanasia will be looked at.
• Marriage and the family – Changing attitudes to marriage, divorce, family life and
homosexuality will be considered.
• Religion and community cohesion – how and why attitudes to the roles of men and women
have changed in the UK and the UK as a multi ethnic, multi faith society.
We will look at all these issues/topics from the perspective of Christianity and Islam. However,
you will also have the opportunity to consider and share your own thoughts.
Pupils following the full GCSE course will also study “Religion and Society” which will include:
• Rights and Responsibilities
• Environmental and Medical Issues
• Peace and Conflict
• Crime and Punishment
HOW YOU WILL BE ASSESSED
You will be assessed by a written paper at the end of Year 11. There will be no course work for
this subject.
Short course candidates will have one examination, full GCSE candidates will have two, each
lasting 1 ½ hours. The question paper will be targeted at the full range of GCSE grades. Results
will be reported on the grade A*- G scale.
If you are successful in the examination, the qualification gained is half a GCSE.
FURTHER EDUCATION/CAREERS
Both employers and colleges regard Religious Studies as an extremely worthwhile GCSE as it
concerns peoples’ lives and examines how and why they live and think in such a variety of ways.
The implications of these questions are huge. Your studies will be useful whatever job you do
and however you live your life.
If you enjoy or are good at Religious Studies, future prospects include A-Level Religious Studies
and the opportunity to take Religious Studies at University. In fact, Religious Studies will help
you with your future studies whether you take Science, English, History or any other subject. It
is an asset if you are going to spend your life working with or caring about people e.g. teaching,
nursing, writing, social services and journalism.
Year 10 were heard to say of this subject:
“I like the fact that each person’s point of view is of equal importance. It is very important to
know about the social issues we are studying.”
“This course makes you open your eyes.”
“You gain more self confidence.”
LIFE SKILLS
In Years 10 and 11 we have a lesson each week to cover topics which relate to Personal, Social,
Health and Economic Education – personal wellbeing and economic wellbeing and financial
capability, Citizenship Education and Careers Education.
AIMS
1.
To make pupils aware of the skills, attitudes, opinions and values they possess and how
these can be developed or modified.
2.
To encourage each pupil to take responsibility for her actions and to learn self-discipline.
3.
To enable pupils to make informed decisions about education, training, study, careers and
life styles.
4.
To help pupils develop a positive attitude, and to see the value of being co-operative and
reliable.
5.
To give pupils an opportunity to develop a discerning, critical faculty and logical thought
through enquiry, problem solving, interpretation and effective oral communication.
WHAT YOU WILL STUDY
The course enables pupils to explore their attitudes towards relationships, healthy lifestyles, and
discrimination and prejudice; and to gain insight into finance and budgeting, personal safety,
career progression and the world of work, government, elections and voting. Year 10 pupils also
take part in the ‘Be Enterprising’ initiative designed to develop their enterprise skills.
Health education includes sex and relationship education and attitudes to the use and misuse of
drugs.
Parents are welcome to contact Mrs Carter if they wish to find out more about the course.
HOW YOU WILL BE ASSESSED
There is no formal assessment, but pupils evaluate their progress and achievements.
PHYSICAL EDUCATION
AIMS
The aim of Physical Education in Years 10 and 11 is to broaden the experiences of our pupils by
offering a varied range of activities and to instil in them the importance of physical fitness in their
lives.
Activities are changed each half term. These sessions will, it is hoped, encourage the pupils to
follow up their lessons by joining specialist clubs to develop their particular interests.
There are two lessons of Physical Education per week for Year 10 and 11 pupils.
WHAT YOU WILL STUDY
Year 10: Pupils receive 1 double lesson per week. They choose from football, netball, hockey,
basketball, fitness, swimming, badminton, trampolining, table tennis gymnastics, cardio and
cheerleading.
In the Summer Term, athletics activities and games which include tennis, rounders and softball
are taught in addition to those above.
We use outside facilities such as the University, Hatfield Swim Centre and the Leisure Centre to
supplement our own courts, hall and gym.
Year 10 pupils are given the opportunities to gain the level 1 Sports Leader Award.
Year 11: Pupils receive 1 double lesson per week, whereby individuals choose from a range of
activities offered, e.g. athletics, badminton, basketball, circuit training, fitness, netball, rounders,
swimming, tennis, trampolining, cardio, self-defence, climbing, table tennis and aerobics.
There is also an increased range of clubs and activities available for Year 10 and 11 pupils after
school. These include: netball, hockey, football, trampolining, gym and basketball.
BTEC COURSES
BTEC Courses
What is a BTEC?
BTECs are work related qualifications suitable for a wide range of students, built to
accommodate the needs of employers and allow progression to university. They provide a more
practical, real-world approach to learning alongside a key theoretical background. They can be
taken as well as, or in place of, GCSEs and A levels in schools and colleges. BTECs are recognised
by schools, colleges, universities, employers and professional bodies across the United Kingdom
and in over 100 countries worldwide. In 2007, more than one million students enrolled on a
BTEC course.
How are BTECs assessed?
BTECs are not exam-based qualifications: 75% of the course will be based on internally marked
and moderated coursework assignments. There is also an exam component of the BTEC, worth
25% of the marks. Exams work well for some students but others find them rather daunting and
struggle to see how they fit into the real world of work. BTEC students study real-life, workbased case studies and complete projects and assessments, which contribute to achieving each
unit studied. Each BTEC is made up of units. In order to complete each unit, students must
achieve against a set of outcomes. The assessment criteria address theory with practical
exercises. The assessment process is ongoing, so it allows the student to analyse and improve
their own performance through their course in much the same way as they would in a real
workplace. The projects that students undertake form the basis of their unit results which are
graded as a Pass, a Merit or a Distinction.
