Blessed Robert Sutton

Catholic Voluntary Academy

Pathways 2019

Your guide to Key Stage 4

Pathways 2019 At all Key Stages in England and Wales, the Department for Education prescribe a National Curriculum of the

subjects that must and can, be taught.

As pupils prepare for their Key Sage 4 studies they must choose the most suitable pathway for them as they

progress their education. Pupils cannot ‘choose’ new subjects that they have not been taught before, but

they are permitted to ‘stop’ following a number of courses if their preferences or aptitudes lie elsewhere.

At Blessed Robert Sutton Catholic Voluntary Academy we are able to offer three such ‘pathways.

Pathway one is for pupils who may be considering A Levels and a Russell Group University place in the

future.

Pathway two is for pupils who may also be considering the above route or may prefer a college course,

apprenticeship or employment.

Pathway three is to support pupils who find the Literacy and Numeracy demands of the Key Stage 4

curriculum particularly challenging.

All pupils in Years 10 and 11 must study the core subjects, leading to GCSE examinations in:

English (Language & Literature)

Maths

Science

Religious Studies

All pupils will also take core Physical Education and have the choice to study subjects which include:

Art and Design

Computer Science

Design and Technology – Product Design

Food Preparation and Nutrition

French

Geography

History

PE

Performing Arts (BTEC)

Polish

Textiles (Art)

Each course, on offer to pupils, is outlined in this booklet. For specific advice about the most suitable pathway

for your child please speak to their Form Tutor, Subject Leaders or SENCo.

The ‘Pathways Choices Form’ is found on the last page of this booklet

and should be returned to school by Friday 15th March 2019.

About the EBacc What is the EBacc?

The EBacc is a performance measure, introduced by the Department for Education to identify when a pupil

has successfully completed a pre-determined suite of GCSE subjects.

It is deemed by the Department for Education and the Russell Group of Universities that this suite of subjects

(and, therefore, the EBacc) best prepares pupils for study at university. As more and more pupils nationwide

opt for the EBacc combination of subjects, studying them is increasingly being used as an entry requirement

for certain jobs and university placements.

The EBacc is not a stand-alone qualification.

At Blessed Robert Sutton, pupils who study the Core subjects of English, Maths and Science plus one of the

Humanities subjects (History or Geography) and a Modern Foreign Language (French of Polish) qualify for

the EBacc. Despite lobbying from the Church, Religious Studies does not count as a qualifying humanities

subject at this time.

We strongly recommend that pupils who are considering studying A Levels and attending university, opt for

the EBacc combination of subjects.

To achieve the EBacc, pupils should follow Pathway One as outlined in the table at the end of this booklet.

Pathway Two may still permit a pupil to enter university.

Pathway Three is recommended for pupils who require Literacy and Numeracy support to best access the

curriculum.

A diagrammatic version of these three pathways is provided for your convenience.

Choosing the Right Subjects Pupils and their families must consider carefully the correct Pathway for them during Key Stage 4. Once a

Pathway has been chosen, each child will receive a personal interview to check their decisions. Once this has

been completed a letter will be written to state the subjects each child will study in Key Stage 4. As classes

and staffing arrangements are confirmed at this point, pupils will not be permitted to then ‘change’ courses.

What will I study in English? English Literature: Pupils study the AQA GCSE English Literature specification which is tested by two exams at the end of the course. The course has a wide breadth of content, allowing pupils to explore many different texts from different time periods. There is no tiered entry for this exam which means all pupils sit the same exam. However, teachers use discretion to choose texts suitable to the needs of their groups, thus, there can be variation between groups as to the texts studied. Modern Text: This unit looks in detail at a 20th century text (‘Blood Brothers’, ‘Animal Farm’ or ‘An Inspector Calls’) and is examined in an extended essay, focusing on theme or character. Poetry Anthology: Fifteen poems under the theme of ‘Conflict and Power,’ are studied and prepared for the exam. These include poems from poets such as Percy Bysshe Shelley and William Blake, as well as contemporary poets, such as Simon Armitage and Imtiaz Dharker. Pupils are given one poem to study and asked to write a comparative essay with another poem studied of their choice, focusing on a specific theme. Unseen Poetry: An unseen poem will be given in the exam and pupils must apply their analysis skills to write an essay about the ideas presented in the poem. They then compare it to another unseen poem. Shakespeare: Pupils study either ‘Macbeth’ or ‘Romeo and Juliet’, considering the writer’s craft and contextual influences. In the exam, an extract from the text is given, which pupils must respond to. Nineteenth Century Novel: A selection of texts are available for study, including ‘A Christmas Carol’, ‘Jekyll and Hyde’ and ‘Great Expectations’. In the exam, an extract from the text is given which pupils must respond to.

