1. science
2. mathematics

KEN STIMPSON
COMMUNITY
SCHOOL
Pathways to Success
2015-17
A guide towards a
personalised curriculum
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Ken Stimpson Community School
KS4 Curriculum 2015/17
Contents
Page
Introduction
3
Subjects and pathways
4-6
GCSE core subjects
7 - 10
GCSE Curriculum Pathway
11 - 27
What is a BTEC?
28
Vocational (BTEC) Curriculum Pathway
29 – 35
ESOL, Extra English and Maths
36
Further information on KS4
37 - 38
Pathways to Success form
39
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Ken Stimpson Community School
KS4 Curriculum 2015/17
There are two main parts of this brochure:
1. Outline of courses offered.
2. Specific subject information.
Important dates for you to note:
14 January
Year 9 Pathways Information Evening.
11 February Year 9 Subject Evening
12 February Year 9 student interviews begin.
6 March
Pathways to Success forms returned.
Early May
Letters sent home to confirm KS4 subjects.
The Key Stage Four Pathways to Success Evening on Wednesday 14 January will aim to
provide the opportunity for parents and students to:
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explore key issues relating to the transition from Key Stage 3 to 4,
gather KS4 information
ask questions.
If you have further queries about any of the issues in this brochure then please direct them, in
the first instance, to your son or daughter’s form tutor. If you are unclear about any details of
the process of personalising an appropriate curriculum pathway and range of subjects for your
son or daughter, then please raise them at the personal interview your son/daughter will have
with a member of the Leadership Team or a Head of House, or contact either of us.
Bryan Erwin
Vice Principal
Amir Walji
Assistant Principal
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Insert the page with option blocks on here!!!!!
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Ken Stimpson Community School
KS4 Curriculum 2015/17
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1.0 Which subjects do all students study?
The next two years will be an important period in your life and will help determine your future
education and career. Many of you will use your Key Stage Four study as a platform for
Post 16 courses at Ken Stimpson Community School.
Key Stage Four work offers an opportunity for a fresh start although you will notice
progression in most subjects from work you covered in Years Seven, Eight and Nine.
1.1 All students will study the following core curriculum:
English
Physical Education
Mathematics
Personal, Social and Health Education
Science – Core and Additional or Triple
In addition, Citizenship, Enterprise and Work-related Learning, and Information, Advice and
Guidance will be delivered via integration into PSHE and other subjects.
1.2 Which subjects may students prefer to study?
The curriculum pathways which are illustrated on the previous page indicate the number of
GCSE’s or equivalent possible within each box. The pages which follow provide more
detailed information about the subjects available.
Please Note
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If a BTEC is recommended, students will not be able to study a GCSE course in that
subject.
For example, If a student chooses BTEC in Business, he/she may not choose GCSE
Business Studies.
Equally, they cannot study, for example, Business studies more than once.
1.3 Vocational Subjects (for example, BTEC or Certificates)
Box 1
Sports Studies
Box 2
Art
Construction
Hair & Beauty
Box 3
Sports Studies
Health & Social
Care
Box 4
Art
Higher Project
A number of selected students will be invited to take up one of these programmes.
Participation in this programme may include ‘in-house’ work-related learning. Students will
further develop their basic life skills and explore how they are applied in everyday life at home
and at work.
Students who are recommended to follow this route will be contacted and invited, with their
parents, to discuss the proposal in more detail.
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GCSE CORE CURRICULUM SUBJECTS – Information for students
ENGLISH
In English you will develop and improve your ability in speaking, listening, reading and writing.
You will learn to understand and appreciate the writer's crafting of a text across different
cultures and generations.
The proposed GCSE is being restructured at the moment. However we are likely to follow
WJEC English Literature and Language.
It is likely that students will study: Shakespeare, a range of poetry across different cultures
and time, other plays and prose texts.
There is likely to be a speaking and listening element which will be separately assessed.
There will no longer be any written coursework for either subject. Both subjects will have at
least two terminal external examinations.
Progression to Post 16
The Department currently offers English Literature, English Language and Creative Writing at
AS and A2 level.
GCSE MEDIA STUDIES
The English Department are pleased to offer this optional subject for all students. There is
the possibility that this GCSE can be developed into the DOUBLE award (the equivalent of
2 GCSEs) for the more committed students. There are many benefits to study Media
Studies alongside English as outlined below:
· develops critical thinking and decision-making skills
· develops appreciation and critical understanding of the role of the media in daily life
· combines practical and theoretical knowledge and skills through opportunities for
personal engagement and creativity
· encourages an understanding of how to use key media concepts to analyse media
products and their various contexts for example within English
Where can it lead to?
· prepares students for study in a range of disciplines at National Qualifications
Framework Level 3 and above.
· Studying Media Studies at Post-16
· A career in Media such as journalism
Media Studies is a very important subject, ultimately combining aspects of Politics, Sociology,
History and Economics. It encourages creativity, teaches analytical skills and introduces
students to critical ways of thinking about the world around them. These talents are highly
valued by schools and universities.
Assessment
The GCSE comprises of written controlled assessments and one terminal exam. There are
three controlled assessments which will be determined by the teacher but created individually;
this aspect weighs 60% of their total grade. The terminal exam will be completed in the
summer of their final year with a pre-release topic and paper distributed four weeks prior to the
exam. This examination is worth 40% of their final mark.
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MATHEMATICS
In Mathematics students will continue to develop the skills and knowledge they have gained in
Key Stage 3.
GCSE Mathematics will be offered at Higher or Foundation Level and every student will be
completing the linear course with exams at the end of year 11.
Students need to bring the correct equipment to each Mathematics lesson, including a ruler,
protractor, compass and a scientific calculator.
As well as continuing to use www.mymaths.co.uk, during years 10 and 11 we encourage
students to use a GCSE-specific resource, MathsWatch, for assisting them in their homework
and revision. It contains around 200 video tutorials on specific maths topics that can come up
in GCSE Mathematics examinations.
Students can use this software by purchasing a DVD for use on their home computer. The
cost of the DVD will be discounted to £2.00 (actual cost £4.00); this amount will be refunded to
students upon return of the DVD.
Progression to Post 16
The Department offers Mathematics at AS/A2 level and Further Mathematics at AS/A2 level.
SCIENCE
You will be following a broad and balanced Science course extending the skills and
knowledge gained in Key Stage 3. The majority of students will either achieve two or three
GCSEs.
Dual Award Science (Core and Additional Science)
Students will complete 2 GCSE’s: Core Science in Y10 and Additional Science in Y11. It is
suitable for students of all abilities and the course encourages students to understand
theoretical concepts alongside developing practical Science skills.
