All students at Key Stage 4 study English, Mathematics, Combined Science or Triple Sciences, French or Spanish, Physical Education and Personal, Social, Health and Economic Education.
Pupils then choose three options from, Art & Design, Drama, Geography, History, Music, Food preparation and Nutrition, Triple Science, Design Technology, Physical Education, Computing and Religious Studies.
Teaching Groups
In Key Stage 4 pupils are taught in groups according to ability in Mathematics, English, French and Science. Most other subjects are taught in mixed-ability groups.
Options
Wherever a choice of subjects is allowed, pupils will be given the opportunity to discuss their decision with relevant teachers and to consult with their parents. The staff will give careful consideration to the wishes of pupils and parents but should a problem arise the final decision must rest with the School. Our planned procedures mean this rarely happens.
Level: GCSE
AQA GCSE English Language 8700 and AQA GCSE English Literature 8702
All pupils will have the opportunity to study English Language and English Literature, leading to examination at GCSE using the AQA syllabi. Both GCSEs are examined at the end of year 11 and all pupils sit the same paper.
The English Language GCSE course assesses descriptive or narrative writing and pupils will have to write to present a specific viewpoint. Pupils will have to write about a range of different texts including one literature fiction text, one non-fiction text and one literary non-fiction that will be taken from different periods in time. The Spoken Language aspect of the course will be assessed within class and involves the pupils presenting ideas and responding to questions.
In Literature, pupils will study a range of texts including a play by Shakespeare, a 19th century novel, a modern play or novel and a range of different poetry.
The course is very demanding with high expectations placed on students in terms of class and homework.
http://www.aqa.org.uk/subjects/english/gcse/english-language-8700/introduction
http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/introduction
Level: GCSE Board: AQA Exam 100%
All pupils in year 10 will begin a course leading to examination at GCSE using the national Curriculum Mathematics Syllabus 8300.
Each pupil will study one of two levels:
| Level in Syllabus | Target Grades |
| Foundation | 1, 2, 3, 4, 5 |
| Higher | 4, 5, 6, 7, 8, 9 |
Pupils will be working towards an appropriate level of entry in one of six sets during years 10 and 11. Movement of pupils between sets can be made so that maximum progress is made by each individual.
| Paper 1 | ||
| Non calculator | worth 33 1/3 % | Duration: 1 hour 30 minutes |
| Paper 2 | ||
| Calculator | worth 33 1/3 % | Duration: 1 hour 30 minutes |
| Paper 3 | ||
| Calculator | worth 33 1/3 % | Duration: 1 hour 30 minutes |
The approximate weighting for the topic areas assessed are:
| Topic | Foundation % | Higher % |
| Number | 55 | 15 |
| Algebra | 20 | 30 |
| Ratio | 25 | 20 |
| Geometry | 15 | 20 |
| Probability & Statistics | 15 | 15 |
The approximate overall weighting of the assessment objectives are:
| Assessment objective | Foundation % | Higher % |
| Use and apply standard techniques | 50 | 40 |
| Reason, interpret and communicate mathematically | 25 | 30 |
| Solve problems within mathematics ans other contexts | 25 | 30 |
Further information is available from AQA: https://www.aqa.org.uk/subjects/mathematics/gcse/mathematics-8300
Level: GCSE Board: AQA Exam: 100%
Combine Science Trilogy 8464
The information is taken from the revised specification.
Most pupils will work towards a double GCSE qualification in science as follows:
There will be 6 exams (two for each science), each exam will be 1 hour and 15 minutes and out of 70 marks. Each paper will contribute 16.6% to overall award of two GCSEs.
The exams will measure how students have achieved the following assessment objectives:
- AO1: Demonstrate knowledge and understanding of: scientific ideas; scientific techniques and procedures.
- AO2: Apply knowledge and understanding of: scientific ideas; scientific enquiry, techniques and procedures.
- AO3: Analyse information and ideas to: interpret and evaluate; make judgments and draw conclusions; develop and improve experimental procedures.
There are two tiers of assessment:
The qualification will be graded on a 17-point scale: 1–1 to 9–9 – where 9–9 is the best grade. A student taking Foundation Tier assessments will be awarded a grade within the range of 1–1 to 5–5. Students who fail to reach the minimum standard for grade 1–1 will be recorded as U (unclassified) and will not receive a qualification certificate.