English Language: Pupils study the AQA GCSE English Language specification which is tested by two exams at the end of the Year 11. The course encourages pupils to develop their skills of comprehension, analysis and coherent written expression. Both exams contain unseen texts, fiction and non-fiction, therefore, the course focuses on skills rather than content. Pupils respond to a series of questions on extracts and then create their own texts, demonstrating their writing skills and ideas.

GCSE English Literature and Language

What will I study in Mathematics?

We follow the AQA course for GCSE Mathematics. There is a foundation and higher tier of entry.

Mathematics is the science that deals with the logic of shape, quantity and arrangement. Mathematics

is all around us in everything we do. It is the building block for everything in our daily lives, including

mobile devices, architecture (ancient and modern), art, money, engineering and even sport.

Mathematics is a fundamental part of peoples’ everyday lives and there are few, if any, jobs which do

not require an understanding of mathematics or numbers.

Mathematics at Blessed Robert Sutton is a highly successful subject and we have some of the highest rates of progress in the school. Which topics will I study? The course covers the four key strands of Mathematics:

Number

Data and Statistics

Algebra and Shape

Space and Measures These different strands are visited regularly over the two years and each year the work builds on your previous knowledge and understanding. Assessment Format All units in this course are examined at the end of Year 11. Pupils sit three examination papers:

Each paper lasts for 1 hour 30 minutes

Calculators are allowed to be used in two of the three papers

Mathematics

All pupils following the National Curriculum in England and Wales must study Science. The most able

scientists may follow the ‘Separate Sciences’ course where each science (Biology, Chemistry and Physics)

is assessed separately and leads to three individual GCSE qualifications.

Other pupils may follow the ‘Combined Science/Trilogy’ route where pupils’ understanding of all three

sciences is assessed leading to a dual award equivalent to two GCSEs.

Pupils’ individual aptitude for sciences will be assessed by the school and recommendations will be made

by the Subject Leader for Science and their department.

Science

Combined Science/Trilogy

What will I study in ‘Combined Science/Trilogy?’

GCSE Combined Science/Trilogy gives pupils a broad knowledge of Science by studying a number of units

relating to Physics, Chemistry and Biology. Together these units offer a broad, coherent course of study

that adds to pupils’ knowledge and understanding of the living, material and physical worlds.

There is no coursework or controlled assessment element. All external assessment is by written exams

at the end of the course. The following topic areas are covered in this course:

Biology: Cell biology, infection and response, biogenetics, inheritance, ecology and variation and

evolution.

Chemistry: Atomic structure and the periodic table, bonding, chemical changes, organic chemistry,

chemical analysis and chemistry of the atmosphere.

Physics: Energy, electricity, forces, waves, magnetism and atomic structures.

What will I study in ‘Separate Science?’ Biology GCSE Biology gives pupils the opportunity to gain a good understanding of:

Human biology, organisms, evolution and the environment.

The impact humans have on the world. The course is designed on a series of topics related to the living world and by putting Biology in the context of pupils’ everyday lives it is designed to help them better understand how Science can be used to explain the living world. Chemistry GCSE Chemistry gives pupils the opportunity to gain a good understanding of:

The nature of substances and how they react together.