BTEC Firsts
These are Level 2 qualifications which are the equivalent of traditional GCSEs grades A*- C.
There are currently over 60 BTEC First qualifications available, linked to industry sectors. The
BTEC First is suitable for students aged pre-16 and is designed for those who are capable of
achieving A*– C grade GCSEs, but wish to focus on a work related vocational qualification or
work area. Students may take BTEC Firsts alongside core GCSE subjects such as English, Maths
and Science.
Progression
BTECs allow students to move on to higher education, to progress further in their career, to
start their career in a certain industry or in some instances give them the skills to start their own
business. They allow the student flexibility and choice in what they choose to do.
BTEC Level 2 Art and Design
This course is designed to offer pupils the opportunity to explore Art and Design in its many
forms and is aimed at learners who are interested in entering employment or further study in
the Art and Design industry.
The BTEC Level 2 qualification in Art and Design will provide students with a good grounding in
the essential skills and broad fundamentals crucial to this area of study. The course motivates
learners through applied learning and assessment, which is on-going across two academic years.
A portfolio of evidence is put together that is used to gain accreditation for this qualification,
but also to gain entry to the employment world or to progress to a higher level qualification in
this field.
Each pupil will study mandatory units which look at contextual references in Art and Design, 2D
Visual Communication and 3D Visual Communication and then there will be an additional unit
such as Fashion Accessory Design; the final choice of these is based on the pupils’ interests and
staff expertise.
The level of award depends upon how many credits pupils attain through the study programme
– the more units that are successfully completed, the higher the award from Certificate (1 GCSE
equivalent) to the Extended Certificate (2 GCSEs). The final level of award will depend on the
individual’s ability and commitment to independent work in the subject, some of which may
require taking part in extended sessions after school and visiting exhibitions.
This course would be a suitable option for someone who is interested in a career in the creative
arts and has displayed an aptitude for this. It does require full commitment throughout the
course, 75% of the course will be assessed continuously over the two years and 25% of the
assessment will be by examination.
The final award receives a grading
of Pass, Merit or Distinction,
dependent upon the quality of
written
coursework
and
assessment of practical work. It
enables pupils to move on to Level
3 study in this field, either BTEC
National or A Level.
BTEC Level 2 Health and Social Care
This course is designed to offer pupils the opportunity to
explore the vast health and care sector, comprising the
statutory, private and voluntary provision of care services.
Within this field there is a diverse range of career
opportunities for healthcare professionals. The qualification
will give you the knowledge, understanding and competency
needed when considering entering employment in the health
and social care sector.
The course motivates learners through applied learning and assessment, which is on-going
across two academic years. A portfolio of evidence is put together which demonstrates the
pupil’s development in the range of skills and techniques, personal qualities and attitudes
essential for successful performance in working life in the Health and Social Care industry.
These include awareness of the different communication methods used in sensitive settings
(including the need for confidentiality), the rights and needs of individuals in the sector and
ensuring a safe environment. Pupils will explore the role of the health or social care worker,
their relationship with patients/service users and their responsibilities towards patients/service
users and the wider health and social care sectors. Human development and the impact of diet
on health will also be examined.
The level of award depends upon how many credits pupils attain through the study programme
– the more units that are successfully completed, the higher the award from Certificate (1 GCSE
equivalent), Extended Certificate (2 GCSEs) then to Diploma (4 GCSEs). The final level of award
will depend on the individual’s ability and commitment to independent work in the subject,
some of which may require taking part in extended sessions after school and visiting health and
social care settings, including volunteering opportunities.
This course would be the correct option for someone who is interested in a
career in the health and social care sector and is aware of the physical
and mental demands of such work. It does require full commitment
throughout the course, 75% of the course will be assessed continuously
over the two years by assignments marked by your teachers and
25% of the assessment will be by examination.
The final award receives a grading of Pass, Merit or Distinction. It
enables pupils to move on to Level 3 study in this field, either
BTEC National, A Level or an appropriate NVQ.
GCSE COURSES
ART & DESIGN
Board: Edexcel
AIMS
The aim of the course is to place an emphasis on direct experience of sources to promote skills
and concepts; to develop creative thought and effective personal responses through given
assignments; to develop an understanding of cultural change and the influences of social,
political, cultural and economic contexts.
WHAT YOU WILL STUDY
This course will provide a broad approach to Art and Design through use of various media.
There will be an emphasis on developing skills in painting and pupils will experience areas of
graphics, printing and work in sculpture. Use of Art software, scanner and the Internet will be
encouraged to promote manipulation of images.
Drawing from direct observation of sources forms a foundation for all work in this subject. Your
first assignments will re-affirm skills in line, tone, composition and basic colour principles.
Gradually you will work towards personal responses to broad themes. You will provide visual
research, investigation and develop critical/historical research in your preparatory work. You
will also relate your own work and ideas to those of other selected, internationally known artists
and examine work of other cultures. Developing your own ideas in response to the set themes
becomes an interesting challenge!
We hope you will enjoy drawing, using colour, various media, thinking, planning and connecting
ideas. With our help you will be able to discover the works of a wider range of painters,
sculptors, designers and architects, as you progress. This work will develop into one Unit of
work over the two year course.
You will be expected to produce regular homework and this will be completed in sketchbooks
which will contain preparatory work for each unit of theme work. Some studies will be presented
on mounted sheets.
It is hoped that the Art Department will take you on a visit to a London Gallery during the twoyear course. You will be expected to make some attempt to visit art galleries/museums in your
own time.