GCSE Core Science and Additional Science are assessed through 75% examinations in June
of either Y10 or Y11 and 25% internal controlled assessment. Students completing both these
GCSEs at a good B/A grade or above will be able to progress onto any of the Science A-level
courses. Students achieving C grade or above can progress on to a vocational Science
qualification, BTEC level 3 in Applied Science.
Triple Science
The most able Science students, should they wish, will be considered for separate GCSE’s in
Biology, Chemistry and Physics (Triple Award). Selection for this course is based on the
students’ aptitude for Science and a proven record of high achievement within lessons.
Entry level Science
A small number of students will be selected to study a Level 1 course in Science. This is
assessed continuously throughout the two years via internal testing and the completion of a
portfolio of evidence of their Science work. This level 1 qualification is worth a single D-G
grade GCSE equivalent dependent on the grade awarded. Students may also complete a
Vocational Applied Science course alongside/instead of, entry level, worth the equivalent of 1
C-G GCSE.
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Progression to Post 16
The faculty offers Science in Society to AS Level along with Biology, Chemistry and Physics at
AS and A2 levels. We also offer a Level 3 BTEC in Applied Science, this combines all three
Science disciplines in a vocational setting leading to the equivalent of one AS in Y12 or a full
A-level if continued into Y13.
CITIZENSHIP
Citizenship enables students to develop the knowledge, skills and understanding to be
informed, active and responsible members of local, national and global communities.
Citizenship is a statutory requirement of the school curriculum it is embedded across all
curriculum subjects. Citizenship learning is factual and conceptual and looks at criminal and
civil law, government and politics, electoral systems, the economy, democracy and justice.
The focus is to give students the opportunity to address real-life issues and show them how
they can make a difference.
Student Voice is an essential part of Citizenship. “Active Citizenship” participation can be
through involvement with the student council, peer education, buddying and charity weeks. It
can also involve contributing articles to the school newspaper, reception duties and activities,
and leading events organised for local primary schools; these are but a few opportunities our
young people have to make a difference.
PERSONAL, SOCIAL, HEALTH EDUCATION AND CITIZENSHIP (PSHE)
Students will participate in a programme which is personalised and locally determined. There
will be emphasis on skills and opportunities for coherence and relevance linking to life outside
school. The programme aims to enable all young people to become successful learners who
enjoy learning, make progress and achieve. It also aims to make them confident individuals
who are able to live safe, healthy and fulfilling lives and responsible citizens who make a
contribution to society.
An integral part of the programme is to ensure that students have opportunities within the
Every Child Matters framework and National Healthy Schools Standards.
The Key Stage 4 topics are:
Yr 10 Consequences and Personal Safety
Body Awareness
Have your say
Careers
Level 1/2 Public Health Award
Yr 11 Mental Health
Diversity
Nutrition
In Year 10 students will spend some time on career skills such as job application procedures
and interview techniques.
They will be given Information about progression for Post 16 courses throughout KS4.
They will also have the opportunity of a Careers Interview with a member of staff from the
Youth Employment Services Team within PCC.
In Year 11 the PSHE programme collapses after February half term to allow students
additional time for exam preparation.
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CORE PHYSICAL EDUCATION
This is a non-accredited broad and balanced curriculum which fulfils the requirements of the
National Curriculum in Physical Education. By the end of Year 11 you should be able to play
the full recognised version of a competitive game, and:
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Use increasingly advanced strategies and tactics
Use increasingly advanced techniques
Co-operate with others
Incorporate the rules/laws of the game
Undertake different roles.
You will be given the opportunity to participate in activities under the headings of Games,
Athletics, Gymnastics (Trampolining) and Fitness through which you will learn to appreciate
the need for physical activity to ensure a healthy lifestyle
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GCSE CURRICULUM PATHWAY CHOICES
Information for students
ART AND DESIGN
This is an exciting GCSE course in Art & Design. During the course you will complete project
work that develops themes by developing design sheets, gathering information and
completing research as well as producing a finished piece.
Throughout the course you will develop theme based projects to show that you can;
 understand how ideas provide the starting point for art and design practice and form an
integral part of the creative process
 formulate ideas from a variety of starting points
 carry out appropriate research from primary and contextual sources
 analyse and evaluate their own and others’ work in the context of developing ideas
 develop insight into selected works from contemporary, historical and cultural contexts.
Refining ideas and skills you can;
 develop skills through experimenting with appropriate media and methods
 use materials and techniques to explore the potential of ideas
 use research sources to inform the development and refinement of ideas
 review, analyse and select ideas
 sustain the development of ideas, building on and developing skills.
Record for purpose to show you can;
 carry out appropriate research from primary and contextual sources
 demonstrate skilful use of the formal elements, including line, tone, colour, shape,
pattern, texture, form and structure
 use media and refer to contextual sources to develop a range of recording skills
 develop visual, spatial, textural and other qualities within the context of recording from
appropriate sources.
Presenting and realising you can;
 develop and communicate ideas through an informed use of visual, spatial, textural
and other qualities
 demonstrate understanding of selected works from contemporary, historical and
cultural contexts
 show evidence of an ongoing critical and analytical review of their progress, making
relevant connections between visual, written, oral and other elements
 recognise the important role of individual responsibility and personal development in
producing and presenting their response(s) in a meaningful way.
The Course will give you opportunities to:
 become more confident in your work by experimenting with ideas and materials, such as
paint and pencil, collage, printmaking and clay work as well as computer generated
design, and graphics.
 work with a broad range of media, materials and techniques.
 develop your knowledge, and understanding of art, craft, design and media.
 develop your self-confidence, resilience, perseverance, self-discipline and commitment.
 work as an individual and in groups.
Assessment
Coursework Unit 1 Controlled Assessment Activity
60% of final grade,
Externally Set Assignment Unit 2
`
40% of final grade,
You will be given the timed test project title several weeks in advance so that you can plan
and prepare for this, before the start of the timed test.
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BUSINESS AND ECONOMICS
IGCSE BUSINESS STUDIES
It is unlikely that you will have studied business before taking this course but that does not
matter. You might have an interest in business and want to start your own one day. Or you
might be thinking about becoming a manager and running a large company. You may just
have an interest in the business world and finding out about what it is that makes a successful
company. This course will cover all of this and more!
What will I learn?
Business Studies is about the world around us. On the IGCSE course you will investigate
business activity in the public and private sectors and learn about how the major types of
business organisation are established, financed and run. You will learn about the different
functions within a business, including marketing, accounting, production and human resources
and will also explore factors influencing business decision-making, such as laws and the
economy. You will not only study business concepts and techniques but also enhance related
skills such as numeracy and enquiry.