How Chemistry is used in business and industry (our use of materials in fuels and manufacturing). The course is designed to help pupils appreciate how to formulate a scientific approach to understanding and explaining the world and solving problems. Many of the materials considered are substances that pupils will come across in their daily lives, i.e. water, vegetable oils, metals, keeping their learning in context. Physics GCSE Physics offers pupils the chance to gain a good understanding of:

The use and transfer of energy

Waves, radiation and space

The application of Physics. The course is designed to give pupils the tools and concepts they need to be able to construct a scientific approach to solving problems. Topics such as the efficiency of electrical appliances and braking distances, as well as larger concepts like nuclear fission and fusion and evidence of the Big Bang, are covered in the course. Practical work is used to develop pupils' skills in a way that consolidates their understanding of theory and brings the subject alive in the classroom. Assessment is by written exams at the end of the course and there are three written examinations for each of the Science subjects – so nine examinations in total. Practical work in Science In all the Science courses pupils are encouraged to develop their practical skills. The skills they develop during practical work in class are assessed in the new written exams.

Separate Sciences: Biology/Chemistry/Physics

What will I study in GCSE Religious Studies? The Origins and Meaning of the universe, Good and Evil, Life and Death, Sin and Forgiveness – from a Roman Catholic perspective and the study of a World Faith – Judaism. The Eduqas Route B course builds on the courses taught at our Catholic feeder schools and on what has been taught at Key Stage 3. The course allows our pupils to develop personal responses to these significant topics. Assessment is via three written examinations. This course is split into three distinct components each with their own exam:

First Component Foundational Catholic

Theology (FCT)

Second Component Applied Catholic Theology

(ACT)

Third Component Study of World Religion-

Judaism

Exam length

90 minutes 90 minutes 60 minutes

Outline Origins & Meanings and Good & Evil.

Life & Death and Sin & Forgiveness

The beliefs, teachings and practices of Judaism.

Topics Creation, stewardship, the Bible, sanctity of life, abortion, evil & suffering, Jesus and the Trinity

Life after death, eschatology, the Magisterium, religious artefacts, crime & punishment, the sacraments.

The nature of God, Messiah, covenant, life after death, Synagogue, rituals and festivals.

Why Religious Studies? The study of religion, and in particular the study of the teachings and traditions of the Roman Catholic Church, is at the core of what we do as a Roman Catholic school, educating our children to take their meaningful places in society. The Eduqas GCSE syllabus has been chosen by the Bishops of England and Wales, as the most suitable course for our children to both develop their faith as practising Catholics and to explore the teachings and traditions of the Catholic Church. The purpose of the course is not to evangelise and ‘convert’ children to Catholicism but to inform and educate the inquisitive mind. Skills developed in this course may lead on to further study, including anthropology, law, medicine, teaching, theology and philosophy.

Religious Studies

What will I study in Performing Arts?

If you wish to develop your creative skills, whether performing on stage or supporting behind the scenes,

Performing Arts BTEC is just the course you need. This course will prepare you as you move forward in

the Performing Arts, Art Managements, Acting, Musical Theatre or Event Management.

Following this course you may progress to a Level 3 course post-16 and to a Performing Arts related

programme at university.

During the course you will study three units:

Unit 1: Exploring the Performing Arts

Unit 2: Developing Skills and Techniques in the Performing Arts

Unit 3: Performing to a Brief

You will complete a series of assignments, undertake research and perform to other members of the

group and to an audience. You will have the opportunity to visit theatres and shows in your study.

Assessment

60% of the course is internally assessed by the teachers who lead the lessons. You must meet the

assessment criteria set out in the course specification.

40% of the course is externally assessed. The externally assessed unit is a synoptic assessment which will

require you to use the skills developed in the first two units to complete the assessment. You will have

to perform in front of audiences both in school and after school.

BTEC Level 2 Tech Award in Performing Arts

What will I study in Computer Science?

This course aims to develop our pupils understanding and application of the fundamental principles and

concepts of Computer Science. Pupils will be taught how to analyse problems in computational terms,

including designing, writing and debugging programs. They will also develop an understanding of

algorithms and data representation. Pupils will develop critical thinking, analytical and problem solving

skills through the study of computer programming (in a fun and interesting way to develop skills which

can be transferred to other subjects and even to day-to-day life.)

This course has three units of study:

Computer Systems

This unit is worth 40% of the grade and is assessed with an external examination at the end of Year 11.

Pupils will learn the theory and concepts about computer systems covering topics such as networks,

security, software and legal issues.