HOW YOU WILL BE ASSESSED
i)
10 hour examination over 2 days based on a broad theme set by the Board.
ii)
Preparatory work for this, developed during approximately 20 hours of supervised activity
in the preceding weeks prior to the examination itself.
iii)
A portfolio of units of work, in line with the requirements of the examining board. You
will be informed of those specified nearer the time of the examination.
iv)
are
work.
v)
Sketchbooks and/or mounted sheets for each unit of work including the examination
mandatory. No entry to GCSE can be made without fully established preparatory
Both the coursework unit and the external examination will be assessed under the 4
Assessment Objectives of the subject.
Coursework and terminal examination marks are weighted as follows – Coursework 60%;
terminal examination 40%.
FURTHER EDUCATION/CAREERS
This course offers natural progression to Advanced Subsidiary (AS) levels and Advanced (A2)
levels in Art which are recognised for entry to a variety of Degree courses. It equips pupils with
a portfolio of work to fulfil the requirements for entry to Art School following a Foundation
course and other Colleges of Art & Design following vocational courses. The folder of work and
sketchbooks produced can be helpful in gaining employment or degree study in the areas of
commercial graphics, publishing, theatre and stage design, fine art – painting and sculpture,
architecture, product design, applied design, manufacturing, fashion industry, textiles – printed
and constructed, computer technology, animation, film/video (both - commercial and arthouse),
and television; jewellery and furniture design.
CATERING
Board: WJEC
AIMS
Following a course in GCSE Catering, encourages learners to:
• Be inspired, moved and changed by following a broad, coherent, satisfactory and worthwhile
course of study and gain an insight into related sectors
• Become aware of the relationship between diet and health
• Make informed decisions about further learning opportunities and career choices
• Develop the knowledge and skills of students to produce suitable food for a variety of
situations linked to the industry
• To be able to make the best use of modern kitchen equipment to save time and labour
• To be aware of current food health, safety and hygiene requirements
WHAT YOU WILL STUDY
• During Year 10 pupils will make a selection of different dishes where they will learn new
skills and use a wide range of tools and equipment. The industry will be an area of study and
this will cover job roles, employment opportunities and relevant training
• When developing food recipes students will learn about the scientific principles in cooking
and they will look at various food products, nutrition, menu planning, costing, portion control
and record keeping.
• Environmental issues such as recycling,
organic food, the genetic modification of
food, B.S.E. and other social and
technological developments will be
discussed.
• In Year 11, pupils make use of the skills
gained in Yr 10 to undertake two practical
tasks under controlled assessment relating
to Catering. See below.
HOW YOU WILL BE ASSESSED
•
Controlled assessment (60% of total mark) Catering
Two practical tasks are selected from a bank of six WJEC set tasks. These assess the
catering skills related to food preparation and service and are internally assessed using
set criteria and are then externally moderated
•
Written paper (40% of total mark) Catering, food and the customer
The paper will be externally set and marked. All questions are compulsory and
targeted at the full range of GCSE grades. The paper will contain short-answer,
structured and free response questions drawn from the catering content.
FURTHER EDUCATION/CAREERS
This specification is intended to offer opportunities for progression through a variety of routes in
further education (e.g. Advanced Level GCE, Diplomas), training (e.g. Modern Apprenticeships)
or employment.
DANCE
Board: AQA
Specification: 4230
AIMS
Candidates will be encouraged to
♦ Experience a range of dance styles
♦ Develop the knowledge, skills and understanding needed to perform, choreograph and
appreciate dance as a performing art
♦ Develop life-skills such as decision-making and planning, good organisation, critical and
creative thinking, aesthetic awareness, self-confidence and the ability to co-operate with
others.
WHAT YOU WILL STUDY
Performance
This will include a study of:
Good studio practice such as personal care, safe practice
Technical and expressive dance skills in at least 2 styles of dance
Factors which influence the achievement of high quality dance performance such as rehearsal
schedule, analysis of strengths and weakness
Choreography
This will include a study of:
The choreographic process including broadening movement
vocabulary, use of choreographic devices, composing solo and
group dances, presenting and evaluating performances in school
The form and structure of dance works
Appreciation
This will include a study of:
The analysis and interpretation of 4 professional dance works from a prescribed list
Production elements of dance works such as accompaniment,
costume, set design, lighting
The historical and social context of dance works, such as stylistic
features, influences from other art forms, designers and composers
HOW WILL YOU BE ASSESSED
This is mainly a practical DANCE course. The written element amounts to only 20% of the total
marks. Theory is covered mostly in practical sessions and in homework.
Unit 1: Written Paper - 1 hour – 20% of total marks
Critical Appreciation of Dance
Students answer questions on 2 professional works in addition to theoretical aspects of their own
choreography and performance.
Unit 2: Practical Examination - 20% of total marks. (30 marks)
You will perform a set solo dance which lasts between 1- 1 1/2 min set by the exam board. The
video recording is sent to the exam board to be marked by them.
Controlled Assessments
Unit 3: Performance in a duo/group dance related to a set professional work - 20% of total
marks (30 marks)
This dance will last approx 3 1/2 minutes with each student performing for at least 2 min. This
piece will relate to a professional work from the prescribed list. Your teacher will choreograph
this piece with you. Assessment marks are also awarded for safe practice. Your teacher will mark
this performance with the examiner on Moderation Day.
Unit 4: Choreography - 40% of total marks
4a Solo composition task - 15% of total marks (20 marks)
Each student selects 3 motifs from one of the prescribed professional works and develops them
into a dance of 1 to 1 1/2 min. The student may perform in her own composition.
Your teacher marks the work with the examiner. This work can be marked from your video but
live is preferable.
4b Choreography - 25% of total marks (40 marks)
Each student choreographs either a solo dance lasting between 1 ½ to 2 min, or a group dance for
between 2 and 5 dancers lasting 2 ½ to 3 min. The dance can be in any style following outline
starting points from the exam board. The student may dance in her own piece.
