GCSE Option Booklet (Year 9 into Year 10)

The Priory Academy LSST

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Introduction

In Years 7 and 8 you studied a broad curriculum. In Year 9 you began GCSE courses in the core subjects, English, Mathematics, Science, and your choice of a GCSE Language subject. Those of you, who are not studying Dual Languages, have started an ICT course too. In Years 10 and 11 you will continue with these subjects and choose a further three option subjects, one of which must be History or Geography. This GCSE Option Booklet is designed to help you through the process of deciding on your remaining Key Stage 4 option subjects. You may already have a specific university degree or career in mind and there might, therefore, be some subjects that you would be advised to do. It is important that you speak with the relevant members of staff in order to confirm that this is the case. The most important advice you will be given is to choose the subjects that you are likely to enjoy, as this will make you more likely to be successful. Universities and employers want to see students who have good qualifications in a range of subject areas. At The Priory Academy LSST we ensure that this is the case with all students now studying the combination of subjects to achieve the English Baccalaureate (EBacc). The government believe that schools should offer pupils a broad range of academic subjects and that the EBacc promotes aspiration. The English Baccalaureate is a certificate awarded to students who secure grade C or above in English, Mathematics, 2 GCSE Science qualifications, Modern Foreign Languages and a humanity such as History and Geography. GCSE subjects are graded A* to G and students are usually entered in tiered papers which are targeted at different grades. Employers and universities are likely to ask for passes at A* to C. There are a select few universities that only ask for A* to A at GCSE. To study A Levels in the Sixth Form, A* to B grade passes are usually required, but there is a range of courses available for all levels of attainment. Please note that from 2017, Maths and English GCSEs will be graded in number form 9 to 1. All other GCSES will be graded A*-G. Please see Parent and Student Guide for further information. The process of choosing which subjects you would like to study contains two restrictions. One of these is the National Curriculum Guidelines, which attempts to ensure that you follow a balanced curriculum, consisting of a range of compulsory subjects and subject areas. The other restriction is that of producing a school timetable. We will ask you to select courses, in order of preference, including alternative courses. We will then attempt to accommodate these choices in a curriculum structure, but we do not and, indeed, cannot guarantee that you will be given your first choices. We will, however, work with you to get the most appropriate set of courses available.

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Timeline & Support

Below is a breakdown of the periods in each subject in Year 10.

GCSE Subject Number of periods (Total 25)

Mathematics 3

English 3

Science 4

Modern Foreign Language (MFL) 3

RE 1

PE (Core) 1

ICT or Extra Dual Language Lesson 1

Option 1 – History or Geography 3

Option 2 3

Option 3 3

Timeline Options Evening – Thursday 15th January 2015 An opportunity for you to talk to dedicated subject teachers about the GCSE options subjects on offer. Parents’ Evening – Thursday 29th January 2015 An opportunity to talk to your subject teachers about the progress that you are currently making and your likely progress over this academic year. Lesson & Lunchtime Taster Sessions – Friday 16th January 2015 – Friday 30th January 2015 A further opportunity for you to find out more about GCSE options. Form Tutor Consultations – Friday 16th January 2015 – Friday 30th January 2015 You will be able to talk with your Form Tutor about any option issues arising during this time. Final Submission of Option Forms – no later than the 6th Feb 2015 Support You will be thoroughly supported throughout this option process through regular contact with your Form Tutor and subject teachers. You can make an appointment to see your Head of Year or speak with members of the Senior Leadership Team, either within school or during the course of the Year 9 Options Evening and Parents’ Evening.

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Key Stage 4 Curriculum

The Key Stage 4 Curriculum at The Priory Academy LSST is divided into two parts The Common Core These consist of GCSEs in English Language, English Literature, Mathematics, Science, Additional Science, RE and Core PE. For those of you not studying dual languages, ICT is also a core subject for you. Options In addition to the Common Core, you are able to select four other subjects. You have already chosen one at the end of year 8 – a GCSE Language course. The time has now come for you to choose the other 3 options. Option 1 To enable everyone to access the English Baccalaureate you MUST pick either History or Geography. Option 2 and 3 Choose 2 options from the list below:

Art & Design

Business Studies

Computing

Dance

Drama

Economics

Electronics

Home Economics: Food and Nutrition

Geography

Graphic Products

History

ICT

Latin

Media

Music

PE

Psychology

Product Design

Separate Sciences: Biology, Chemistry and Physics

Spanish

Textiles

Points to remember: Dual Language Students You are able to pick up ICT again at GCSE level. Please note that this counts as one of your options. Separate Science In addition to the Common Core Science subjects, GCSE Science and Additional Science, students who have a particular aptitude for science and are hoping to study science subjects at A Level and University, should consider selecting ‘Separate Science’ as one of their option subjects. This will enable you to take Biology, Chemistry and Physics separately and gain three individual GCSE Science grades. Some students have already started this course in Year 9 and therefore should not pick it as an option, please see Separate Science page for further details.

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Art & Design

Course Description The Art and Design GCSE is a two-year course. Students will produce a variety of work from a range of different study areas:

Drawing and Painting,

Graphics,

Photography,

Glass, Textiles and Mixed-media,

Three-Dimensional design. Students are encouraged to develop individual skills and personal interests. Those who wish to work in one particular specialist area will be catered for. The approaches to study will vary between projects, but will cover the following:

Observational study; Work which is based on direct observation and analysis.

Materials-based study; Exploration of the qualities and characteristics of materials; experimentation with processes and techniques to develop skills and understanding.

Thematic study; Initiating, developing and modifying an idea to a conclusion, primarily directed by a personal response to a theme.