Year 10 topics
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Business activity
Ownership and internal organisation
Marketing
Human Resources
Production (Operations Management)
Year 11 topics
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Financing business activity, financial information and decision making
Influences on business activity
The changing business environment
Laws and regulations
The economic environment
How will I be assessed?
We study the International GCSE syllabus (IGCSE) which is an academic qualification and
assessed solely through two written examinations, both of which will be sat in the summer of
2017. Each paper is 1 ¾ hours and accounts for 50% of the overall marks.
Progression to Post 16
The Business Faculty offers a wide range of Post 16 qualifications including AS/A2
Economics, AS/A2 Business Studies, BTEC Nationals in Business and Travel & Tourism,
BTEC Firsts in Retail and Travel & Tourism and various qualifications from the Institute of
Financial Services (IFS). Students who have studied the IGCSE will find themselves
particularly well equipped to progress to A Levels in Business Studies and/or Economics.
.
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GCSE ECONOMICS
Studying GCSE Economics will help you to answer some of the big questions in society
These are just some of the questions an economist would currently be considering.
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The UK now has a national debt of over £1.3 trillion- why does this matter?
The UK government has made major cuts to government spending, including
capping certain benefits. Should we really be cutting payments to the poor?
 Politicians have recently decided that we will all now need to work until we are 70
but why can’t we still retire at 65?
 Wayne Rooney is reported to earn more than £250,000 per week and most
professional footballers earn far more than doctors and nurses- is this fair?
 The global economy is changing with China and India now overtaking more
established economies such as France and Germany. Should the UK now be
focusing on emerging economies rather than the European Union.
What will I learn?
The GCSE Economics course is split into two units, Personal Economics (Year 10) and
Investigating Economic Issues (Year 11)
Personal Economics topics
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Money, including spending, saving and managing your money
Work, including labour markets and unemployment
The National and Global Economy
Investigating Economics Issues topics
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Managing the Economy
The Economy at Work, including government policies
The role of the European Union
How will I be assessed?
We study the AQA GCSE syllabus which is an academic qualification and assessed solely
through two written examinations, both of which will be sat in the summer of 2017. Each
paper is 1 ¼ hours and accounts for 50% of the overall marks.
Progression to Post 16
The Business Faculty offers a wide range of Post 16 qualifications including AS/A2
Economics, AS/A2 Business Studies, BTEC Nationals in Business and Travel & Tourism,
BTEC Firsts in Retail and Travel & Tourism and various qualifications from the Institute of
Financial Services (IFS). Students who have studied the GCSE will find themselves
particularly well equipped to progress to A Levels in Economics and/or Business Studies.
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DESIGN & TECHNOLOGY
GCSE courses in Technology are ever changing to keep pace with technological advances in
the world.
Design and Technology courses consist of two elements:
 Design and Make project which is worth 60% of your final GCSE grade.
 Written examination which is worth 40%of your final GCSE grade.
Your progress will be assessed throughout the two years using mini projects, progress reports
and end of year exams.
Food Technology
This GSCE course will challenge and develop your knowledge about selecting materials and
their functions. You will use and adapt recipes, practice a range of skills and techniques as
well as test and evaluate ideas.
During Year 10 the emphasis will be on cooking every week in order to improve your cooking
skills, food knowledge and confidence in the kitchen. “Theory” lessons will be practically
based, where applicable, with the aim to explain and reinforce what has been observed during
the cooking lesson.
In Year 11 students are given a choice of tasks to complete in controlled assessment
conditions. This will take approximately 2 full terms. The controlled assessment project allows
students to demonstrate their creativity and design flair while researching, developing and
cooking different food products.
Resistant Materials
This practical course will involve working through a series of design and make projects. These
will involve the study of a range of materials, including their key properties that affect the way
you can work with them.
You will be encouraged to;
 Engage with design and technology
 Make decisions, consider sustainability and combine skills with knowledge and
understanding in order to design and make quality products.
 Explore ways in which aesthetic, technical, economic, environmental, ethical and
social dimensions interact to shape designing and making.
 Analyse existing products and produce practical solutions to needs, wants and
opportunities, recognising their impact on quality of life.
 Develop decision-making skills through individual and team working
 understand that designing and making reflect and influence cultures and societies, and
that products have an impact on lifestyle.
 Develop skills of creativity and critical analysis through making links between the
principles of good design, existing solutions and technological knowledge.
Assessment overview
Coursework
Unit 1
60% of the overall grade
Through your project work you will be assessed for;
 Creative Design and Make Activities
 Industrial and commercial processes
 Analysing products
 Designing products
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 Technology
 Sustainability
This unit is internally assessed under controlled conditions – Externally moderated.
Examination
Unit 2
40% of the overall grade
 This will test your Knowledge and Understanding of Resistant Materials Technology
This unit is assessed through a 1-hour and 30-minute examination
one examination paper that targets grades A* to G with no tiering.
Progression
This qualification supports progression to:
 further education, including the GCE in Design and Technology:
 Product Design, BTEC Firsts and Nationals in Engineering and the 14-19 Diploma in
Engineering
 training or employment.
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HUMANITIES OPTIONS
GEOGRAPHY GCSE
This course is designed to offer students the opportunity to study the physical, human and
environmental aspects of geography and how these interrelate. Students take an investigative
approach to the work undertaken in the classroom and field. The need to develop
sustainability is also an important factor which runs throughout the course of study.
The aims of this course are to:
Acquire knowledge and understanding of a range of places, environments and geographical
patterns at a range of scales from local to global and acquire an understanding of the physical
and human processes, including decision making, which affect their development.
 Develop a sense of place and an appreciation of the environment, as well as
awareness of the ways in which people and environments interact, the importance of
sustainable development in those interactions, and the opportunities, challenges and
constraints that face people in different places.
 Develop an understanding of global citizenship and the ways in which places and
environments are interdependent.
 Appreciate that the study of geography is dynamic, not only because geographical
features, patterns and issues change but also because new ideas and methods lead to
new interpretations.
 Acquire and apply the skills and techniques, including those of map work, fieldwork
and Information and Communication Technology (ICT), needed to conduct
geographical enquiry. Using appropriate geographical knowledge, encourage and
enable students to appreciate the significance of people's values and attitudes on their
perception of the world and their actions within it.
Your course will be divided into three parts:
Unit Title
1. Sustainable Decision Making
2. Geographical Enquiry
This will be based on a piece of
fieldwork that is conducted through
the course. It is an opportunity to do
your own fieldwork and research to
find out information.