A student taking Higher Tier assessments will be awarded a grade within the range of 4–4 to 9–9. A student sitting the Higher Tier who just fails to achieve grade 4–4 will be awarded an allowed grade 4–3. Students who fail to reach the minimum standard for the allowed grade 4–3 will be recorded as U (unclassified) and will not receive a qualification certificate.
Separate Sciences
Some pupils may follow a course leading to GCSEs in the 3 separate sciences, biology, chemistry and physics. Pupils following this course will need to have attained the highest levels in KS3 science and maths, and opted to take the subjects.
Assessment for each separate science is as follows:
- Two written exam papers both 1 hour 45 minutes and out of 100 marks. Each paper will be worth 50% towards the single GCSE. Students must study all 3 sciences and therefore will have a total of 6 exams leading to the award of 3 separate GCSEs. Foundation and Higher Tiers will be available just like the double award, but each science will have a separate score from 1-9, (1-5 Foundation and 4-9 for Higher).
http://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464
Level: GCSE Board: AQA (Scheme A)
Pupils follow a two year French course leading to entry for the full GCSE. The course covers and assesses the four skills of Listening, Reading, Speaking and Writing. The GCSE course builds on topics, skills and grammar rules which have been learned at KS3. At Key stage 4 pupils have the opportunity of developing their language skills in different contexts and they are able to build up a more extensive knowledge of linguistic structures and vocabulary.
The emphasis of the GCSE course is to enable candidates to use French for successful communication. A pass at GCSE grade B or above also provides a sound basis for continued language learning to Advanced Level French. The GCSE offers a choice of interesting topic areas for the writing and speaking examinations and topics are taught using a range of methods to engage pupils in their language learning. All four skills of Writing, Speaking, Listening and Reading are assessed via summative examinations at the end of the two year GCSE course, in the Summer Term of Year 11.
Subject content:
Students study all of the following themes on which the assessments are based.
- Theme 1: Identity and culture.
- Theme 2: Local, national, international and global areas of interest.
- Theme 3: Current and future study and employment.
Assessments:
GCSE French has a Foundation Tier (grades 1-5) and a Higher Tier (grades 4-9). Students must take all four question papers at the same tier. All question papers must be taken in the same series,
Paper 1: Listening: Understanding and responding to different types of spoken language.
Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier).
40 marks (Foundation Tier), 50 marks (Higher Tier).
25% of GCSE.
Paper 2: Speaking: Communicating and interacting effectively in speech for a variety of purposes.
Non-exam assessment.
7-9 minutes (Foundation Tier) + preparation time.
10-12 minutes (Higher Tier) + preparation time.
60 marks (for each Foundation Tier and Higher Tier).
25% of GCSE.
Paper 3: Reading: Understanding and responding to different types of written language.
Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier).
60 marks (for each of Foundation Tier and Higher Tier).
25% of GCSE.
Paper 4: Writing: Communicating effectively in writing for a variety of purposes.
Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier).
50 marks at Foundation Tier and 60 marks at Higher Tier.
25% of GCSE.
Further information is available from AQA:
http://www.aqa.org.uk/subjects/languages/gcse/french-8658/specification-at-a-glance
What does Physical Education in years 10 & 11 involve?
- In a similar format to Years 7 to 9, you will follow a balanced programme of sporting activities.
- You will have the opportunity to concentrate on performing, competing, improving your fitness and developing your leadership skills.
- You will often be given more responsibility for your own learning and development.
What modules will be available to me in years 10 and 11?
These are some of the areas which we aim to offer:
- Badminton
- Boxercise
- Cricket
- Dance
- Fitness
- Football
- Netball
- Rounders
- Rugby
- Table Tennis
- Tennis
- Volleyball
What is expected of me in Physical Education lessons during years 10 & 11?
- As in Key Stage 3, you will be expected to bring and change into correct Physical Education kit for each of your lessons – whether you are actively participating or not.
- You should put maximum effort and concentration into each of your Physical Education lessons and good behaviour is expected throughout.
- It is essential that you take part in every possible Physical Education lesson.
- If for any genuine reason you are unable to do so, you will be expected to participate in the lesson by taking on another role such as referee or coach.
Level: GCSE Board: OCR Coursework: 60% Exam: 40%
This is an exciting course which leads to a GCSE in Art and Design (Fine Art).