Critical and Historical study; It is intended that students develop skills in critically appraising the work of other artists and applying these skills to their own work.

Problem-solving study; Developing an idea, subject or theme in the fulfilment of a brief. Assessment structure Final assessment is through exhibition of all of the coursework projects and the examination project.

Unit 1: Coursework (Controlled Assessment) Portfolio 60% of total mark

Unit 2: Examination OCR Set Task 40% of total mark Special Features It is expected that students, throughout the duration of the course, will visit local galleries and those further afield as well as areas of interest to a particular project. Why study Art & Design? Art A level is offered in the sixth form which could lead to courses at University and careers in Art and Design, Ceramics, Jewellery, Environmental design, Illustration, Product design, Photography, Film, Textiles and Printing, Interior design, Computer graphics and animation, Marketing and Advertising, Theatre, Teaching, Galleries and Cultural organisations, Leisure Industries, etc. Art and Design education not only develops an understanding and knowledge of a variety of skills and techniques, but also an aesthetic awareness of our cultural heritage. It develops initiative, creativity and individuality. These are all personal attributes which are vital for success in higher education and in the world of business and industry.

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Business Studies Course Description This course is worth one GCSE. It is designed to:

Encourage the students to consider the practical application of business concepts

Provide the opportunity to explore the theories and concepts in the context of the business world

Allow students to experience actively the business environment through external examinations, a series of personal studies, visits and research projects

The main aims of the course are to:

Provide students with an overview of the business world

Give students the technical skills, the knowledge and the understanding associated with a study of business at GCSE level

Equip students with some of the skills required in the workplace

Empower students to take charge of their own learning and development

Provide a range of teaching, learning and assessment styles to motivate students to achieve to their full potential

Assessment Structure There are two examinations and one controlled assessment. Unit 1 – Setting up a Business (40%) This examination unit is about setting up and operating a business; the reasons for success or failure; having an appreciation that business must operate within society and engage with a wide range of stakeholders who will hold differing perspectives. Unit 2 – Growing as a Business (35%) This examination unit builds upon Unit 1 to consider how methods of expansion and objectives might differ from smaller businesses. Unit 3 – Investigating Businesses (25%) This investigative controlled assessment unit is based upon a task set by the examination board. Why study Business? Business Studies GCSE provides a foundation for those wishing to continue their studies to A Level Business Studies, Economics and Accounting. It gives an excellent grounding in understanding how businesses operate. Knowledge of this subject area can help with a wide range of career paths and further study and links well with a number of other subjects.

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Computing

Course Description The topics covered include:

Fundamentals of computer systems

Computer hardware

Computer software

Representation of data in computer systems

Databases

Computer communications and networking

Programming Learning to write computer programs in Scratch and Basic will be a large part of the course and these programming skills will be used for both of the controlled assessments. Assessment Structure Written examination (40%) Controlled Assessment 1 (Investigation 30%) Controlled Assessment 2 (Programming Project 30%) Cisco ITE assessment is covered by 15 chapter based online multiple choice examinations, 2 online final multiple choice examinations and a final practical test. Special Features The course will also incorporate the Cisco IT Essentials Course. This is an online course covering all aspects of Personal Computers, including computer assembly and maintenance, operating systems, peripherals, networks and security. The course includes significant amounts of practical work and if completed will lead to the award of the Cisco ITE Certificate, which is a recognised industrial qualification. Why study Computing? The recent increase in programmable hand held devices like mobile phones and tablets has led to much greater interest in computer programming at all levels. This course provides both excellent preparation for higher study and employment in the field of Computer Science. The course will develop critical thinking, analysis and problem-solving skills through the study of computer programming. It will be a fun and interesting way to develop these skills, which can be transferred to other subjects and even applied in day-to-day life. The course will make an excellent preparation for students who want to study or work in areas that rely on these skills, especially where they are applied to technical problems. These areas include engineering, financial and resource management, science and medicine.

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Dance

Course Description The study of dance as an art form contributes to students’ aesthetic and social development. As a physical activity it promotes fitness and well-being. As performers, students develop confidence and self-esteem. They develop self and body awareness as well as sensitivity to others and team-working skills. Effective performance requires physical effort and the determination to succeed and improve. As choreographers, students employ the skills of problem-solving and creativity. Effective choreography requires imagination and the ability to synthesise a number of elements. In directing others, students develop their interpersonal and communication skills. As critics, students make informed decisions about the dances they see. They articulate their knowledge, opinions and preferences. Viewing professional dances fulfils students’ cultural entitlement and broadens their artistic experience. Assessment Structure The course is assessed via practical and written examinations in the following way; Unit 1: Critical appreciation of dance - 20% of your final mark Written paper lasting 1 hour, based on professional dance works. Unit 2: Set Dance - 20% of your final mark Solo practical examination 1 ½ minutes long. Unit 3: Performance in a group - 20% of your final mark Group practical examination 3 – 3 ½ minutes long. Unit 4: One solo and a group choreography task - 40% of your final mark Group and solo practical examination 1 ½ - 2 minutes long each. Special Features Do you dream of making a living from your passion for dance? It is really possible as a dancer yourself, as a choreographer, or maybe as a teacher. This course will be a constant pleasure... but it also has a vision to be the first step in a career for you that includes dance. Why study Dance? GCSE Dance is suitable for anyone wanting to pursue the arts or dance in Higher Education, or as support for any course requiring good communication and group work skills. In addition to performing, choreographing and teaching, this course might lead to such diverse careers as dance therapy or journalism. Dance helps students to develop a number of skills:

Visual appreciation of dance and choreography

Balanced judgement

Information gathering and assessment

Ability to work on your own or as part of a team

Communication.