3. Key Geographical themes
 Rivers and coasts
 Population and
settlement
 Natural Hazards
 Economic Development
Assessment
1½ hour written examination
This examination will be based
on one of the key themes.
Controlled assessment that is
externally moderated.
One written tasks is required Fieldwork focus (2,000 words).
1 hour 30 minute written
examination.
Three out of the four themes
will be assessed in this
examination.
Your work will include:
 Researching using books, ICT and videos.
 Fieldwork (work outside the classroom and trips).
 Role play and discussion.
 Group presentations.
 Writing reports.
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Weighting
25%
25%
50%
Ken Stimpson Community School
KS4 Curriculum 2015/17
Progression
There is the opportunity to study Geography at A Level at KSCS, and a number of students go
on to study Geography at University in the future.
HISTORY GCSE
This course offers students the opportunity to study history and its development, including the
study of change and cause over a long period of time. Students then study the subject more in
depth by looking at key events, people, changes and issues concerning certain periods of
history.
The content covers areas which include: Medicine through Time, and The American West.
Students will also undertake a Controlled Assessment on a Modern World study. The course
allows students to progress either directly to employment, or to study for an Advanced level
qualification.
The aims of this course are to encourage students to:
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Acquire knowledge and understanding of the human past.
Investigate historical events, changes, people and issues.
Develop understanding of how the past has been represented and interpreted.
Use historical sources critically in their historical context.
Organise and communicate knowledge and understanding of history.
Draw conclusions and appreciate that these and other historical conclusions are liable
to reassessment in the light of new or reinterpreted objectives.
Develop an interest in and an enthusiasm for History, and to acquire a sound basis for
further historical study. Employers regard History students very highly due to the
research process and skills they acquire within the subject.
The course will be divided into three parts:
Unit Title
1. Study in Development
and Study in Depth
2. Historical Source
Investigation
3. History around us or
Modern World History
Assessment
2 hour written examination
1 hour 30 minute
examination
Controlled assessment (2000
words) set by the Examining
Board.
Weighting
45%
30%
25%
Your work will include:
 Researching using books, ICT and videos
 Role play and discussion
 Group presentations
 Source analysis (Inference, Comparisons, Reliability, Interpretations and Evaluation).
Progression
There is the opportunity to study History at A Level at KSCS, and a number of students go on
to study History at University in the future.
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INTEGRATED HUMANITIES
You can choose to continue with the Integrated Humanities GCSE, which you have already
started in year 9, as an option for GCSE. It is a subject which makes connections and blends
together subjects such as History, Geography, Religious Studies and Citizenship. The course
is designed to look at what has happened and what is happening in the world – the challenges
people face in their daily lives.
The course has one Core Unit, consisting of Culture and Beliefs and Environmental Issues.
The kinds of topics and issues you will investigate include:
* Why do cultures differ and change?
* What are the challenges we face living in a multi-cultural society?
* What are the causes of pollution?
* What is the evidence for climate change?
Unit 2 has five options: Conflict and Co-operation, Prejudice and Persecution, Global
Inequality, Family and Socialisation and People and Work. You will study two of these. The
kinds of topics and issues you may explore include:
* What can be done to reduce global inequality?
* What are the causes and consequences of terrorism?
GCSE Integrated Humanities is assessed through 75% examinations and 25% Controlled
Assessment.
PHILOSOPHY AND ETHICS GCSE
This ever-popular course offers a modern and inspiring option that will help you learn about
the approaches of religion and philosophy to some of the fundamental questions about human
existence, and of religion and ethics to some of the most important questions about how
people behave and why.
Philosophy and Ethics is a highly regarded qualification by universities and employers, as
students gain a range of transferable skills that are valuable for future life. It could also take
you towards a number of careers, including working in the police or as a counsellor, social
worker, nurse, youth worker, solicitor, barrister, teacher or philosopher, in organisations such
as the Peace Corps or Amnesty International, or in any career that requires an understanding
of people.
There are 4 units which are studied through the course, two philosophy units and two ethics
units. The topics studied within each are:
Philosophy
Deity, Religious and Spiritual Experience, End of Life, Good and Evil, Revelation, Religion vs.
Science
Ethics
Relationships, Medical Ethics, Poverty and Wealth, Peace and Justice, Equality and Media
You will have four 1-hour exams. Two of these will be based on what you’ll study in your
Philosophy units and two will be based on what you’ll study in Ethics. Each exam is worth 25%
of your total mark.
This GCSE provides a more modern approach to studying topics related to between one and
three religions. You will look at today’s issues – things you see or read about in the news.
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You’ll look at different philosophies and learn about ethics in areas such as medicine and in
relation to peace and justice, poverty and wealth, and more. You’ll learn skills in interpreting
and evaluating pieces of information, communicating and applying your knowledge, and in
solving problems. You will also have an opportunity to develop your debating skills.
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INFORMATION COMMUNICATION TECHNOLOGY
GCSE INFORMATION COMMUNICATION TECHNOLOGY
This course offers students the opportunity to explore how digital technology impacts on the
lives of individuals, organisations and society. Students learn about current and emerging
digital technologies and the issues raised by their use in a range of contexts. Students also
broaden and enhance their ICT skills and capability. They work with a range of digital tools
and techniques to produce effective ICT solutions in a range of contexts. Students learn to
reflect critically on their own and others’ use of ICT and to adopt safe, secure and responsible
practice.
The course is divided into two parts:
Unit Title
Unit 1 – Living in a Digital World
Unit 2 – Using Digital Tools
Assessment
Written examination, 1hr 30
minutes
Controlled Assessment Portfolio
Weighting
40%
60%
This course enables students to become independent and discerning users of ICT, able to
make informed decisions about its use and aware of its implications for individuals and
society. Students will acquire and apply creative and technical skills, knowledge and
understanding of ICT in a varied range of contexts, developing solutions to solve problems
and recognising potential risks when using ICT.
Progression to Post 16
The faculty would encourage students successful on this GCSE course to consider the GCE
Applied ICT A Level as an option for Post 16 studies. However, students may decide to
consider the Computing A Level as well, for those students interested in computer
programming.
You would choose this course if you are interested in the fundamental use of ICT across a
broad range of contexts and one considering a career in ICT, Business or administration
GCSE COMPUTING
This course gives students a real, in-depth understanding of how computer technology works.
Students will no doubt be familiar with the use of computers and other related technology,
however this course will give them an insight into what goes on ‘behind the scenes’, including
computer programming, which many students find absorbing.
This course provides excellent preparation for higher study and employment in the field of
computer science. The increasing importance of information technology means there will be a
growing demand for professionals who are qualified in this area.