Computational Thinking, Algorithms and Programming

This unit is worth 40% of the grade and is assessed with an external examination at the end of Year 11.

Pupils will cover a range of topics including algorithms, programming techniques and data

representation.

Programming Project

This unit is worth 20% of the grade and is a Non-Exam Assessment that will be completed during lesson

time. Pupils will use different programming techniques to solve a given problem. Pupils will design,

create and test a coded solution whilst using effective and efficient programming techniques.

Who this course is aimed at?

This course is aimed at pupils with a logical and analytical approach, who are interested in computer

programming and want to develop their skills in the design and development of computing.

Computer Science

What will I study in History? History is the story of humankind. It covers the great achievements as well as the spectacular failures! In order to understand the present, we have to understand the past. Without knowing what we have done already, we have no way of understanding what we might do in the future. Any study of History investigates the great diversity of human life - money, politics, living conditions, invention, science, recreation, religion and war. All of human life is there in History. It is the stuff of life. Key Skills: Employers recognise a qualification in History and will value you and know certain things about you. They know that you have taken on certain key skills, including communication, application of number, ICT, working with others, improving own learning and performance and problem solving. Overview of GCSE History

Paper 1: Understanding the Modern World 50% of GCSE, 1 hr 45 mins, 84 marks (including 4 for Spelling Punctuation and Grammar)

A: Period studies - America, 1840–1895: Expansion and consolidation. Expansion: Opportunities and challenges, conflict across America. Consolidation: Forging the nation.

B: Wider World Depth Studies - Conflict and Tension, 1894–1918. The causes of the First World War, stalemate, ending the war.

Paper 2: Shaping the Nation 50% of GCSE, 1hr 45 mins, 84 marks (including 4 for Spelling Punctuation and Grammar)

A: Thematic Studies - Britain: Health and the people, c1000 to the present day. Medicine stands still, the beginnings of change, a revolution in medicine, modern medicine.

B: British Depth Studies - Norman England, c1066–c1100. The Normans: Conquest and Control, life under the Normans, the Norman Church and Monasticism, the Historic Environment of Norman England

History

Text

Geography

What will I study in Geography?

Geography offers a range of teaching and learning activities. This inspires learners to become global citizens, giving them the opportunity to; explore the world, their values and peoples’ responsibilities to others. Geography opens your eyes to our beautiful and yet complex world. Pupils studying Geography will:

Study physical processes and how they produce diverse and dynamic landscapes over time. Learn about the interdependence of physical environments and the interaction between people and

the environment. Enjoy the experience of fieldwork days.

Geography allows pupils to develop:

Communication skills. Technological skills such as ICT and Geographical Information Systems. Interpersonal skills through debate and discussion. Literacy, Numeracy and problem-solving skills.

Geography compliments many other subjects, including Science, English, Maths and Languages.

Topics studied and how each is assessed:

Unit 1 Living with the Physical

Environment

Natural Hazards

Landscapes

Ecosystems 35%

Written Paper: 1 hr 30 mins

Unit 2 Challenges in the Human

Environment

Urban Issues

Economics

Resources 35%

Written Paper: 1 hr 30 mins

Unit 3 Geographical Applications

Exam based on Fieldwork and

pre-released materials

30% Written Paper: 1 hour

What will I study in French / Polish? For pupils wishing to progress to A Levels and to studying at a Russell Group University the Department for Education highly recommends the study a Modern Foreign Language. At Blessed Robert Sutton we offer French as a continuation of studies at Key Stage 3 and Polish, due to the significant number of pupils who speak Polish at home. It is highly recommended that any pupil who can speak (and read or write) Polish should consider studying this at GCSE as they have already mastered a significant part of the course. Mrs Kupczak will speak with pupils considering this GCSE. We follow the AQA specification for both French and Polish. Topics taught in both languages include:

Identity and Culture

Family and Friends

Technology

Free Time

Local and International Issues

Home Town and Neighbourhood

Social Issues

Global Issues

Study and Employment

My Studies, School and College

Education Post 16

Jobs and Careers

There are two ‘tiers’ of exam entry - Higher and Foundation. There are four examinations, each worth 25% of the overall grade:

Speaking – a 12 minute prepared piece with follow up questions

Reading and Responding – formal exam from MFL (French of Polish) to English

Listening – formal exam with responses in English and the MFL (French of Polish)

Writing – formal exam from English to MFL (French of Polish) In our multi-lingual and global society, it is more important than ever that we equip our children with the

skills they will need to flourish and one of these is an additional language. We aim to encourage the

enjoyment of language learning, so that whenever the children meet with the necessity to communicate

in a second language, they have the confidence and motivation to do so.