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Drama

Course Description Students will develop the range of skills necessary to produce scripted and devised Drama of a high standard. Part of the course will involve students in producing and performing original Drama pieces suitable for a range of different audiences. Students will have the opportunity to create their own work as well as look at plays written by other people.

Throughout the two year course the students use Drama to explore a range of issues. They will look at a play to see how a playwright expresses their ideas about a theme or topic and explore ways of making the play work on stage. Through this process students are encouraged to develop a personal level of theatrical understanding.

Assessment Structure Unit 1: Written Paper 40% of the total marks (marked out of 80) The written paper comprises three sections: A – Practical work completed during the course B – Study and performance of a scripted play C – Study of a live theatre production seen. Students must answer Question 1 from Section A and choose one further question from either Section B or Section C. This is externally set and marked. Unit 2: Controlled Assessment 60% of the total marks

Students are required to present practical work for two controlled assessment options, each with a weighting of 30% (60 marks each).

Each controlled assessment option assesses Assessment Objectives 1 and 2 with the following weighting: process and understanding of skills development – 7.5% and final presentation: either performance or demonstration/artefact(s) 22.5% these are internally assessed and externally moderated

For each Unit, students will be expected to carry out their own additional research and write supporting essays, culminating in a portfolio for each unit that is Teacher assessed. There is a high demand for good quality formal writing in the course.

Special Features Students are assessed on the process of Drama as well as the performance. Students must attend at least 3 live shows during the course, but may be asked to attend more. Marks are given for the student's efforts and progress in specific lessons and their own research. They will develop their inter-personal skills, communication skills, confidence, co-operation and creative thinking. Drama provides a unique environment for learning and developing independent thinking.

Progression – Why study Drama ? GCSE Drama will prove a useful introduction to Advanced Level Theatre Studies. You might wish to go into a job where it is useful to have had experience of Drama, or where you will need to use some of the skills developed during this course. These might include careers in such fields as retail, travel and tourism, sales and marketing or any career that involves meeting people face to face. The study of Drama can help you to develop transferable skills which you can take into any career or job.

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Economics Course Description This GCSE is designed to encourage students to:

consider the practical application of economic concepts

explore the theories and concepts of Economics in the context of events in the business and economic world.

The course actively promotes the business environment through external examinations, a series of personal studies, visits and research-based projects. The main aims of the course are to:

Provide candidates with an overview of the economic world

Equip candidates with some of the skills required in the workplace, such as team work

Empower candidates to take charge of their own learning and development

Provide a range of teaching, learning and assessment styles to motivate candidates to achieve to their full potential

Give candidates the opportunity to develop their quantitative and qualitative skills

Assessment Structure Assessment for this course is through two external examinations, each worth 50% of the final grade.

Unit 11 – Personal Economics aims to equip candidates with the basic tools of being an Economist to help them to understand their place in and contribution to the local, national and global economy as consumers, workers and citizens. They will be encouraged to investigate a range of contemporary issues, analysing the evidence from different perspectives so as to make reasoned judgements and informed decisions.

Unit 12 – Investigating Economic Issues involves candidates further developing their understanding of Economic concepts and theories studied in Unit 11. Candidates will apply these to a range of Economic issues locally, nationally and globally. Students undertake two research projects to develop their understanding of such concepts and prepare them for the external assessment.

Why study Economics? Economics GCSE provides a foundation for those wishing to continue their studies to GCE Economics and GCE Business. Past students have found this to be a natural link. It also gives an excellent grounding in understanding how markets and economies work and how this impacts upon them as individuals. Students are provided with a broad range of skills which are invaluable for further study of a variety of different subjects.

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Electronics Course Description The Electronic Products GCSE is a two-year course. This subject is concerned with providing students with the opportunity to gain experience in identifying, considering and solving problems through electronics, supported by the manipulation of a range of materials and components. Students will be provided with the opportunity to:

Think creatively

Solve problems by applying knowledge and understanding of electronic concepts

Research, design and make their own Electronics Product

Model and develop their ideas

Test their ideas

Use computer programs to solve design problems All students who enter this option will be involved in designing and making products; often applying knowledge and understanding from other subject areas, for example Mathematics and Physics. The main aim of the course is concerned with developing knowledge, understanding and skills used by designers, and engineers during “design and make” and problem solving activities. The work covered will involve the manufacture of products that follow a theme of electronic products. The theme will be set by Edexcel, the examination board. Typical examples of this kind of work would range from electronic security systems to electronic games. This type of work can be produced using a broad range of skills that will include the use of electronics and circuit board manufacturing equipment, workshop power tools and computer controlled machinery. There is an expectation that students will use a range of materials and processes during the manufacture of their products in order to access the higher marks. Assessment structure The course is assessed in two components: Unit 1: Controlled Assessment Coursework 60% of total mark Unit 2: Knowledge and understanding of Electronic Products Examination 40% of total mark Unit 1: One coursework based project on designing and making. Assessment for the coursework is based on a coursework portfolio and practical realisation of the product. Unit 2: One examination paper, 1 hour 30 minutes in length, testing candidates' knowledge and understanding of technical aspects of designing and making and sustainable design. Why study Electronic Products? GCSE Electronic Products provides an excellent foundation for A Level Pure Electronics and A Level Product Design; which are offered in the sixth form. This is a more academic course and aims to encourage students to develop a broad base of skills. The design work produced during the course allows students to experience projects that are commonplace in many different university courses and careers such as electronics, engineering, product design and as a pathway to access vocational engineering courses.