GCSE Art and Design is a valuable examination for all pupils of all abilities but requires a positive attitude, self-discipline, motivation and a commitment to hard work. Clearly a drawing ability is an advantage. Pupils will build on the experience and skills developed in KS3 Art and Design.
The coursework element is made up of one portfolio with the resultant practical work completed during the course; this is then submitted for final assessment. This accounts for 60% of the final grade.
The portfolio may include the use of:
- Painting and drawing
- Graphic design
- Textiles/batik
- 3D work (including clay and card sculpture)
- Print making
The portfolio themes are -
- Masks/Faces
- Marine Life.
Within year 10, pupils have the opportunity to take part in a portrait workshop where they work with portrait artist, John Denaro and complete large scale chalk pastel portraits. In year 11 they have a clay workshop day creating a large scale piece of work that feeds directly into the portfolio.
When necessary, year 11 pupils visit a gallery in order to broaden their experience and see at first hand the work of other artists; previous trips have included visits to the National Portrait Gallery and the Tate, Liverpool.
The exam set task is chosen from a selection of 10 topics set by the examination board and is completed within a 10-hour examination period. This accounts for 40% of the final grade and is given to the pupils in January.
Pupils wishing to follow a wide range of design as well as specific art and design courses at Higher and Further Education should seriously consider this course. In particular BTEC and ‘A’ level courses will require a good portfolio of work that can be built up over the two years.
It is important that pupils are able to draw quite well; they are able to sustain independent study and are self-motivated.
Further information is available from OCR:
http://www.ocr.org.uk/qualifications/gcse-art-and-design-j170-j176-from-2016/
Level: GCSE Board: Edexcel Exam: 100%
Paper 1: Thematic study and historic environment
Written examination: 1 hour and 15 minutes 30% of the qualification.
Content overview : Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900: crime, policing and the inner city.
Assessment overview Section A: historic environment students answer a question that assesses knowledge plus a two-part question based on two provided sources.
Section B: thematic study Students answer three questions that assess their knowledge and understanding. The first two questions are compulsory. For the third question, students answer one from a choice of two.
Paper 2: Period study and British depth study
Written examination: 1 hour and 45 minutes 40% of the qualification.
Content overview:
- Section A: Superpower relations and the Cold War, 1941–91
- Section B: Early Elizabethan England, 1558-88
Assessment overview:
Section A: Period study Students answer three questions that assess their knowledge and understanding. The first two questions are compulsory. For the third question, students select two out of three parts.
Section B: British depth study Students answer a single three-part question that assesses their knowledge and understanding. The first two parts are compulsory. For the third part, students select one from a choice of two.
Paper 3: Modern depth study
Written examination: 1 hour and 20 minutes 30% of the qualification.
Content overview a modern depth study: Weimar and Nazi Germany, 1918–39.
Assessment overview:
Section A: Students answer a question based on a provided source and a question that assesses their knowledge and understanding.
Section B Students answer a single four-part question, based on two provided sources and two provided interpretations.
Further information is available from Edexcel:
http://qualifications.pearson.com/en/qualifications/edexcel-gcses/history-2016.html
Level: GCSE Board: AQA Specification 8035 Exam: 100%
This is a linear course which means all assessment takes place at the end of the course.
Subject content
- Living with the physical environment
Section A: The challenge of natural hazards
Section B: Physical landscapes in the UK
Section C: The living world
How it's assessed
Written exam: 1 hour 30 minutes
88 marks (including 3 marks for spelling, punctuation, grammar and specialist terminology)
35% of GCSE. - Challenges in the human environment
Section A: Urban issues and challenges
Section B: The changing economic world
Section C: The challenge of resource management
How it's assessed
Written exam: 1 hour 30 minutes
88 marks (including 3 marks for SPGST)
35% of GCSE. - Geographical applications
There will be two field trips one to study an urban environment and one to study a rural environment.
Section A: Issue evaluation
Section B: Fieldwork
How it's assessed
Written exam: 1 hour 15 minutes
76 marks (including 6 marks for SPGST)
30% of GCSE
Pre-release resources made available from 15 March in the year of the exam. - Geographical skills
Geographical skills will be tested in all three exams.
Further information is available from AQA:
https://filestore.aqa.org.uk/resources/geography/specifications/AQA-8035-SP-2016.PDF
Level: GCSE Board: AQA
What is GCSE Music all about?