Your teacher and the examiner mark the live performance on Moderation Day.
FURTHER EDUCATION/CAREERS
This course is especially suitable to pupils who enjoy dance, work well in group situations and
are prepared to develop high-level organisational skills. This course offers a natural progression
to AS and A2 level Dance, level 3 BTEC and Vocational Dance Courses at professional schools.
Possible future careers include performing, choreographing and teaching in a wide variety of
settings including education, theatre, television, video, music, advertising and fashion industries.
The subject would also be a great asset for anyone wishing to work with children, the arts or
media.
DRAMA
Board: Edexcel
This course is appropriate for pupils of all ability levels who have previously enjoyed the
educational drama of the first three years. A willingness to perform and participate in a variety of
group activities is important. This course views drama as an intellectual, practical and artistic
subject as it uses drama to explore issues, develop skills of improvisation and performance and
develop pupils' own creativity. The Drama experience is essentially practical, concerned with
imagination and communication.
AIMS
The aims of the Specification are to give pupils the opportunities to develop:
•
creative and imaginative powers, and the practical skills for communicating and expressing
ideas, feelings and meanings in drama
•
investigative, analytical, experimental and interpretative capabilities, aesthetic understanding
and critical skills
•
understanding of drama forms and awareness of contexts in which they operate
•
knowledge and understanding of drama within a social, cultural and historical context.
WHAT YOU WILL STUDY
Drama Exploration I
This unit of coursework is concerned with the use of drama to explore ideas and issues in
response to stimulus material selected from different times and cultures. It is practical work
supported by a portfolio of documentary evidence.
Drama Exploration II
This unit of coursework is concerned with the exploration of a complete and substantial play.
The purpose of this unit is to give pupils 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. This unit is supported by a portfolio of documentary evidence that includes
a written response to a live theatre performance.
Drama Performance
This part of the course is concerned with the skills required in drama to perform work to an
audience. Pupils have the opportunity to demonstrate their skills as performers or in a theatre
craft using any appropriate material as a stimulus for performance.
Extra Commitments
At least one theatre visit each year forms an important and integral part of this course. Costs will
be kept fairly low by taking advantage of student and group rates and we will ask parents/pupils
to volunteer to meet the necessary costs. Pupils must be prepared to spend time outside lessons
when preparing for practical examination work and productions.
HOW YOU WILL BE ASSESSED
Assessment focus:
Pupils will demonstrate their knowledge and understanding of drama through:
•
responding to ideas and issues in different contexts, demonstrating an appropriate use of
drama to communicate meaning to others
•
developing and exploring ideas using appropriate forms to structure them into a meaningful
piece of drama work
•
presenting ideas to others using the appropriate performing and/or production skills to
communicate their intentions
•
evaluating the effectiveness of their own drama work and the work of others and recognising
the significance of historical, cultural and/or social influences.
The Examination will be in three parts consisting of:
Paper 1 -
Unit 1 Teacher-assessed practical work and portfolio
30%
Paper 2 -
Unit 2 Teacher-assessed practical work and portfolio
30%
Paper 3 -
Performance - Practical - externally assessed exam
Option A: Acting
Option B: Performance support
40%
FURTHER EDUCATION/CAREERS
AS and A2 courses in Drama and Theatre Studies are available at Advanced Level. Many
employers recognise the communicative and interpersonal skills that pupils acquire on a drama
course.
FRENCH
Board: Edexcel
LE KIOSQUE A JOURNAUX
AIMS
The aim of the course is to offer
pupils the opportunity to
become confident in using
French as an effective means of
communication in these areas personal information,
relationships, house and local
area, school, free time and
entertainment, travel, holidays,
meeting people, shopping, food
and drink, weather,
accommodation, work and
future plans and dealing with
problems.
As well as equipping pupils
with a tool for practical
communication, the course,
which leads to a GCSE examination, aims to give pupils:
1.
A sound basis of the skills, language and attitudes required for further study, work and
leisure.
2.
Enjoyment and intellectual stimulation.
3.
Insights into the culture and civilisation of French-speaking countries.
4.
An awareness of the nature of language and language learning.
5.
Positive attitudes to foreign language learning and to speakers of foreign languages and a
sympathetic approach to other cultures.
HOW YOU WILL BE ASSESSED
Candidates for GCSE are assessed at the end of Year 11 through examinations in Listening and
Reading at Foundation or Higher level and by Assessments in Writing and Speaking. 20% of the
marks is allocated for Listening, 20% for Reading, 30% for Speaking and 30% for Writing.
There are two Tiers of examination: Foundation leading to grades G - C and Higher giving access
to grades D - A*. Decisions about entry will be made after the Year 11 mock examinations.
Listening examination (30/40 minutes): Candidates listen to a range of authentic recorded
material and to show understanding complete a variety of tasks: true or false, multiple choice,
grid completion, note taking and interpreting into English.
Speaking assessment: Candidates will perform two tasks of 4/6 minutes each at an appropriate
time with their teacher. They will be able to use their resources to prepare for the tasks.
Reading examination (35/50 minutes): Candidates read a range of authentic written material
and respond to tasks in the target language, or in English.
Writing assessment: Candidates use the target language to complete two written assignments
after revising their resources to prepare.
The final outcome will depend largely on the amount of work done in class and during
homework sessions throughout Years 10 and 11, as regular learning and practice are the normal
way of acquiring any language. Conscientious completion of homework is essential, as well as
an active personal involvement in using the target language in lessons.
Extra Commitments: A comprehensive dictionary and revision guide are of benefit. Although
not compulsory, a visit to France during the course would be invaluable because the emphasis of
GCSE is on understanding and production of authentic French.