The course is divided into three parts:
Unit Title
Assessment
Weighting
Unit 1 – Computer systems Written examination, 1hr 30 40%
and programming
minutes
Unit
2
–
Practical Controlled
Assessment 30%
Investigation
Investigative task
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Unit 3
Project
–
KS4 Curriculum 2015/17
Programming Controlled
Assessment 30%
Programming task
This course will develop critical thinking, analysis and problem-solving skills through the study
of computer programming, giving students a fun and interesting way to develop these skills,
which can be transferred to other subjects and even applied in day-to-day life.
Progression to Post 16
The faculty would encourage students successful on this GCSE course to consider the
Computing A Level as an option for Post 16 studies. However, students may decide to
consider the Microsoft I.T Academy qualification, as a second choice.
You would choose this course if you are interested in developing computer programs and
writing code to create applications. You could also choose this course if you are simply
interested in how a computer program functions ‘behind the scenes’.
LEVEL 2 HIGHER PROJECT QUALIFICATION
If you choose to study towards the Higher Project Qualification, then you will have an exciting
opportunity to complete an extended piece of work chosen entirely by you! Your choice of
project is personal to you and can either be related to one of your school subjects or a chosen
area of interest. There may be a particular academic subject that you find really interesting
and would like to know more about. Or you may have a particular hobby which you would like
to spend some time looking into. The choice is almost endless and is entirely up to you…
Many Higher Project students choose to submit their evidence as a written report. If so, you
will be aiming to write a report of between 500 and 2000 words. However it is possible for
your evidence to be provided in any form appropriate to the type of project chosen. Therefore
a final Project may consist of:
 an artefact, model or construction (including a painting or website)
 a CD/video/DVD of performances or activities
 an audiotape/multimedia presentation
 a journal of activities or events
 a slide or PowerPoint presentation
 a photographic record of the project
All Higher Projects (whatever your final choice of evidence) will require you to make a 5
minute presentation to a non-specialist audience using media appropriate to the type of
project. The presentation may involve the use of flipcharts, posters, PowerPoint or short
excerpts of video material. The presentation will include live response questions (up to 10
minutes) from members of the panel of judges.
Students who take part in the Higher Project Qualification are able to discover the joys of
independent learning, take responsibility for their own study and develop new life and study
skills.
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What will I learn?
There is no formal curriculum for the Higher Project. Instead, you will be learning about the
independent study skills required to complete such an extended piece of work.





Identify, design and complete an individual project, applying a range of organisational
skills and strategies to meet agreed objectives
Obtain critically and use select information from a range of sources.
Analyse data, apply it relevantly and demonstrate understanding of any appropriate
linkages, connections and complexities of the topic
Select and use a range of skills, including new technologies where appropriate, solve
problems, take decisions critically, creatively and flexibly, to achieve planned outcomes
Evaluate outcomes both in relation to agreed objectives and own learning and
performance. Select and use a range of communication skills and media to present
evidenced outcomes and conclusions in appropriate format.

How will I be assessed?
The Higher Project is assessed with a GCSE grade of A*-C depending on the number of
marks you score for the four key elements of the project.




Manage
Use resources
Develop and realise
Review
You will have a Project Supervisor who will meet you formally on four occasions at various
points throughout your project. These are the Project Approval Meeting, the Planning
Meeting, the Mid-Project Review Meeting and the End of Project Meeting. After these
meetings you will complete a written record called the Production Log which is the written
record of your Higher project ‘journey’.
The final grade you will receive will be based on the evidence provided in your final piece,
your presentation and your Production Log.
Progression to Post 16
The independent learning and study skills you develop on the Higher Project Qualification will
be relevant to most academic and vocational courses at Post 16 level. In the Sixth Form we
also offer the Level 3 Extended Project Qualification, an AS level qualification intended to help
students to prepare for university study.
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MODERN FOREIGN LANGUAGES
GCSE French, Italian & German
The department offers both GCSE French & Italian and from next year also GCSE German.
Students can choose to study one or both of these courses and students wishing to achieve
the English Baccalaureate (E-Bac) must study one modern language.
Topics to be studied include:
 Personal information
 Media and Culture
 Travel and Tourism
 Business, work and employment
 Sport and leisure
Assessment
Either a written or speaking assessment is carried out at the end of every unit of work and the
best pieces selected for submission to the exam board.
Speaking
Your teacher will assess you with a representative sample being sent to the exam board for
moderation. You will carry out two activities from the following:
 An open interaction; could relate to a transactional situation.
 A discussion about a photo or picture personal to you.
 A short presentation on something that interests you.
Writing
The exam board will assess you. You will submit two pieces of writing, for example a web
page or a magazine article of 300 words in length.
Listening and Reading
Both skills are assessed by exam papers in June of Year 11.
Weighting
The weighting of the 4 skills areas is as follows:
Listening 20%
Speaking 30%
Reading 20%
Writing 30%
We expect students to spend 1-2 hours per week completing homework tasks, which will
concentrate on vocabulary learning, grammar exercises, independent study and preparation
for assessments.
We currently offer a visit to Rome for year 11 students and are hoping to set up a similar trip
for GCSE French. These visits will take place on an alternating basis so every student will be
offered the chance to go to the country whose language they are studying once during the two
year course.
We are currently establishing links with schools in the south of France and north of Italy so it
may be possible to set up a link with a French or Italian pen friend.
Progression to Post 16
French and Italian will be offered at AS and A2 level as part of Team Peterborough provision.
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PERFORMING ARTS OPTIONS
DANCE (* this subject will run subject to staff availability)
This course focuses on widening your understanding and experience of Contemporary Dance
through making, performing, watching and analysing dances. Over the two years you will be
given the opportunity to:






Improve your technical ability to perform a group dance and a solo.
Become more confident in expressing your thoughts and ideas through movement.
See a varied range of professional contemporary dance work both live and on video.
Develop your ability to analyse your own and others’ work.
Improve your self esteem and confidence.
Develop your choreographic skills.
Assessment
Unit 1 - Critical Appreciation of Dance
Written Paper – 1 hour – 50 marks – 20%
Unit 2 - Set Solo Performance
Practical Examination - Solo technical Performance -1-1½ minutes – 30 marks – 20%
Unit 3 – Performance in a Duo/Group Dance
2½-3 minutes – Controlled Assessment – 30 marks – 20%
Unit 4 – Own Choreography
Task 1 – Solo Composition - 1-1½ minutes – 20 marks – 15%
Task 2 – Choreography – solo/duo/group – 40 marks - 25%
Unit Total: 60 marks – 40%
Progression to Post 16
The Department offers Dance at AS and A2 Levels.