Electronic Products provides students with technical knowledge and an understanding of a variety of design and manufacturing processes. The course will also develop skills and techniques that include, PCB design, PIC programming, Computer Aided Design and Computer Aided Manufacturing. The course will help develop creativity and problem solving skills which will prove beneficial for future study.

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Home Economics: Food and Nutrition Course Description This course helps students develop their knowledge and understanding of food and nutrition issues in a diverse society and enables them to work in a variety of contexts. This two-unit specification gives students relevant skills and knowledge which are transferable to other settings, enhancing career opportunities and providing an enjoyable course of study. The course provides a basis for students who wish to study the subject further. Students will study a variety of topics including; diet and health throughout life, chemical and sensory properties of food in storage, techniques and skills in food storage, factors affecting consumer choice, food hygiene and safety.

Assessment Structure Unit 1: Home Economics: Food and Nutrition

External examination – 1 hour 30 minutes written paper – accounting for 40% total marks. The

examination comprises of 6 – 8 compulsory questions.

Unit 2: Food and Nutrition in Practice

Controlled assessment – 24-26 hours in total – accounting for 60% of total marks. Candidates must

complete and Individual Investigation task under supervision within the classroom (120 marks/45%) and a

Research Task (40 marks/15%).

Special Features Controlled assessment work is to be completed on A4 paper and there are 2 aspects to this work. In aspect

1, students will carry out an investigation in the class, based on a tasked selected from a range provided by

the exam board. The investigation will include written and practical elements and must provide evidence

of research, analysis and interpretation of information. The practical solutions should enable students to

develop and demonstrate a wide range of food preparation and cooking skills. In aspect 2 students must

complete a short research task provided by the exam board. The research task must be completed under

supervision within the classroom. It will include written and practical elements and require research,

carried out under teacher guidance, to assemble relevant information from suitable sources and materials.

This research should be used for the planning of practical work. On completion the task should be

evaluated and conclusions drawn on the outcomes of the research task.

Why study Food Technology? People will always need food and it is becoming more important that consume a healthy diet. The study of

this GCSE course can be seen as a preparation for life as part a healthy life style or as a course that leads to

employment opportunities directly or indirectly with the food industry. The food industry is one of the

largest employers within the UK and on a global scale. This course is a necessary qualification for anyone

wishing to study A Level Home Economics; Food and Advanced level qualifications could be used to access

degree courses in Food Science, Food and Consumer studies, Biotechnology, Food Marketing and

Management.

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Geography Course Description GCSE Geography is an exciting and challenging course that focuses on the key themes and issues that face the world today. The course looks at the following units. Unit 1: Physical Geography.

The Restless Earth looks at volcanoes, earthquakes and tsunamis looking at the cause, effects and management of these events.

Ice on the Land thrusts students into the glacial age and explores how past climates have created the landscapes we see today. Glacial change will be examined and the use of upland areas will be studied. The conflict between exploitation and sustainable use will be explored in the Alps.

The Coastal Zone explores our dynamic coastline and the processes that affect it and the resultant landforms.

Unit 2: Human Geography.

Population Change, looking at increasing global population and the methods employed to reduce the growth.

The Development Gap, exploring variations in development globally and why they occur and how we can try to reduce inequalities at a range of scales

Tourism, looking at the growth and management of tourism in the UK. Tourism in tropical areas and extreme environments will be a key focus. The need for the sustainable use of these areas will be focused upon.

Unit 3: Local Fieldwork Investigation.

Coursework is an exciting opportunity for students to develop an investigation into a local topic such as Changing Rural Environments, Tourism or Coastal Issues. The whole assessment lasts 20 hrs and is done under controlled conditions.

Assessment Structure The course is assessed by 2 written papers each lasting 1 hr 30 mins and these are worth 75% of the GCSE. There is a Foundation and Higher paper to focus on candidates’ abilities. Controlled assessment is worth 25% of the GCSE and is completed under controlled conditions and will last 20 hours and is then submitted. Special Features.

The course will involve fieldwork to collect data for your coursework on a local scale, potentially looking at topics such as Changing Rural Environments, Changing Urban Environments, Tourism or the Coastline. There will be trips to the Holderness Coastline to study key issues plus other day trips to support studies.

There is a residential visit to the Lake District in Year 10 to study glacial landscapes and the management of tourism.

The use of ICT and GIS systems is a key feature.

There is also a trip to Italy to study volcanic hazards and tourism.

Why study Geography? Geography is a very valuable subject which is an excellent foundation for A Level Geography and opens up a range of opportunities at University. Geographers’ wide ranging skills are respected by employers and thus Geography opens up a very wide range of career opportunities including management, the armed forces, and media careers.

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Graphic Products Course Description The Graphics Products GCSE is a two-year course. Students will be provided with the opportunity to:

Think creatively

Solve problems

Research, design and make their own Graphic’s Product

Make models

Test their ideas

Use CAD software to design products

Use CAM equipment to manufacture products All students who enter this option will be involved in designing and making products. The main aim of the course is concerned with developing the skills of illustration used by designers, architects, engineers and technical illustrators, during “design and make” and problem solving activities. The work covered will involve the 'making' of products that follow a theme of graphic design. The theme will be set by Edexcel, the examination board. Typical examples of this kind of work would range from point of sale displays, to product packaging, pop-up books, architectural models etc. There is an expectation that students use a range of materials and processes during the manufacture of their products in order to access the higher marks. Assessment structure The course is assessed in two components: Unit 1: Controlled Assessment Coursework 60% of total mark Unit 2: Knowledge and understanding of Graphics Products Examination 40% of total mark Unit 1: One coursework based project on designing and making. Assessment is based on a coursework portfolio and practical realisation of the product. Unit 2: One examination paper, 1 hour 30 minutes in length, testing candidates' knowledge and understanding of materials and technical aspects of sustainable design and manufacturing of products in industry. Why study Graphics Products? GCSE Graphic Products provides an excellent foundation for A Level Product Design which is offered in the sixth form. The course aims to encourage students to develop a broad base of communication skills. The design project work produced during the course allows students to experience projects that are commonplace in many different university courses and careers such as graphics, product design, illustration, architecture and engineering.