FURTHER EDUCATION/CAREERS
Advanced level French courses are available in Years 12 and 13 and are well supported. Pupils
go on to study French or French combined with other subjects at University.
A good knowledge of a foreign language is increasingly valued among members of the
European Community. Language skills can lead to careers in interpreting, translating, civil
service, secretarial services, sales, marketing, engineering, accounting, insurance, banking,
tourism, broadcasting, journalism, library work, airline services etc. Many employers in
Hertfordshire have links with Europe.
BRIDGET JONES DIARY
Je suis anglais! Je m'appelle Danielle. J'habite en Angleterre dans une
petite ville qui s'appelle Preston. J'adore le film qui s'appelle "Bridget
Jones Diary" parce que c'est fantastique!!! Danielle Le Journal de
Bridget Jones, Réalisation de Sharon Maguire, avec Renée Zellweger,
Hugh Grant, Colin Firth.
GEOGRAPHY
Board: AQA
EVER WONDERED WHY?
Have you ever wondered why there are homeless people in London?
What forces of nature have created the landscape of today’s ski resorts?
Can you do anything to prevent acid rain from killing trees?
Studying Geography helps you to answer these questions in an informed way. Geography answers
questions such as ‘Where is it?’, ‘Why is it there?’, ‘How is it changing?’, ‘What problems are
created and how can they be solved?’ and ‘What are places like?’.
WHAT YOU WILL STUDY
People and the Natural Environment
Shaping the landscape - coasts
Geography informs you about the environment and how it can be managed
effectively. Geography shows you how the surface of the earth has been
moulded and shaped by the processes of erosion and deposition.
Unstable earth - tectonic activity, rocks and landscapes
Which parts of the world have an unstable crust with the volcanoes and earthquakes
affecting the people living there? Different rock types produce a variety of
landscapes that affect the way people use or abuse their environment.
The Living World
What are ecosystems and how do they work? Study how people influence and change ecosystems
– think about how this is both positive and negative?
People and the Human Environment
Earning a living - agriculture
Where is your next meal going to come from? What type of job will you do?
For people living in More Economically Developed Countries this may be an
easy question to answer but for those living in Less Economically Developed
Countries it can be almost impossible. Geography helps you to understand
these issues by looking at case studies of different farming systems.
Where people live - settlements and population
Why are some parts of the world so crowded that people have to live in
blocks thirty storeys high? Why do other areas have no-one living there?
The answers may seem simple but Geography helps you to understand the
more complex underlying issues that explain the patterns, how they are
changing and the implications of these changes.
Tourism
Why has global tourism grown? Can the natural environment be used as a resource for
tourism without damaging it? Geography helps to explain how good management can
overcome the increased use of resources and be more sustainable.
Answering your own questions
Through fieldwork and controlled assessment you have the opportunity to make your own
enquiry into the world around you. Fieldwork is an important part of the course and there is a
residential field trip that prepares you to answer some important questions. This is your chance
to find out something that is completely new for your coursework.
HOW YOU WILL BE ASSESSED
There is an examination tier that best suits your ability. All examinations test your knowledge
and understanding, skills and ability to analyse data. Paper 1 (37.5%) deals with physical
geography and Paper 2 (37.5%) deals with the human aspects, although the two sides of the
subject are integrated throughout. Both papers are taken at the end of year 11. You will do one
long piece of controlled assessment that will be 25% of the final mark which will be based on a
fieldwork investigation at a local scale. A two-day fieldtrip is organised in the spring term of year
10. The controlled assessment is written up in school and is submitted at the end of year 11.
FURTHER EDUCATION/CAREERS
Geography is very flexible and uses skills from many other subjects to help you to understand the
world around you. It provides you with the ability to see a balanced point of view about current
issues. People with a qualification in geography can be found in a wide variety of jobs including
accountancy, banking, travel and tourism, environmental planning, retailing, estate agency and
many more. It is useful in other jobs, such as administration and personnel work as employers
value the flexibility of thought and decision-making skills that Geography provides you with. As
well as preparing you for future jobs and education, Geography enables you to understand the
issues of a complex world.
GERMAN
Board: Edexcel
AIMS
1.
To develop the ability to use the language effectively for purposes of practical and
creative communication.
2.
To form a sound basis of the skills, language and attitudes required for further study, work
and leisure and to provide enjoyment and intellectual stimulation.
3.
To offer positive insights into the culture and civilisation of German speaking countries
and to encourage a sympathetic approach to other nationalities.
4.
To promote learning skills of a more general application e.g. analysis, memorising,
drawing of inferences, recognition of attitudes and emotions, summarising, reporting and
explaining. To access reference materials including dictionaries and information
technology to promote independence in language learning.
WHAT YOU WILL STUDY
The language and culture will be covered in a topic-based approach, concentrating upon the
situations one encounters frequently when travelling or working abroad. The topics on the
Specification include the following: tourist information and accommodation, cafes and
restaurants, shopping, entertainment and media, sport and lifestyle, school, the world of work and
future plans, the local area, public transport, holidays, leisure, family and friends. Up-to-date
course books are used, together with past papers and study guides.
HOW YOU WILL BE ASSESSED
Candidates for GCSE are assessed at the end of Year 11 through examinations in Listening and
Reading at Foundation or Higher level and by Assessments in Writing and Speaking. Listening
carries 20% of the marks, Reading 20% and 30% of the marks is available for Speaking and 30%
for Writing. There are two Tiers of examination: Foundation leading to grades G - C and Higher
giving access to grades D - A*. Decisions about entry will be made after the Year 11 mock
examinations.
Listening examination (30/40 minutes): Candidates listen to a range of authentic recorded
material and to show understanding complete a variety of tasks: true or false, multiple choice,
grid completion, note taking and interpreting into English.