DRAMA
GCSE Drama focuses on widening your understanding and experience of Drama through
performing, rehearsing and evaluating Drama.
 You will play many parts in different imaginary situations
 You will have the opportunity to devise your own work as well as look at set texts.
 You will develop your improvisation and acting skills to a high level.
 Look at plays in more detail and examine different ways of bringing a script to life on
stage.
 Drama helps you increase your self-confidence and prepares you to deal with a range
of different situations and people.
Assessment
Practical Performance which is worth 40% of your final GCSE grade.
Coursework which is worth 60% of your final GCSE grade.
There will be practical performances throughout the two years and a written portfolio of
evidence. You will also take part in two assessed workshops.
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Progression to Post 16
The Department offers Drama and Theatre Studies at AS and A2 level and BTEC Performing
Arts at Level 3.
MUSIC
Is this the right subject for me?
If you enjoy performing music in your own time and are learning an instrument, use Music
Technology, or are having singing lessons, then this is a good subject to choose! If you would
like to create music of your own, then composing will give you the opportunity. If you want to
broaden your knowledge of all types of music, including classical, popular and world, then this
exciting course will give you an appreciation of the diversity of musical styles that exist today!
What will I learn?
You will learn how to improve your performing skills. Through your work in composing you will
gain an insight into how music is constructed from initial ideas through to the finished product.
You will also learn more about what makes music through the study of five specific areas of
study.
How will I be assessed?
 Performing: you will need to play one solo piece and one ensemble piece. (40%)
 Composing: you will need to compose two pieces. (40%)
 The listening and appraising component is assessed through a 60-minute written
paper on the five areas of study. (20%)
You will be asked to, for example:
 ‘Name the instrument playing the solo.’
 ‘Give two musical reasons why you like or dislike this piece of music.’
 ‘What style is this piece of music written in?’
What do I need to know, or be able to do, before taking this course?
 You have already gained many of the basic skills needed for this course in your music
lessons over the last three years at secondary school.
 You have been introduced to creating music of your own in class and this is developed
on the GCSE. You will have one ‘free choice’ composition where you can write in any
style and one that has to be written in a specific style; this could be, for example, a
popular song or some world music.
There is a wide choice and it can be tailored to your own musical interests and strengths.


You have already listened to a variety of music in class and these skills are developed
as you learn more about the key five areas:
o AOS 1 : Rhythm and Metre
o AOS 2 : Harmony and Tonality
o AOS 3 : Texture and Melody
o AOS 4 : Timbre and Dynamics
o AOS 5 : Structure and Form
You enjoy making music, either as a soloist or in a group. The GCSE course
encourages you to perform music of your own choosing and in any style, as a soloist
and also in a group. To take this course, you must be able to offer just one
instrument/or voice.
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What can I do after I have completed the course?
If you enjoyed the GCSE Music course then you can consider pursuing Music at AS and A2
Level. You can also study the Music Practitioners course offered at Ken Stimpson School by
the Music department where you will learn about recording techniques and the Music
Business.
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PHYSICAL EDUCATION
This hugely popular and exciting GCSE offers students the opportunity to combine practical
ability with in depth theory understanding. Students study a range of topics to understand
about fitness and how to use this knowledge to improve performance. The GCSE is taught
over three units with a 2:1 in favour of practical.
The theory content covers areas which include; Components of Fitness, Diet and Nutrition,
Long Term Effects of Exercise on the Human Body, Principles of Training and Opportunities in
Sport to name a few. Assessment is through a 90 minute written examination at the end of the
school year
Practically students develop a multitude of skills over a range of practical activities. Students
taking part in these practical activities are internally assessed against the GCSE criteria. The
final assessment takes place over two days through external moderation where students must
show their ability in four different practical activities or through Leadership in Sport or
officiating in Sport. Considerations to apply for this course must include the ability to compete
well in four different practical activities over the National Curriculum range of activities; Striking
and Fielding, Net Wall, Invasion, Swimming, Dance and Outdoor Adventure
Coursework is also a fundamental part of this GCSE. Students are asked to plan and execute
their own Personal Exercise Plan (PEP) over a period of time. Using this coursework students
are then expected to observe and analyse performances of other students giving detailed
feedback. This piece of coursework is also externally verified. Students studying this GCSE
subject will also have the opportunity to attend a PE Residential which allows students to
participate in non-curriculum sports and potentially improve practical grade.
Course Element
Practical
Coursework
Theory
Assessment
Assessed in four different
practical activities
Personal Exercise Plan
(PEP) and Analysis of
Performance (AOP)
1 ½ hour written examination
Weighting
48%
12%
40%
Progression to Post 16
Students taking GCSE will be encouraged to seek advancements into Post 16. Progression
from the GCSE into Post 16 comes in the form of AS and A2 PE and also to BTEC Level 3
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The BTEC VOCATIONAL SUBJECTS
Information for students
BTEC stands for Business and Technology Education Council. It is a body which was set up
in 1983 to validate and accredit high quality vocational qualifications. The council merged with
London Examinations and is now owned by Edexcel, the examination board.
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.
BTECs are recognised by schools, colleges, universities, employers and professional bodies
across the United Kingdom and in many countries worldwide.
BTECs have been around for over 25 years and have a very high reputation. They continue
to grow and develop.
BTEC Assessment
Students study real-life, work-related case studies and complete projects and assessments,
which contribute to achieving each unit studied. The number of units studied depends on the
level and size of BTEC being studied.
In order to complete a 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 students to analyse and improve performance throughout the course.
The unit and overall results are graded as a Pass, a Merit, a Distinction or a Distinction*.
GCSE equivalence
For a Level 2 BTEC First Certificate,
 a Level 1 Pass is equivalent to 1 GCSE at grade D
 a Level 2 Pass is equivalent to 1 GCSE at grade C
 a Merit is equivalent to 1 GCSE at grade B
 a Distinction is equivalent to 1 GCSE at grade A
 a Distinction* is equivalent to 1 GCSE at grade A*.
It is possible for students to study a Level 1 BTEC qualification, which is equivalent to 1 GCSE
D-G equivalent pass.
Progression
BTECs allow students to move on to higher education (post 16) and beyond (university). They
also allow students to start their career in industry or give them skills to start their own
business. They allow students flexibility and choice in what they choose to do.