GCSE Music is all about making and listening to music. It covers performing, composing and listening to a wide variety of musical styles - popular music, world music and classical music. There are opportunities to use music technology such as sequencing, recording and composing.
Will I enjoy this course?
You will enjoy this course if you want to study a subject that:
- involves performing as a soloist and a group member
- involves listening to all kinds of music
- involves composing music
- gives you the opportunity to play music with others in e.g. rock group, bands, orchestra
- gives you the opportunity to learn more about and use music technology.
How does it follow on from what I have learned before?
You will improve your skills in performing and composing different types of music. You will listen to a wide variety of music and learn more about how and why it was written and/or performed.
What about exams?
There is an exam in the summer of Year 11. You will listen to a CD and answer questions on areas of study which cover: the elements of music texture, timbre, melody, harmony, dynamics structure and form (40%).
Is there any coursework or controlled assessments?
Yes, 60% of the course is coursework or controlled assessment
- Coursework - You will perform (sing or play) 2 pieces - one as a soloist and one as a group member (30%)
- Controlled Assessment - You will also compose 2 compositions which are based on the area of study: Popular Music / World Music / or Western Classical Tradition (30%).
What other skills might I develop?
As well as covering music at GCSE level, the course will enable you to develop skills in communication & ICT. GCSE Music offers opportunities to develop wider skills in working with others (e.g. taking part in rehearsals, performing).
What could I do with GCSE Music?
GCSE Music is a good preparation for further musical study and a solid foundation for the AS/A Levels in Music and Music Technology as well as BTEC National Diplomas (in music, popular music and music technology). You may wish to take music for its own sake, perhaps to form the basis for a future interest. Alternatively you may wish to go into a job where it is useful to have had experience of music or where you will need to use some skills developed during the course. These might include careers in the music industry, publishing, entertainment and teaching or any job which involves communication and expressive skills.
Further information is available from AQA:
http://www.aqa.org.uk/subjects/music/gcse/music-8271/specification-at-a-glance
Level: GCSE Board: AQA Coursework (practical): 40% Exam (written): 60%
What is GCSE Physical Education all about?
You will learn about:-
- Applied anatomy and physiology
- Movement analysis
- Physical training
- Use of data
- Sports psychology
- Socio-cultural influences
- Health, fitness and well-being
PE will offer you the opportunity to develop your skills, understanding and knowledge in sport and physical activities.
It will help you to improve your own performance.
What about exams?
- You will sit two exams at the end of year 11
- Both written papers will be 1 hour 15 minutes long
- The exams are 60% of GCSE.
What about coursework?
- You will be assessed in three different physical activities in a role of player/performer (one in a team activity, one in an individual activity and a third in either team or individual activity) (30% of GCSE)
- You will also complete an analysis and evaluation of a performance to bring about improvement in one activity (10% of GCSE)
Will I enjoy this course?
If you are interested in fitness, health, sciences and want to learn more about the world of sport and develop your own performance then this could be the course for you! It would also be an advantage if you were involved in sport outside lessons, for example a school sports club.
What could I do next with GCSE Physical Education?
- This is a full GCSE and a good grade would indicate that you were able to cope with the academic and practical demands of this stimulating course.
- It would prove an excellent foundation for any advanced Physical Education course or more vocationally related course such as leisure and recreation.
- Employment opportunities where your skills will be particularly valued include the sport and leisure industry, travel and tourism, physiotherapy and teaching.
Further information is available from AQA:
http://www.aqa.org.uk/subjects/physical-education/gcse/physical-education-8582
Level: GCSE Board: OCR Coursework: 20% Exam: 80%
GCSE Computer Science is a course designed for those pupils who wish to investigate how computers work. This is not an Information Technology course – pupils will be required to develop a technical understanding of computer systems and programming. This course will count towards the English Baccalaureate qualification.
Topics covered by the course will include -
Computer Hardware:
- CPU
- Memory
- Input / Output devices
- Networking
Software:
- Operating Systems
- Utility programs
- Databases
Representation of Data:
- Binary numbers
- Hexadecimal numbers
- Terms such as byte and kilobyte
Programming:
- Programming languages
- Solving problems
- Testing solutions
How will I be assessed?
Assessment will consist of two written examination papers worth 40% each:
- Computer systems - 1 hour 30 minutes
- Computational thinking , programming and algorithms – 1 hour 30 minutes
*The coursework requirements for this course are undergoing consultation for this course and are liable to change. It may be that the percentage split between written examinations and coursework will change.