Speaking assessment: Candidates will take part in two tasks of 4/6 minutes each at an
appropriate time with their teacher. They may consult their resources as they prepare.
Reading examination (35/50 minutes): Candidates read a range of authentic written material and
respond to tasks in the target language, or in English.
Writing assessment ( 1 / 2 hour(s) ): Candidates write using the target language two assignments
after using their resources to prepare.
The final outcome will depend largely on the amount of work done in class and during
homework sessions throughout Years 10 and 11, as regular learning and practice are the normal
way of acquiring any language. Conscientious completion of homework is essential, as well as
an active personal involvement in using the target language.
Extra Commitments: A comprehensive dictionary and revision guide are beneficial. If pupils
wish, they may take part in a private German exchange or a study visit organised by the school, as
such opportunities to experience the country and practise the language are valuable for GCSE
with its emphasis on communication and
understanding of authentic German.
FURTHER EDUCATION/CAREERS
Advanced level German courses are offered in Years 12 and 13 and are well supported. Pupils
regularly go on to study German or German combined with other subjects at University. German
can be a great asset in any career from Engineering to Management - especially with recent
developments in the European Community. Language skills are a useful addition to one’s
curriculum vitae considering that many major companies offering employment in Hertfordshire
have links with Europe.
Charmed - Zauberhafte Hexen
"Zwischen Himmel und Hölle"An einem Freitag den 13. trachtet
eine Frau nach Prues, Pipers und Phoebes Leben. Hinter dem
Anschlag steht der teuflische Barbas. An solch einer
Datumskonstellation muss er 13 Hexen töten, sonst muss er die
Erde verlassen. Prue tritt Barbas gegenüber, doch dieser setzt sie
auf ihre eigenen Schwestern an.
MI. 07 November JUGENDSERIE
Beginn:17.40 Uhr
Ende: 18.30 Uhr
ORF1
Lange: 50 Minuten
DESIGN & TECHNOLOGY: GRAPHIC PRODUCTS
Board: AQA
AIMS
•
This specification has been designed to encourage candidates to be able to design and make
products with creativity and originality, using a range of graphic and modelling materials.
•
Pupils will be enthused and challenged by the range of practical activities possible.
•
They will be encouraged to learn through images to use, understand and apply colour and
design, to develop spatial concepts, and to understand graphic materials and their
manipulation.
•
They will design and make product(s) using a graphic media and new technologies to prepare
them for the world of work.
•
The specification is designed to foster awareness amongst pupils, of the need to consider
sustainability and the environmental impact of their designing.
WHAT YOU WILL STUDY
•
During Year 10, pupils will be working on a number of a mini
projects using a range of media. Different methods of
producing design work will be deployed which includes:
computer aided drawing (CAD) and manufacture (CAM),
technical drawing, freehand sketching, use of graphic markers
and paints, air brushing, model-making (using a variety of
graphic materials).
•
Pupils will look at a number of methods of communication
through information (signs/maps etc.), data (graphs etc.), and advertising (presenting trade
marks/logos etc.).
•
The mini projects described above involves each pupil producing a research and design folder
and a realisation of her design, which must be in a three-dimensional format. The product
that is designed will be related to industrial and commercial practices.
•
In Year 11, pupils make use of the skills gained in Yr 10 to work
on their final project. A theme will be set by the teacher for all
students. The portfolio of work produced is internally marked
and externally moderated.
•
A work book is used during the course to record key information
and concepts to support retention of knowledge and exam
revision.
HOW YOU WILL BE ASSESSED
•
Controlled assessment (60% of total mark)
A ‘Graphics’ project based on designing and making a product which meets a real-life
need and relates to industrial practices.
•
Written paper (40% of total mark)
A written paper tests the pupils’ knowledge and understanding of
‘Graphic Products’.
FURTHER EDUCATION/CAREERS
The specification provides an excellent route into GCE Product Design and the Diplomas in
manufacturing and product design or engineering at level 3.
Careers: Graphic Designer, Fashion Designer, Product Designer, Jewellery Designer, Games and
Toy designer, Sports Designer, Design Technician, Advertising, Architecture, Surveying,
Engineering, Window Dresser, Teaching, and many more!
HISTORY
BOARD: OCR
AIMS
•
Do you know when operations stopped being carried out without anaesthetics – and when
screaming in operating theatres came to an end?
•
Can you explain why terrorism is on the news so frequently?
•
Do you know how accurate films about the Wild West are?
WHY CHOOSE HISTORY?
•
•
•
•
•
History is about people and it is about the past. If you are interested in both, and in finding
out the answers to the kind of questions above, then GCSE History could be for you.
The aims of the History GCSE course are to take your interest in the past and offer you
the chance to look at a number of different topics; to develop a range of skills that will
help you understand the past and explain the past to others.
To answer the above questions, you need to be able to analyse issues and problems,
identifying how things changed and why.
You should be able to understand different attitudes to your own.
You need to be able to consider evidence and judge just what you can learn from it.
These are all the skills of the historian; they are also skills for life.
WHAT YOU WILL STUDY:
Part 1 - The American West 1840-90
This looks at the communities of American Indians
and how their lives were changed by the arrival of
white settlers between 1840 and 1890.
It offers the chance to study an exciting period of
history in great depth.
You will learn about the conflict that developed
between the Native American Indians and the white
American settlers.
You will understand how different events,
individuals and findings can change the course of
History for ever. This is an examined unit.
Part 2 – CONTROLLED ASSESSMENT
Global Terrorism
This is an opportunity to see how the study of history can
shed light on present day problems.
We explore the deep rooted causes of terrorism and the
attempts to combat it, both before and after “9/11”.
You can use
History in all sorts
of ways.