Graphics Products provides students with technical knowledge and understanding of a variety of design and manufacturing processes. The course will also develop skills and techniques that include Computer Aided Design and Computer Aided Manufacturing whilst developing creativity and problem solving skills which will prove beneficial for future study.

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History Course Description The course is entitled ‘The Modern World’ and is made up of five separate but complementary units:

Britain 1890-1918 begins with an in-depth exploration of Britain at the dawn of the twentieth century. This unit considers how and why British society was transformed between 1890 and 1918, and focuses on the impact of liberal reform in the post-Victorian era, and the far reaching implications of the First World War, including the successful campaign for female suffrage.

Germany 1919-45 adds additional depth to the role which Germany played in shaping the twentieth century. It covers the collapse of the post-war Weimar Republic, how and why Adolf Hitler gained power in 1933, and what life was like in Nazi Germany. The unit touches on the Holocaust.

The USA 1919-1945 (Controlled Assessment) explores the history of the United States in an era of contrast. Students begin by considering the 'Roaring Twenties', and asking whether the economic boom experienced in these years benefitted all Americans. Prohibition and its consequences are also examined, as are the roles of its most infamous characters, including Al Capone. Students then study the impact of the Wall Street Crash in 1929 and the Great Depression thereafter, focussing on the 'New Deal' introduced by Franklin Roosevelt, and why such a seemingly well meaning programme of aid for the American people was subject to such vehement opposition from many in the USA. The Cold War 1945-1975 covers key events in the ideological conflict that emerged in the wake of the Second World War, and went on to define the latter half of the Twentieth Century. The fundamental reasons why the capitalist west and communist east were prepared to go to war are considered. Students then explore why relations between the USA and USSR broke down so rapidly after the two nations had worked as allies to defeat Nazi Germany, before moving to look at the Cuban Missile Crisis and Vietnam War; two key events that defined the Cold War.

Assessment Structure

Examinations: There are two written examinations that are collectively worth 75% of the total marks available. 'Paper 1' covers Germany 1919-1945 and the Cold War 1945-1975, and is worth 45% of the History GCSE. 'Paper 2' is a source based examination on the unit 'Britain 1890-1918', and is worth 30% of the GCSE. Controlled Assessment: One piece of extended writing no longer than 2000 words on The USA 1919-1945. The question changes each year as directed by the examination board, and is worth 25% of the GCSE.

Special Features There is no tiered paper for this subject and it is suitable for all abilities Why study History? As well as being inherently fascinating, History is a very well regarded and traditional academic subject that will provide an excellent foundation for many A Level subjects. Those thinking of studying History at a higher level should obviously seriously consider it, but in addition it provides a useful grounding for many other related disciplines taught at A Level and beyond, including Geography, Law, Government and Politics, Sociology, Religious Education, Philosophy and Archaeology. As the study of History requires students to analyse and evaluate complex issues before effectively communicating their views, it is a facilitating subject that teaches prized transferrable skills. These will prove beneficial to any student considering a degree or career in law, business, politics or journalism to name but a few, as well as the more obvious connections to teaching, archivist, archaeologist, museum curator and librarian! .

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ICT – OCR Cambridge National Certificate in Creative iMedia.

Course Description Cambridge Nationals in Creative iMedia are media sector-focused, including film, television, web development, gaming and animation, and have IT at their heart. They provide knowledge in a number of key areas in this field from pre-production skills to digital animation and have a motivating, hands-on approach to both teaching and learning. Cambridge Nationals deliver skills across the whole range of learning styles and abilities, effectively engaging and inspiring all students to achieve great things. Students will complete the OCR Level 2 Cambridge National Certificate in Creative iMedia. The course comprises four units of work. The course carries a weighting of one GCSE at either A*, A, B or C depending on the final award of Distinction*, Distinction, Merit or Pass.

Unit 1 – Pre-production skills (Mandatory)

Unit 2 – Creating digital graphics (Mandatory) Students can then select the two optional units they are interested in from the following:

Unit 5 – Creating a multipage website

Unit 6 – Creating a digital animation

Unit 7 – Creating interactive multimedia products

Unit 9 – Creating a digital video sequence

Unit 10 – Digital photography

Unit 11 – Designing a game concept

Unit 12 – Developing digital games Assessment Structure

Unit 1 is assessed by a written examination, Unit 2 by an internally assessed task (OCR set) and the optional units (OCR set) by internal assessment and externally moderated. Enrichment & Advice for Parents

In most areas, the course is “open-ended” in that all students are encouraged to use a variety of software tools to work towards professional quality solutions providing the base criteria are met. This allows for individual stretch and challenge where appropriate. These skills are also directly related to the study of Applied ICT and Computing at A-Level.

Recommended Resources and Specialist Equipment All the required resources are available through the Priory Academy SharePoint, and the software can be accessed at home using the Citrix portal available via the school website.