BTECs in 2015
The school will be recommending many students to study up to two BTEC’s from the following
areas:
Art & Design
Construction
Hair & Beauty
Health and Social Care
Higher Project
Sport
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BTEC FIRST AWARD IN ART AND DESIGN
Creative Industries comprises an enormous variety of different careers. The BTEC First Award
in Art and Design will give you a broad-based approach to the vocational application of the art
and design. It will give you opportunities to develop visual communication skills and
techniques using a wide range of media and materials. The vocational context of this
qualification means that project briefs are written with an emphasis on practising artists,
designers or craftspeople. As you progress through the course you will develop a series of
projects that explore the four core units as well as working in the specialist media. You will
need to take responsibility for their own learning and achievement, taking account of the
industry standards for behaviour.
What skills will you learn?
The BTEC Art and Design Firsts course helps students develop a number of skills:
 Observation work
 to investigate design and develop ideas.
 that images, artefacts and products are developed to reflect social, historical, and
vocational contexts
 To analyse a brief and produce design work that fulfils the brief.
 How to work as a team to achieve results
What units can I choose?
All students will study the two mandatory units (units 1 & 2) but will then be offered the chance
to study a combination of two further units from the following list.
Unit
1
2
Unit
3
4
5
6
Core units (mandatory)
Introduction to Specialist Pathways in Art and Design (Coursework portfolio)
Creative Project in Art and Design (Externally marked Practical exam)
Optional specialist units (any two from the list below)
Communicating Ideas in 2D (Coursework portfolio)
Communicating Ideas in 3D (Coursework portfolio)
Developing an Art and Design Portfolio (Coursework portfolio)
Investigating Contextual References in Art and Design (Coursework portfolio)
How will I be assessed?
Coursework
All BTEC Art & Design units are assessed by completing project brief assignments. Internal
assessment will be undertaken through assignments and homework. You will be expected to
demonstrate that you can work independently and within a team and also be prepared to
research using a wide variety of techniques.
These coursework units are internally assessed by completing project assignments Internal
assessment will be undertaken through assignments and homework. You will be expected to
demonstrate that you can work independently and within a team and also be prepared to
research using a wide variety of techniques including the use of other artists and designers
styles.
Unit 2- Creative Project in Art and Design
BTECs are vocational qualifications however in line with new government policy, at least 25%
of the new BTEC courses must be externally assessed. In this case, Unit 2, will be a project
brief set by the exam board, this will be developed during taught sessions, with the final piece
being developed in a practical timed exam.
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Progression to Post 16
Students achieving a level 2 BTEC First Award will be well equipped to progress to the BTEC
Nationals Art and Design as well as giving you a very good start in developing the skills
needed to progress to the Applied AS & A2 Art qualification.
If you want to and, in due course to progress to the employment sector.
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BTEC CONSTRUCTION
Rationale is to:
● inspire and enthuse learners to consider a career in the construction sector
● give learners the opportunity to gain a broad understanding, knowledge of, and
skills in, the construction sector
● support progression to a more specialised level 3 vocational or academic
construction course or an apprenticeship
● give learners the potential opportunity, in due course, to enter employment within
a wide range of junior job roles across the construction industry.
Qualification
Minimum qualification: Level 1 First Award (equivalent to 1GCSE at grade G or higher).
Course content
Students must study 3 core units and 1 optional unit.
The core units are:
Unit 1: Construction Technology – this unit covers the different forms of construction
that can be used for low-rise offices, retail units and homes. Learners will develop an
understanding of the structural performance required for low-rise construction, and
explore how substructures and superstructures are constructed. This unit will be
externally assessed.
Unit 2: Construction and Design – in this unit learners will develop a broad
understanding of the construction industry, the sort of projects it undertakes and the
contribution it makes to wider society. Learners will also look at how client needs can
shape the design of a building, and develop their own design ideas to a given brief.
The mandatory unit:
Unit 3: Scientific and Mathematical Applications for Construction – in this unit
learners will apply scientific and mathematical knowledge, understanding and skills to practical
construction contexts. Learners will develop an understanding of the
scientific principles affecting the performance of construction materials and develop
skills to perform mathematical calculations in construction contexts.
Unit 4 is chosen from principles of:
Drawing Techniques
Carpentry and joinery
Blockwork and Brickwork
Painting and Decorating
Plumbing
Assessment approach
Unit 1 is assessed externally
Units 2, 3 and 4 assessed internally via completion of assignments.
Developing employability skills
One of the main purposes of BTEC qualifications is to help learners to progress ultimately into
employment. The vast majority of employers require learners to have certain technical skills,
knowledge and understanding to work in a particular sector, but they are also looking for
employability skills to ensure that employees are effective in the workplace.
Learners should develop the following skills:
 self-management
 teamworking,
 business awareness
 customer awareness
 problem-solving
 communication
 basic literacy and numeracy
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

KS4 Curriculum 2015/17
a positive attitude to work
the use of IT.
Minimum Requirements
 Successful interview with course supervisor
 Interest in the Construction Industry, ability to follow instructions and general positive
attitude.
Progression opportunities
The First Award in Construction and the Built Environment provides the skills, knowledge and
understanding for level 2 learners to progress to:
● other level 2 vocational qualifications
● level 3 vocational qualifications, such as BTEC Nationals, specifically the Edexcel
BTEC Level 3 in Construction
● related academic qualifications
● employment within the construction industry.
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BTEC HAIR & BEAUTY
Students with good communication skills who enjoy working with the general public and have
a good interest in the hairdressing industry.
WHAT WILL I STUDY?
– Unit 201: Working in the hairdressing industry.
– Unit 202: Health and safety.
– Unit 203: Consultation for hair services.
– Unit 204: Shampoo and condition the hair.
– Unit 205: Promoting products and services.
– Unit 206: Cut women’s hair.
– Unit 207: Colour and lighten the hair.
– Unit 208: Permanent waving the hair.
– Unit 209: The art of dressing hair.
– Unit 212: Create an image based on a theme.
– Unit 105: Plaiting and twisting the hair.
HOW WILL I BE TAUGHT?
The practical aspects of the course will be taught in a commercial salon environment on
training heads and models. You will participate in practical tasks at your own speed.
Assessment will take place through consultation when you and your assessor agree that you
have reached the competence to successfully achieve assessment.
HOW WILL I BE ASSESSED?
Assessment for is ongoing through the course, through formative and summative practical
assessments. The theory aspect of the course is assessed through individual
unit assignments and external online end of unit examinations.
WHAT SUBJECTS GO WELL WITH IT?WHAT COULD THIS COURSE LEAD ON TO?
After this course you may then progress onto a Level 3 Diploma in Women's Hairdressing.