MUSIC
Board: Edexcel
AIMS
To encourage each pupil to extend herself musically both in her chosen area of instrumental study
and in a wider general knowledge of music of all types. The course is suitable for pupils who
appreciate all types and styles of music, possess a good ear, and show a willingness to perform
and compose.
Pupils are expected to study an instrument or voice.
WHAT YOU WILL STUDY
Performing: You are expected take lessons on one instrument or voice. The course requires that
you also perform with others and are observed doing so by your school music teacher, therefore
you will be expected to take part in extra-curricular school music activities throughout the course.
There will be many opportunities during the course for solo and ensemble performances
(performing with others). One solo and one ensemble piece are entered for the examination.
Composing: Throughout the course you will compose regularly, in many styles, and will explore
new techniques and skills. In Years 10 and 11 composing becomes a solo activity but you will
receive plenty of individual help in your lessons. You have to enter two compositions for the
examination.
Listening and Appraising: You will listen to, perform and learn about a wide variety of music
from different traditions, societies and cultures, such as Classical music, 20th century music,
popular music and world music. You will need to display knowledge of the musical elements, use
appropriate vocabulary and demonstrate some understanding of musical notation. You have to
study set works which the questions on the written examination will relate to.
HOW YOU WILL BE ASSESSED
Performing: 30% You will be assessed on your various performances throughout the course,
and on your final solo performance at the end of the course. Ensemble Performing (Performing
with Others) is also assessed. Assessment is carried out by your teacher under controlled
conditions and then externally moderated.
Composing: 30% At the end of the course your two best compositions will be assessed by your
teacher under controlled conditions and then externally moderated.
Listening and Appraising: 40% At the end of the course there will be a listening and written
paper. The examination will last 1 hour 30 minutes and will be externally assessed. There will be
eight questions relating to extracts from the set works you have studied and one in-depth question
from two optional questions about the set works.
FURTHER EDUCATION/CAREERS
Music is a good choice for girls who play an instrument or take singing lessons as it fits well with
any combination of subjects and provides a course involving practical and analytical skills.
AS and Advanced level Music are offered in Years 12 and 13. Music A level is essential for
those wanting to do a music degree. Music is also highly regarded as an academic qualification
for entry to other University courses, for example medical courses.
A qualification in this subject is a great asset for anyone contemplating a career in music or
teaching. Careers in music include performing, teaching, composing, music therapy and the
recording industry.
PHYSICAL EDUCATION
Board: Edexcel
In addition to the core Physical Education lessons, we offer a GCSE examination in Physical
Education.
AIMS
•
•
•
•
•
Encourage students to be inspired, moved and changed by following a broad, coherent
satisfying and worthwhile course of study and to develop an awareness and appreciation
of their own and others’ cultures in relation to physical activity
Encourage creativity and decision-making skills to enable students to plan effectively for
performances and to respond to changing situations.
Prepare students to make informed decisions about further learning opportunities and
career choices
Enable students to become increasingly physically competent through being actively
engaged in a range of physical activities, and to become increasingly effective in their
performance in different types of physical activity and roles such as player/participant,
leader and official
Enable students to develop their ability to engage independently and successfully in
different types of physical activity, and to develop and maintain their involvement in
physical activity as part of a healthy, active lifestyle.
WHAT YOU WILL STUDY
Unit 1 Theory Assessment
40%
(Written paper – 10 multiple choice questions, short answer questions and longer scenario
questions)
Topics included:
Healthy and Active Lifestyles
• Healthy and active lifestyles and how they could benefit you
• Influences of your healthy, active lifestyles
• Exercise and fitness as part of your healthy, active lifestyles
• Fitness training as part of your healthy, active lifestyle
• Your personal health and well-being
Your Healthy, Active Body
• Effects of exercise
• Heart Rate and recovery rates during exercise
• Aerobic and Anaerobic exercise
• Nutrition
• Drugs in sport
Unit 2 Practical Assessment
48% Practical
Pupils choose 4 activities from 2 different areas:
a)
b)
c)
d)
Outwitting opponents (Games)
Accurate replication of actions, phrases and sequences (Gym/Trampolining)
Exploring and communicating ideas, concepts and emotions (Dance)
Performing at maximum level in relation to speed, distance, height, strength
and
accuracy (Athletic)
e) Identifying and solving problems to overcome challenges of an adventurous nature
(Outdoor)
f) Exercising safely and effectively to improve health and wellbeing (Fitness and health)
Pupils can now be assessed as a performer/leader/official (Minimum of 2 have to be as a
performer).
Pupils take part in the following activities at school during the course:
• Netball
• Trampolining
• Athletics
• Rounders
• Swimming
• Personal Survival
• Fitness
There is the opportunity for pupils to be assessed in other activities for example Horse Riding,
Skiing, Karate.
Analysis Assessment
12%
In this component the knowledge and understanding of the areas below are assessed. This can be
done orally, in written format or in the style of a presentation.
This analysis component of the course is only assessed in one activity.
•
•
•
•
•
Rules
Observation and Analysis
Evaluation
Strategies & Tactics
Personal Exercise Programme
SPANISH
Board: Edexcel
Specification: 1246
AIMS
1.
To develop the ability to use the language effectively for purposes of practical and
creative communication.
2.
To form a sound basis of the skills, language and attitudes required for further study, work
and leisure and to provide enjoyment and intellectual stimulation.
3.
To offer positive insights into the culture and civilisation of Spanish speaking countries
and to encourage a sympathetic approach to other nationalities.
4.
To promote learning skills of a more general application e.g. analysis, memorising,
drawing of inferences, recognition of attitudes and emotions, summarising, reporting and
explaining. To access reference materials including dictionaries and information
technology to promote independence in language learning.