Who is it for?
- Pupils who wish to take the programming aspect from KS3 to a higher level.
- Pupils who enjoy the technical aspects of computing.
- Pupils who are thinking of taking an A level computing course.
Further information is available from OCR:
http://www.ocr.org.uk/qualifications/gcse-computer-science-j276-from-2016/
Level: GCSE Board: OCR
Our GCSE Drama qualification will equip you with a range of skills much sought after in the wider world of work and education. It will:
- Develop ways of communicating confidently and creatively
- Encourage co-operation and the understanding of others
- Provide the skills of working with others – learners can choose to work individually, in pairs or in a group for both units
- Introduce the tools and the language of drama
- Look at actions and their consequences in a dramatic setting
- Explore the creative work of the designer, deviser and director… as well as the performer.
What does the course involve?
There are three parts to the course:
Devising drama
Learners will research and explore a stimulus, work collaboratively and create their own devised drama. (01/02) 60 marks Non-exam assessment 30% of total GCSE.
Presenting and performing texts
Learners develop and apply theatrical skills in acting or design by presenting a showcase of two extracts from a performance text. (03/04) 60 marks Non-exam assessment (Visiting examination) 30% of total GCSE.
Drama: Performance and response (Written exam)
Learners will explore practically a performance text to demonstrate their knowledge and understanding of drama. Learners will analyse and evaluate a live theatre performance. (05) 80 marks Exam assessment 1 hour 30 minutes (Written paper) 40% of total GCSE.
How Will I Be Assessed?
The most important element in your assessment for your coursework will be the quality of your performances in front of your chosen audiences. These will be supported by a written log or record that you will complete during the rehearsal process together with a final evaluation. These are marked in an overall balance of 50% performance / 50% portfolio. The performances will be recorded on DVD to help with moderation. You will also perform to a visiting examiner. You will usually work on your performances in a small group, but may work with one other person (the minimum group size is two). As you can see above, there will be a written examination at the end of the course which will be worth 40% of your final grade.
Will I Like It?
This is a performance based qualification and so if you don’t like getting up in front of an audience to perform, this is certainly NOT the course for you. If, however, you enjoy acting as a skill and want to learn more about it, to find out about possible careers in acting (or in the theatre generally) or simply to improve your levels of confidence when dealing with people, this could be just the thing you are looking for!
Do I Have To Be Able To Sing?
Absolutely not! This is an acting based course and taking part in musical performances is not necessary. That does not mean of course that you CAN’T introduce a musical element to your work if you so choose. One of the great things about the course is its flexibility. Whatever kind of acting you are interested in, there should be something to suit you.
Further information is available from OCR:
http://www.ocr.org.uk/qualifications/gcse-drama-j316-from-2016/
Level: GCSE (Full Course) Board: Eduqas Exam: 100% (3 Written Papers)
The Religious Studies qualification is designed to develop your knowledge of religious and non-religious beliefs, such as Christianity, Judaism, Atheism and Humanism. Pupils will also develop the ability to construct well argued, well informed, balanced verbal and written responses. This course will challenge pupils to reflect upon their own beliefs and values and give them the opportunity to explore their own views which will help contribute to their preparation for adult life.
What does the course involve?
There are three areas of study as outlined below:
Area of study 1: Religious, Philosophical and Ethical Studies in the Modern World
Written examination: 2 hours (50% of qualification)
Topics include:
- Issues of Relationships (including sex, contraception, cohabitation, marriage, divorce, homosexuality).
- Issues of Life and Death (including abortion, euthanasia, creation,the environment, animal rights, the afterlife).
- Issues of Good and Evil (including crime and punishment, forgiveness, the death penalty, suffering).
- Matters of Life and Death (including human rights, social justice, prejudice and discrimination, poverty).
Area of Study 2: The Study of Christianity
Written Examination: 1 hour (25% of qualification)
Topics include:
- Beliefs and Teachings (including God, the life of Jesus, the afterlife, creation).
- Practices (including forms of worship, sacraments, pilgrimage and celebration, the worldwide church).
Area of Study 3: The study of Judaism
Written Examination: 1 hour (25% of qualification)
Topics include:
- Beliefs and Teachings (including God, Messiah, the afterlife, creation, life on earth).