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Latin

Course Description You may be interested in taking up Latin as a completely new, second language. For most students, this would mean studying the language ab initio (from the beginning, with no prior knowledge necessary). If you enjoyed your taste of Latin in Year 8 and if you enjoy learning about the history of language, this course could be for you. Latin is the basis of English, German and the Romance Languages (French, Italian, Spanish). The study of Latin will enrich your word power, build a strong foundation for other languages, and improve your logical thinking skills. Over 50% of English words come from Latin and Latin can also be seen, for example, in botanical terms for plants and flowers, in medical and legal terms and in many phrases in everyday use, like etc. (et cetera), e.g (exempli gratia), a.m. (ante meridiem). No other language has contributed so much to English. Students follow the WJEC course, consisting of two Levels, which make up the full GCSE course:

Level 1 Latin Language Candidates are required to answer comprehension questions and to translate sections of unseen Latin prose. There is a defined vocabulary list for this unit, consisting of approximately 200 words.

Level 2 Latin Language (full GCSE) Candidates are required to answer comprehension questions and to translate sections of unseen Latin prose. There is a Defined Vocabulary List for this unit, consisting of approximately 550 words (including the vocabulary from Level 1).

Both Levels are designed to encourage candidates to develop: a. an appropriate level of competence in the Latin language; b. a sensitive and analytical approach to language generally;

c. an awareness of the influence of Latin on the languages of today.

Assessment Structure This is a linear course. Level 1 and Level 2 are assessed through final examinations at the end of Year 11. Why study Latin? Students with qualifications in Latin or Classics (Latin and Greek) go into a variety of professional careers and Latin may be of particular interest to anyone who wishes to study medicine, law, history and natural sciences. However, in the modern world, nearly 40% of jobs do not need special skills or knowledge since these often go out of date very quickly. What many employers are looking for is people who can solve problems, think precisely and communicate clearly, all of which are clearly demonstrated with a qualification in Latin.

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Media Studies

Course Description Media Studies is an excellent complimentary subject for English and English Literature. The skills of analysis, critical thinking, planning and storyboarding will all feature in this course but will also have a direct, positive impact on English subjects. The aims and Learning outcomes of the course: Students will develop decision making skills through consideration of issues that are important, real and relevant to them and the world in which they live. They will develop an appreciation and critical understanding of the media and is role in their daily lives. Practical skills will be developed and students will analyse media products and their various contexts. Assessment Structure GCSE Media Studies consists of four units, two written examinations and two controlled assessments. All units are examined or cashed in June of Year 11.

Unit Duration Marks %

Unit 1 Investigating the Media (exam)

1hr 30

60

20%

Unit 2 Understanding the Media (CA x 3)

90

30%

Unit 3 Exploring Media Industries (exam)

1 hr 30

60

20%

Unit 4 Responding to a Media Brief (CA)

90

30%

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Music Course Description During the course students are given opportunities to develop their musical sensitivity, creativity and aural perception. The areas of study include: Western classical music 1600-1899; Music in the 20th century; Popular music in context and World music. The syllabus is made up of three distinct units: Unit 1: Performing Music (30%)

Students produce both a solo and an ensemble performance recorded at any time during the course.

Performances may use voice or be on any instrument in any style.

Controlled assessment conditions will apply to this unit, which is assessed by the teacher and moderated by Edexcel.

Unit 2: Composing Music (30%)

Students produce two compositions or two arrangements or one arrangement and one composition.

The combined length of the two pieces should be between four and six minutes.

Controlled assessment conditions will apply to this unit, which is assessed by the teacher and moderated by Edexcel.

Unit 3: Music – Listening and Appraising (40%)

1 hour 30 minute examination is externally set and marked by Edexcel.

Students respond to questions based around the set works for the unit.

In section A, students respond to questions based on recorded extracts of set works.

In section B, students answer a more in-depth question on a chosen set work(s). Special Features This is a very practical course in many ways. It gives students the opportunity to develop their own musical interests within the framework of the three-strand approach. Students who have not yet started on any formal instrumental or voice training can also take the course as a way of making very fast progress on a chosen instrument, as time is given each week for individual performance work with an instructor on hand for guidance. Why study Music? There is an opportunity to take Music or Music Technology AS/A Level in the Sixth Form, which could lead to a further education course in Music at either university or a music college. Music related careers are varied and include some of the following: teaching; performance; music industry; television/radio; music librarian; audio engineering; music arranging; music composition; recording engineer; music software development publishing; conducting; film scoring; recording editing; virtual reality sound environments (internet, games, programmes); music therapy.

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Physical Education Course Description Physical Education is an exciting and demanding course that covers a range of theoretical and practical aspects of Physical Education and Sport. If you have a keen interest in physical activity and are aware of sporting current affairs, then Physical Education may be the course for you. Theoretical Content for Examination – 40% weighting:

Knowledge & understanding for the active participant

Linking physical activity with diet, work and rest for personal health and a balanced healthy lifestyle

Making informed decisions about getting involved in a lifetime of healthy physical activities that suit their needs

Learn about:

How and why we move

Recovery and prevention of injury

How we produce energy

Differences in leisure and recreation

How schools and the government influence participation

Sport and finance

What influence do the media have on modern day sport?

Practical Content for Moderation – 60% weighting:

4 Assessments from at least 2 different areas of the curriculum

Opportunity to be assessed in any of the 4 roles: performer, organiser, leader/coach or official

For example: Activity 1: Football performer, Activity 2: Football Official, Activity 3: Swimming performer, Activity 4: Golf performer

Special Features: Physical Education students are expected to be the elite band of physical performers within the year group and they will be assessed in an extensive range of practical activities. These activities will cover all bands of the GCSE Specification and will also focus on the leader, coach and officiating roles that are optional to the candidates. This year Personal Survival and Mountain Activities were two of the highest awarded activities amongst the cohort of students taking the course. There is also an expectation that students attend our Sports Leader Programme. Why study Physical Education? Physical Education provides a perfect balance between theory and practice and allows students to learn about one of the fastest growing industries in the country, now with a specific focus concerning the legacy of the London 2012 Olympic Games. Suitable candidates should be sports enthusiasts who are regular attendees to sporting extra-curricular clubs and who have a drive and motivation for competitive sport.