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BTEC LEVEL 1/LEVEL 2 FIRST AWARD IN HEALTH AND SOCIAL CARE
What are BTEC Firsts?
BTEC First qualifications are intended primarily for learners in the 14–19 age group, and have
a clear progression route to a level 3 course or to an apprenticeship.
BTECs are vocationally related qualifications, where learners develop knowledge and
understanding by applying their learning and skills in a work-related context. In the years since
their introduction, BTEC Firsts have become increasingly popular and effective. They engage
young learners in taking responsibility for their own learning, and develop essential workrelated skills, such as working to deadlines and presenting information effectively. BTEC Firsts
motivate young learners, and open doors to progression into further study or the workplace.
Key features of the Edexcel BTEC First Award
The Edexcel BTEC Level 1/Level 2 First Award:
● is a level 2 qualification; however, it is graded at Level 2 Pass, Level 2 Merit, Level 2
Distinction, Level 2 Distinction*, Level 1 and Unclassified
● is for learners aged 14 years and over
● is a 120 guided-learning-hour qualification (equivalent in teaching time to one GCSE)
● has core units and optional units
● has external assessment up to 25 per cent of the qualification. Edexcel sets and marks
these assessments
● presents knowledge in a work-related context
● gives learners the opportunity to develop and apply skills in English and mathematics in
naturally occurring, work-related contexts
Edexcel BTEC Level 1/Level 2 First Award in Health and Social Care
Students complete both core units and then 2 optional specialist units to make up the full
award.
Unit
1
2
3
4
5
6
7
8
Edexcel BTEC Level 1/Level 2 First Award in Health and Social Care
Core units (mandatory)
Assessment Method
GLH
Human Lifespan Development
External
30
Health and Social Care Values
Internal
30
Unit Optional specialist
Effective Communication in Health and
Internal
30
Social Care
Social Influences on Health and Wellbeing
Internal
30
Promoting Health and Wellbeing
Internal
30
The Impact of Nutrition on Health and
Internal
30
Wellbeing
Cultural Diversity in Health and Social
Internal
30
Care
Individual Rights in Health and Social Care
Internal
30
Progression
Having successfully completed the BTEC Level 1 course students could progress to the Level
2 course, from Level 2 to BTEC National Level 3 courses in Post 16.
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BTEC SPORT
BTEC LEVEL1/LEVEL 2 FIRST AWARD IN SPORT
Qualification structure
The Edexcel BTEC Level 1/Level 2 First Award in Sport is taught over 120 guided learning
hours (GLH). It has core (mandatory), optional specialist and optional generic units.
Learners must complete both core (mandatory) units, plus further units for a total of 120 GLH.
Unit 1 is an external online exam Course is practically based with elements of theory.
BTEC AWARD IN SPORT- is an option if you enjoy Physical Education and want to
explore it further. It is ideal for you if you wish to pursue a career in the sports and
leisure industry.
This BTEC First Award has units that your centre assesses (internal) and a unit that
Edexcel sets and marks (external). Edexcel BTEC Level 1/Level 2 First Award in
Sport
Assessment
Unit
Core (mandatory)
GLH
method
Health and Fitness
External
ONLINE EXAM
1
for Sport and
30
1HR 50 MARKS
Exercise
Practical Sports
2
Internal
30
Performance
Unit
Optional specialist
The Mind and
3
Internal
30
Sports Performance
The Sports
4
Internal
30
Performer in Action
Training for
5
Internal
30
Personal Fitness
Leading Sports
6
Internal
30
Activities
Progression into post16
The department offers BTEC Diploma Level 3 & AS/A2 Level Physical Education and Sport
Leaders Award (Csla)
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ESOL (English for Speakers of other Languages)
If English is not your main language, you will be recommended to do a course to help you
improve your English. ESOL courses cover:
 speaking and listening
 reading and writing
 vocabulary
 punctuation and grammar
There are courses at different levels so you'll be able to start at the right level for you.
Extra English and Mathematics
This is a provision of additional English and Mathematics if your child is predicted to have the
potential to obtain a C grade in either or both subject but would benefit in having more time to
study both subjects.
It is a programme designed to accelerate progress in English and Mathematics. It will
strengthen areas of weakness in literacy and numeracy, providing students with an increased
chance of securing a C grade in both Mathematics and English. The programme is also
designed to enhance and strengthen outcome across GCSE courses and programmes of
study. The course is flexible so that provision can be designed by teachers to meet the needs
of particular groups of students in their own school context.
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FURTHER INFORMATION ON KEY STAGE FOUR
How will my work be assessed in Key Stage 4?
There is continuous assessment for many courses.
Coursework
Coursework forms an important part of GCSE and GCSE Vocational courses. It consists of
work done throughout the course which counts towards your final examination grade. It may
take the form of:






classwork
homework
assignments
tests
fieldwork
projects.
Remember that coursework is:




spread over two years
a continuous indicator of how you are doing
helpful to students who perform less well in examinations
a good preparation for Post 16 work.
Examinations
Most GCSE courses have an examination at the end of Year 11. Our policy is to enter
students for all examinations in which we believe they may achieve a recognised grade.
We require that parents pay for entry for students who the school believes will be unlikely to
achieve a recognised grade. The criteria for identifying these students are a poor level of
attendance (less than 80% in the last calendar year) and the failure to complete coursework.
If a `parental entry` student does achieve a pass grade then the cost will be reimbursed by the
school.
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Process of finalising your Curriculum Pathway
The process will take place as follows:
1. Personal interview
You (hopefully accompanied by your parent/carer) will have an interview with a
member of the Leadership Team or Head of House Team; this will be an
opportunity for you to talk further about your preferences and career
aspirations. Available during discussion will be your target grades, year 9
reports and other relevant information.
2. Recommendation
The member of staff will make a recommendation of your ‘personalised’
curriculum package, record it and give you a copy.
3. Deadline
After discussion with your parent/carer, subject and form teachers, a signed
copy of the KS4 Curriculum form will be returned to school by Friday 6 March,
via your form tutor.
4. Confirmation
In May, a letter will be sent to your parent/carer to confirm the subjects you will
be studying in September.
.
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Ken Stimpson Community School
KS4 Curriculum 2015/17
Pathways to Success 2015 - 17
Recommended KS4 Personalised Curriculum
Name:
Box 1
Subject
Tutor Group:
Box 2
Subject
Box 3
Subject
Box 4
Subject
Alternative pathway
Return this form to your
FORM TUTOR by 6 March 2015
Signed:
Parent/Carer: …………………….............................
Student: ……………………..........................................
Date handed in: ……………………............................
Tutor’s name & signature…………………………………………………
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