- Practices (including forms of worship in Britain and elsewhere, the synagogue, festivals, rituals, daily life).
Who is it for?
Religious Studies is about being able to look at an issue such as abortion from many different points of view. Pupils need to be able to use non-religious as well as Christian and Jewish arguments to put forward a well-balanced argument. This course needs pupils to be able to use quotes from holy texts and scripture to reach the higher grades.
Why choose Religious Studies?
A qualification in Religious Studies is good preparation for further study in many AS/A level courses. It gives pupils the ability to critically think and respectfully debate. Religious studies is a widely recognised subject in the world of work as a valued subject in its own right due to the skills it develops. This subject lends itself to many vocations and careers such as Law, Social Care, Journalism, Politics, Primary and Secondary Education, Human Resources and Public Service to name a few.
Further information is available from Edugas:
http://www.eduqas.co.uk/qualifications/religious-studies/gcse/
LEVEL: GCSE BOARD: AQA (Scheme A)
Spanish is an optional subject which, if chosen by pupils, will be studied alongside GCSE French. There is a high demand for dual linguists in our increasingly competitive world, and while opting for Spanish involves a great deal of dedication and commitment, a GCSE in a second language is extremely advantageous. Pupils follow a two year Spanish course leading to entry for the full GCSE. The course covers and assesses the four skills of Listening, Reading, Speaking and Writing. The GCSE course builds on the topics, skills and grammar rules which have learned in KS3. At Key Stage 4 pupils have the opportunity of developing their language skills in different contexts and they are able to build up a more extensive knowledge of linguistic structures and vocabulary.
The emphasis of the GCSE course is to enable candidates to use Spanish for successful communication. A pass at GCSE grade b or above also provides a sound basis for continued language learning to Advanced Level Spanish. The GCSE offers a choice of interesting topic areas for the writing and speaking examinations and topics are taught using a range of methods to engage pupils in their language learning. All four skills of Writing, Speaking, Listening and Reading are assessed via summative examinations at the end of the two year GCSE course, in the Summer Term of Year 11.
Subject content:
Students study all of the following themes on which the assessments are based:
- Theme 1: Identity and culture.
- Theme 2: Local, national, international and global areas of interest.
- Theme 3: Current and future study and employment.
Assessments:
GCSE Spanish has a Foundation Tier (grades 1-5) and a Higher Tier (grades 4-9). Students must take all four question papers at the same tier.
Paper 1: Listening: Understanding and responding to different types of spoken language.
Written exam: 35 minutes (Foundation Tier), 45 minutes (Higher Tier).
40 marks (Foundation Tier), 50 marks (Higher Tier).
25% of GCSE.
Paper 2: Speaking: Communicating and interacting effectively in speech for a variety of purposes.
Non-exam assessment.
7-9 minutes (Foundation Tier) + preparation time
10-12 minutes (Higher Tier) + preparation time
60 marks (for each Foundation Tier and Higher Tier).
25% of GCSE.
Paper 3: Reading: Understanding and responding to different types of written language.
Written exam: 45 minutes (Foundation Tier), 1 hour (Higher Tier).
60 marks (for each of Foundation Tier and Higher Tier).
25% of GCSE.
Paper 4: Writing: Communicating effectively in writing for a variety of purposes.
Written exam: 1 hour (Foundation Tier), 1 hour 15 minutes (Higher Tier).
50 marks (Foundation Tier), 60 marks (Higher Tier)
25% of GCSE.
Further information is available from AQA:
Level: GCSE Board: AQA
What is GCSE Design Technology all about?
The GCSE Design Technology course is all about designing and making products that solve real and relevant problems. Students will learn about modern new technologies, materials and processes.
Note: This course is suitable for pupil who are interested in textiles as well as making products in woods, metals and plastics.
Will I enjoy this course?
You will enjoy this course if you want to study a subject that:
- involves using your imagination and creativity to design products.
- involves learning about properties of different materials.
- involves learning how to select, shape and combine materials to make useful products.
- gives you the opportunity to investigate how existing products and technologies work.
- gives you the opportunity to be innovative and try out different ideas to meet the needs of a client.
Examination:
2 hour written exam
100 marks
50% of GCSE
A mixture of short and extended answer questions (15% of the marks will be for questions that assess students ability to apply their mathematical knowledge to solve design problems).