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Psychology Course Description Psychology is the scientific study of the human mind and behaviour; it seeks to explain such behaviour and improve people’s lives. The syllabus provides a general introduction to psychological theory, research and its application to everyday life. The course is interesting and enjoyable, and students will have the opportunity to discuss issues, conduct their own research and engage in role play and experimental activities. The topics studied are: Paper 1 (40%)

Biological Psychology – Sex and gender behaviour – equal opportunities for males and females

Cognitive Psychology – memory, and ways to improve it!

Developmental Psychology – Attachment between child and parent – effective childcare.

Social Psychology – Obedience to authority – relating this to prisons, the Armed forces and schools.

Individual Differences – Phobias and therapy. Paper 2 (40%)

Biological – Explanations of criminal behaviour, punishments and treatments.

Cognitive – Perception and how this relates to advertising.

Developmental – The development of children’s thinking, and how this helps in education.

Social – Non verbal communication – body language, and how this is used in the work place as well as in rehabilitating criminals.

Individual differences – The unique individual, self esteem and counselling. Paper 3 (20%)

Scientific methods that Psychologists use in their research. Students will carry out their own research in this area.

Assessment Structure The scheme of assessment is untiered, covering all of the ability range grades A*- G. Why study Psychology? Psychology is available at AS and A Level in the Sixth Form using the same examination board, to enable a smooth transition. Students who have studied GCSE Psychology are extremely well equipped to develop their skills at A Level. Psychology is recognised as having relevance for a broad range of careers, involving other people e.g. NHS, social work, teaching, law, forensics, business and sport, etc.

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Product Design Course Description The Product Design GCSE is a two-year course. Students will be provided with the opportunity to:

Think creatively

Solve problems

Research, design and make their own 3-Dimensional Product

Build workshop /practical skills

Test their ideas All students who choose this option will be involved in designing and making products. The main aim of the course is concerned with developing the skills of design and manufacture used by designers, architects, engineers and craftsmen, during “design and make” and problem solving activities. Students will be encouraged to gain experience of a range of practical skills by completing a series of short design/manufacture tasks before beginning their final coursework project. The work covered will involve the manufacture of products using a variety of materials. The theme will be set by AQA, the examination board. Typical examples of this kind of work would range from storage units, clocks, small items of furniture etc. This type of work can be produced using a broad range of skills that will include use of hand tools, workshop power tools and computer controlled machinery. There is an expectation that students will use a range of materials and processes during the manufacture of their products in order to access the higher marks. Assessment structure The course is assessed in two components: * Unit 1: Controlled Assessment Coursework 60% of total mark * Unit 2: Knowledge and understanding of Product Design Examination 40% of total mark Unit 1: One coursework based project on designing and making. Assessment for the coursework is based on a coursework portfolio and practical realisation of the product. Unit 2: One examination paper, 1 hour 30 minutes in length, testing candidates' knowledge and understanding of technical aspects of making and sustainable design. Why study Product Design? GCSE provides an excellent foundation for A Level Product Design which is offered in the sixth form. The course aims to encourage students to develop a broad base of communication, designing and manufacturing skills. The design project work produced during the course allows students to experience projects that are commonplace in many different university courses and careers such as, product design, architecture and engineering.

Product Design provides students with technical knowledge and understanding of a variety of design and manufacturing processes. The course will also develop skills and techniques that include Computer Aided Design and Computer Aided Manufacturing whilst developing creativity and problem solving skills which will prove beneficial for future study.

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Separate Science Course Description Science is a compulsory subject which is taken by all students throughout Key Stage 4. Students will follow specifications from Edexcel. The majority of students will take Core Science and Additional Science over three years, culminating in six exams in the summer of Year 11. These are two separate GCSE qualifications. Some students started studying for GCSEs in Biology, Chemistry and Physics at the start of Year 9. The separate science GCSE courses have modules common to Science and Additional Science, plus extension modules. These GCSE courses are assessed separately, leading to three qualifications. As an alternative we also offer the option of studying Biology, Chemistry and Physics as part of the options choices. Students not already following the separate sciences will complete the extension units in three extra Science lessons. Please Note

Students in sets 9P-SC-N and 9Q-SC-N are already studying towards the three separate science GCSEs and do not need to take this option.

Assessment Structure Each GCSE consists of four units, three written examinations and one controlled assessment. All units are examined in June of Year 11. The assessment of each unit is worth 25% of the final mark. Special Features If you have a particular aptitude for science, then it is possible to take the Separate Science option. This will allow you to study GCSEs in Biology, Chemistry and Physics. In order to do this you will take the Science in both the Common Core lessons and in the Separate Science option. This option will be particularly suitable to students who wish to specialise in the sciences at A Level and beyond, but taking Science and Additional Science does not prevent further study of sciences at A Level. Why study Biology, Chemistry & Physics? Science is a subject with lots of areas of interest. It forms the basic grounding for most areas of work, including engineering, medicine, electronics, environmental science, space, transport, communications, building, nursing, the armed services, food science, sport science, textiles, materials, ecology, zoology, botany, biotechnology, ... the list is huge! Following Science and Additional Science, or Biology, Chemistry and Physics as separate sciences, will allow you to make choices about your future at 16 and give you the freedom to select from a large range of careers. Once you have completed the course you can continue your studies at A Level in any and all of the three separate sciences.