Modern Foreign Language - French and Polish

What will I study in Physical Education? A GCSE in Physical Education equips pupils with the knowledge, understanding, skills and values they need to develop and maintain their performance in physical activities. Pupils also gain an understanding of how physical activities benefit health, fitness and well-being. The GCSE P.E. course has theory and practical elements. The Theory Element is worth 60% and this consists of the following: Theory Exam 1:

Anatomy and Physiology

Movement Analysis

Training and Data Theory Exam 2:

Health and Fitness

Psychology of Sport

Socio-cultural issues in Sport and Fitness The practical element is worth 40% and comprises of practical activities and coursework. Pupils will be assessed in three approved practical activities (sports.) Pupils can be assessed in activities inside and outside of school. Pupils must be willing participants in order to succeed in this element of the course (with attendance at extra-curricular clubs highly recommended). This element is referred to as the NEA (Non Examined Assessment).

Physical Education

What will I study in Design and Technology – Product Design? Design and Technology offers a unique opportunity in the curriculum for learners to identify and solve real problems by designing and making products. By studying this subject, pupils will be better prepared to participate confidently and successfully in an increasingly technological world. Pupils will be aware of, and learn from, wider influences on design and technology including historical, social/cultural, environmental and economic factors. The course allows learners to work creatively when designing and making products and apply technical and practical expertise in order to:

• Demonstrate their understanding that all design and technological activity takes place within contexts that influence the outcomes of design practice.

• Develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values.

• Use imagination, experimentation and combine ideas when designing. • Develop the skills to critique and refine their own ideas whilst designing and making. • Communicate their design ideas and decisions using different media and techniques, as

appropriate for different audiences at key points in their designing. • Develop decision making skills, including the planning and organisation of time and resources when

managing their own project work. • Develop a broad knowledge of materials, components and technologies and practical skills to

develop high quality, imaginative and functional prototypes. • Be ambitious and open to explore and take design risks in order to stretch the development of

design proposals, avoiding clichéd or stereotypical responses. • Consider the costs, commercial viability and marketing of products. • Demonstrate safe working practices in design and technology. • Use key design and technology terminology including those related to designing, innovation and

communication, materials and technologies, making, manufacture and production, critiquing, values and ethics.

The GCSE Design and Technology course is assessed with a combination of external examination and

project work. Each element is worth 50% of the overall grade.

Design and Technology

Art Textiles

Art Textiles

What will I study in Art and Design?

Art explores practical and contextual work in one or more area(s) including pencil, watercolour, acrylic paint, printmaking, charcoal, collage, photography, etc.

Pupils will develop art skills and techniques by creatively exploring a range of themes and topics in a variety of art methods. Each pupil will be required to formulate individual approaches which respond to a wide variety of contemporary artists, craftspeople and designers.

Assessment

Pupils will be awarded a GCSE in Art and Design, a broad qualification exploring a range of 2D and/or 3D processes and new media and technologies. The new specification is 100% practical coursework with no written external exam.

Unit 1 – Portfolio Work (coursework) 60%. Professionally presented work that demonstrates the breadth and depth of the course, including practical work and critical and contextual studies.

Unit 2 – Externally Set Task (coursework) 40%. A personal response from one starting point or project brief, developing your own work informed by personal direction and research.

Links to Future Careers

This course is ideal for you if you wish to access any type of employment or higher education that involves Art or Design. It is also suitable for you if you wish to follow an Art and Design course in the Sixth Form and/or in Further/Higher education.