Coursework:
50% of the course is coursework or non-examined assessment and this must be undertaken in Year 11.
A choice of project titles, which are set by the exam board, will be available for students to choose from.
What could I do with GCSE Design Technology?
GCSE Design Technology is a great course for developing students' communication and problem solving skills which are valued by employers within all professions and industries. It is particularly useful for students who may be considering a career in design and engineering, specific examples include: product design, design engineering, architecture, automotive design and furniture design.
Further information is available from AQA:
http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-8552
Level: GCSE Board: AQA
What is GCSE Food Preparation and Nutrition all about?
The GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students' practical cookery skills to give them a strong understanding of nutrition.
Food preparation skills are integrated into five core topics:
- Food, nutrition and health
- Food science
- Food safety
- Food choice
- Food provenance.
Assessments:
Paper 1: Food preparation and nutrition
What is assessed: Theoretical knowledge of food preparation and nutrition from Sections 1 to 5.
How is it assessed: Written exam: 1 hour 45 minutes 100 marks 50% of GCSE.
Questions:
Multiple choice questions (20 marks)
Five questions each with a number of sub questions (80 marks).
Non-exam assessment (NEA)
What is assessed?
Task 1: Food investigation (30 marks)
Students' understanding of the working characteristics, functional and chemical properties of ingredients.
Practical investigations are a compulsory element of this NEA task.
Task 2: Food preparation assessment (70 marks)
Students' knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task.
Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.
How is it assessed:
Task 1: Written or electronic report (1500 - 2000 words) including photographic evidence of the practical investigation.
Task 2: Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included.
Further information is available from AQA:
http://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585
The Cambridge National in Engineering Design helps students understand the processes of engineering design and how market requirements inform client briefs. Through practical activities they develop skills in computer modelling and model making and how to communicate design ideas effectively.
Cambridge Nationals are vocationally related qualifications that take an engaging, practical and inspiring approach to learning and assessment. They're industry relevant, geared to key sector requirements and very popular with schools and colleges because they suit such a broad range of learning styles and abilities.
Engineering design is a process used to develop and enhance new products and systems as a response to market opportunities. This qualification is an opportunity for your students to develop a design specification and study the processes involved in designing new engineered products. They’ll use practical skills such as drawing, computer modelling and model making to communicate design
ideas. The qualification will also encourage them to consult with a client and, with its practical focus, will engage them in producing, testing and evaluating a prototype in the form of a model.
Students explore the requirements of design briefs and specifications for the development of new products and how consumer requirements and market opportunities inform these briefs. They develop their understanding of the design cycle, the requirements for a design brief and design specification, and the importance of research data in developing a design solution.
Product analysis and research
Students find out how to perform effective product analysis through both research and practical experience of product assembly and disassembly procedures. This helps them develop skills in critical analysis and an understanding and appreciation of manufacturing processes, design features, materials used and the principles behind good design.
Assessments:
Product analysis and research: 60 marks Centre assessed task, OCR moderated
Written paper: 1 hour 60 marks
Further information is available from OCR:
PSHEE and Citizenship is a means of delivering a number of cross-curricular themes, under the national curriculum i.e.
- Developing as a citizen
- Personal, social, health & economic education
- Economic wellbeing
- Financial capability
- Careers education & guidance
The PSHEE & Citizenship course in years 10 & 11 has been devised with six broad aims in mind:
- To support the growth of self-awareness, self-confidence and a positive self-image.
- To provide pupils with access to information and guidance relevant to their personal and working lives.
- To help pupils to communicate with others about their concerns, needs and views.
- To help pupils appreciate the concerns, needs and views of others.
- To develop understanding of effective decision making and planning.
- To assist pupils in making the transition from school to adult life.
In seeking to meet these aims the course provides opportunities for pupils to consider decisions of significance in their lives concerned with health, relationships, careers and leisure, and to enable them to understand more about the social, economic, legal, financial, political, technological and environmental contexts in which decisions are made.
During years 10 and 11, there is one lesson a week dedicated to PSHEE and Citizenship. There will also be a number of 'focus events' organised, when the normal school timetable will be suspended and pupils will focus their attention on particular issues. It is intended to use as many outside support agencies as possible thus having 'experts' to deliver certain topics; where appropriate visits will be arranged to support the programme. Preparation for, or follow up to, these themes will be within normal PSHEE lessons.