WHAT YOU WILL STUDY
The language and culture will be covered in a topic-based approach, concentrating upon the
situations one encounters frequently when travelling or working abroad. The topics in the up to
date course books include the following: tourist information, banks, customs, cafes, restaurants,
shopping, entertainment, sport, school, the world of work, the local area, accommodation, public
transport, health, the environment, holidays, leisure, family and friends and world issues.
HOW YOU WILL BE ASSESSED
Candidates for GCSE are assessed at the end of Year 11 through Reading and Listening
examinations at either Foundation or Higher level and through Assessments in Writing and
Speaking.
Listening examination: Candidates listen to a range of authentic recorded material to show
understanding. They complete a variety of tasks in the target language or in English.
Speaking assessment: Candidates will take part in two assessment tasks conducted by their
teacher.
Reading examination: Candidates read a range of authentic written material and answer tasks in
the target language or English.
Writing assessment: Candidates write using the target language two assessment pieces.
The final outcome will depend on the amount of work covered in class and at home throughout
Years 10 and 11, as regular learning and practice are the normal way of acquiring any language.
Conscientious completion of homework is essential, as well as an active personal involvement in
using the target language.
Extra Commitments: As this is a two year course in a new language pupils must make rapid
progress, so a willingness to undertake extra work is beneficial. If pupils wish, they may take part
in a private visit to Spain or a study visit may be organised by the school, as such opportunities to
experience the country and practise the language are valuable for GCSE with its emphasis on
communication and understanding of authentic Spanish.
FURTHER EDUCATION/CAREERS
Language skills are a useful addition to one’s curriculum vitae considering that many major
companies offering employment in Hertfordshire have links with Europe and Spanish is widely
used in travel and tourism. A GCSE is the foundation for further study in Spanish at a higher
level.
DESIGN & TECHNOLOGY: TEXTILES
Board: AQA
AIMS
• This specification will allow candidates to specialise in designing and making activities
delivered through textiles. Students are given the opportunity to follow either a fashion and
accessories route or a furnishing route and will learn about and apply a range of manufacturing
processes, techniques and technologies appropriate to the design and make process.
• Students will develop the ability to:
• Develop an understanding of the whole world of textiles using a practical approach.
• Develop and learn new textile skills.
• Design and make high quality textile items.
• Encourage creativity and design awareness within the context of textiles.
WHAT YOU WILL STUDY
• During Year 10 pupils will explore new textiles techniques and principles through specific
tasks and assignments, developing skills and use of machines and equipment in a variety of
ways so to gain experience for further progression in Yr 11.
• During Year 11, you will complete your major coursework project which includes designing
and making a Textile Product.
• You will study the textiles industry, its products and their applications with regard to use of
fibres, colour, texture, fashion, as well as wider issues of the environment, ethics and
sustainability.
• You will learn how different systems control and affect the manufacture
of products and accessories.
• You will consider good workroom practices, including health and safety
within the textiles area.
• Teaching will focus on knowledge and understanding of textiles materials,
components, processes and techniques as these are the main elements to
be tested in the final examination.
HOW YOU WILL BE ASSESSED
• Controlled assessment (60% of total mark)
A project based on ‘Designing’ and ‘Making’ a textiles product which meets a
real-life need.
• Written papers (40% of total mark)
A written paper that tests the pupils’ knowledge and understanding of ‘Textiles
Technology’ will complete the assessment in this course.
FURTHER EDUCATION/CAREERS
• Advanced levels in Fashion and Textiles.
• Art & Design
• Other Design Courses.
Textiles are of interest to all. It may provide a worthwhile hobby for life or an interesting career.
A wide range of careers exists in the textile and clothing industry, suitable for all types of ability
from 16 year old school leavers to university graduates: pattern maker, cutter, machinist, quality
controller, engineer, fashion designer, interior designer manager, tailor, textile technologist,
milliner, photography or catwalk stylist and careers in retail management.
AMBER ROUTE – OPTIONS 2012 – 2014
Name of pupil __________________________ Form __________
Choose 3 options, remembering that if you choose a BTEC* course you must put it down twice.
CORE SUBJECTS
OPTION SUBJECTS
These subjects will be studied
by all pupils
Choose 3 options + 1 reserve option
English
In order of preference:
Art and Design
Graphics
Mathematics
1st
_______________________
_____
*BTEC Art and Design
*BTEC Health & Social Care
Catering
History
2nd
_______________________
_____
Dance
Music
Drama
Physical Education
3rd
_______________________
_____
French
Spanish
Geography
Textiles
Reserve
______________________
German
Support
Science
Information Communication
Technology
Religious Studies
Life Skills
Physical Education
(must be completed)
Name ____________________________ Form _________
Unfortunately if fewer than 18 people indicate first choice for a subject we
cannot guarantee that the course will run.
Parent/Carer's signature _________________________ Date ___________________
RED ROUTE – OPTIONS 2012 – 2014
Name of pupil __________________________ Form __________
Choose 4 options, remembering that if you choose a BTEC* course you must put it down twice.
CORE SUBJECTS
OPTION SUBJECTS
These subjects will be studied
by all pupils
Choose 4 options + 1 reserve option
English
In order of preference:
Art and Design
Graphics
Mathematics
1st
_______________________
_____
*BTEC Art and Design
*BTEC Health & Social Care
Catering
History
2nd
_______________________
_____
Dance
Music
Drama
Physical Education
3rd
_______________________
_____
French
Spanish
Geography
Textiles
4th
______________________
German
Support
Science
Information Communication
Technology
Religious Studies
Life Skills
Physical Education
Reserve
______________________
Unfortunately if fewer than 18 people indicate first choice for a subject we
cannot guarantee that the course will run.
(must be completed)
Name ____________________________ Form _________
Parent/Carer's signature _________________________ Date ___________________