Please note that, subject to demand, it may be possible for a number of pupils to concentrate on a

textiles approach to Art and Design. Should this be your preferred element of Art and Design, please

select the Textiles choice in the option column.

Art and Design

What will I study in Food Preparation and Nutrition? This course equips pupils with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. This will not only open up a wider range of further learning opportunities and career pathways Post-16 but develop vital life skills, enabling pupils to feed themselves and others affordably and nutritiously, now and in later life. In studying Food Preparation and Nutrition, pupils will:

Demonstrate effective and safe cooking skills by planning, preparing and cooking using a variety of food commodities, cooking techniques and equipment.

Develop knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of foods and drinks.

Understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health.

Consider nutritional needs and food choices when selecting recipes.

Make decisions about which techniques are appropriate based on their understanding of nutrition.

How will I be assessed? 50% Written examination 50% Coursework of 2 tasks:

Food science investigation (15%) – Non Examined Assessment

Food preparation task (35%) – Non Examined Assessment This course will prepare pupils for careers in catering, the food industry or any caring profession like nursing, social work or health promotion. It could also lead to further study in food science, biochemistry, dietetics, food technology or sports science.

Food Preparation and Nutrition

Personalisation of the Curriculum

Subjects studied at this level are mainly assessed by examinations at the end of the course. Where coursework or NEA (Non Examined Assessment) forms part of the overall grade, this is indicated in this booklet. Many of the core subjects are taught in sets or bands and, due to this, pupils find themselves taught in classes with pupils who have similar future targets and prior ability profiles to them. Lesson content is, therefore, closely matched to individual pupils’ needs. In the ‘non-core subjects’, pupils are more likely to be taught in mixed ability classes. These groups may have a wider ability range in the class, however, pupils have usually chosen these subjects because they have a greater aptitude or interest in the course content. Teachers teaching these classes have to differentiate the lesson content further, in order to ensure that it can be accessed by all pupils in the class. Where appropriate, pupils will receive additional English and Mathematics lessons to equip them with the key skills needed across the curriculum. Mrs Wilson (Special Educational Needs Co-Ordinator) will talk with the families of pupils for whom the Functional Literacy and Numeracy course will ensure that they can best access the wider curriculum.

Contact Information

Blessed Robert Sutton Reception: 01283 749450 Email: office@robertsutton.staffs.sch.uk

You may wish to contact your child’s Form Tutor:

9.1 9.2 9.3 9.4 9.5 Miss Ayre Mrs Owen

Mrs Young Mrs Priestley

Mr Daglish Mr Davies Miss Vernon

Year 9 Year Leader – Miss Harkin

Assistant Headteacher responsible for Key Stage 4 Pathways – Mr Harris Careers Advice and Guidance Advisor – Mrs McAulay

A Properly Completed Form

Fred Smith

9.1

1st

2nd

1st

2nd

FJS~ 10/3/19

LJSmith 10/*3/79

Name and tutor group completed

at the top of the form

First and second choice made in

each of the option columns

Signed and dated by both the pupil

and a parent/carer

Please return this form to your Form Tutor by Friday 15th March 2019

Name

Tutor Group

You will study one subject from Column A and one subject from Column B. To assist the school in forming viable groups, please indicate a ‘1st’ and ‘2nd’ preference in each column. We will strive to accommodate your first choices from each column.

Core Studies Column A Column B

All pupils in the school will study the following subjects:

English Language

English Literature

Mathematics

RE

Science – o Trilogy Science (2 x GCSE) o Separate science of (Physics,

Chemistry and Biology). The science department will advise you on the most suitable pathway for your child.

Pupils will also have lessons in Core PE.

Computer Science French Geography History Polish

Art and Design Food and Nutrition Geography History Performing Arts Physical Education Design Technology Textiles (Art)

For pupils likely to progress to university, it is strongly recommended by the Department for Education, to choose a language in Column A and either History or Geography in Column B.

Signed (Pupil): ………………………………………………………………………… Date: …………………………….

Signed (Parent/Carer): ………………………………………………………….. Date: ……………………………

PATHWAYS CHOICES FORM 2019

Blessed Robert Sutton Catholic Voluntary Academy

www.robertsutton.staffs.sch.uk