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Spanish Course Description You may be interested in taking up Spanish as a completely new, second language. For most students, this would mean studying the language ab initio (from the beginning, with no prior knowledge). It is an excellent choice, as Spanish is increasingly popular and is widely spoken around the world. The GCSE course is based on topic areas, where words and structures are taught alongside grammatical concepts. The course content is supported by interactive on-line content and is designed to reflect your interests and experiences. The topics considered are:

Lifestyle Health - Healthy and unhealthy lifestyles and their consequences Relationships and Choices - Family and friends; Future plans regarding marriage/partnerships; Social issues and equality

Home and Environment Home and local area - Special occasions celebrated; home, town, neighbourhood and region Environment - Current problems facing the planet; Being environmentally friendly within the home and local area

Leisure Free Time and the media - Free time activities; shopping, money, fashion and trends; Advantages and disadvantages of new technology Holidays - Plans, preferences, experiences; what to see and getting around

Work and Education School / college and future plans - What school / college is like; pressures and problems current and future jobs - looking for and getting a job; advantages and disadvantages of different jobs

Assessment Structure This is a linear course which is assessed through Controlled Assessments in Speaking and Writing , and final examinations in Listening and Reading. The four language skills are assessed by final examinations in Llistening, Speaking, Reading and Writing. Why study Spanish ? GCSE Modern Languages provide a springboard into AS and A2 language examinations. Many employers, colleges and universities now state that proficiency in a foreign language is a requirement of entry. The GCSE course provides students with the necessary language to cope with everyday situations, and the AS course explores issues of interest such as addiction, healthy living, culture, literature, racism, art, tourism and education with much more depth and variety.

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Textiles Course Description This is a subject which combines practical and theoretical knowledge and is suitable for all students. It builds on the skills that pupils developed in the units of technology which were studied in the lower school (although it is suitable for those with no prior knowledge) and provides opportunities to improve existing skills and add new ones. Students can expect to do much of their learning through practical work and it is expected that small projects will be completed during the course as well as a more complex piece which the student will both design and make.

Assessment structure An examination of 1 ½ hours with a multiple choice section and a mixture of questions requiring answers of varying lengths which is worth 40%. A controlled assessment task which involves researching, designing, planning, making and evaluating a product of their choice inspired by a task of broad parameters set by the examination board. This tends to be presented using ICT for the written element. As it is worth 60% of the total marks students who achieve high marks gain extra confidence from the knowledge that less rides on the final examination. Why study Textiles Students can expect to become confident in the use of sewing machines to construct and also to add embroidery and lettering to decorate items. Students will use dyes and fabric paints to decorate fabric, making print blocks and stencils to create original images. They will also be able to design on the computer and print onto fabric for more complex designs. Those who are artistic can give full reign to their talents, those less confident will learn how to develop designs and build on existing images. Students will manipulate fabric to create shape, and form, textures and so on – the essentials of fashion designing. Students will learn about fabric and threads including new materials which incorporate use of electronics and smart materials so that they understand the role that textiles play in the world today and can choose the correct fabric for the correct job. Students will work in the familiar pattern of research, design, development, practical realisation and evaluation enabling them to understand how designers operate. They will also look at the issues of sustainability, ethical and moral considerations such as sweated labour and other issues and practices affecting the fashion and textile industry. This is an ideal foundation subject for those who wish to go on to study Fashion or Textile Design at a higher level. As a subject in its own right many students find the element of practical work and enjoyable contract to purely theoretical subjects and the skills learnt can often lead to an enjoyable hobby or be pursued through design more generally.

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Taster Sessions & Contact details

Taster Sessions There will be a number of taster sessions. Some will take place in normal lesson time and others will be at lunchtime. You are advised to attend lunchtime sessions if you are unsure about any of your option choices. Please find below a list of lunchtime sessions available. Subjects not listed will be discussed in lesson time. If you are unable to attend – please see the relevant member of staff.

Subject Date Room

Subject Date Room

Business Studies 21st Jan

U33

ICT 28th Jan

U32

Computing 27th Jan

U32

Latin 22nd Jan

U8

Dance 20th Jan

Dance Studio

Latin 23rd Jan

U8

Economics 19th Jan

U33

PE 16th Jan

SCL3

Electronics 29th Jan

L44

Product Design 23rd Jan

L34

Food Tech 22nd Jan

L34

Psychology 20th Jan

P6

Graphics 20th Jan

L40

Spanish 21st Jan U8

Textiles 16th Jan

L37

Contact Details Please find below a contact name for each of the subjects; Mathematics, Mr McCoy English Mrs Mann Science, Additional Science Mr Ennis MFL Mrs Millns PE Mrs Swaby ICT Mr Millward Art & Design Miss Bell Business, Economics Mr Sleight Child Development, Food, Textiles Mr Jones Drama Mr Craven Dance Miss Redgrave Electronics, Resistant Materials, Product Design Mr Jones Geography, Leisure and Tourism Mr Pomphrey History Mr Crocker Music Mr Billinger Psychology Miss Smith

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Completing the Application Form

Enter your Name and Form Group Options

Decide on choosing History or Geography. You only tick one box – if you wish to study History and Geography, place the subject in preference list for Option 2 and 3.

Decide on four GCSE option subjects – from which you will be timetabled for two. You need to list the subjects in order of preference.

Please use the section 'Additional Information' if you either wish to highlight any specific information that you think might be useful or if you wish to discuss the possibility of a more flexible curriculum with your Head of Year.

Every attempt will be made to provide you with the most appropriate set of courses – but we cannot and do not guarantee that students will get their first choice courses.

Discuss your choices with your parents and your Form Tutor.

If you require further help, then make an appointment with your Head of Year who can advise you on which member of staff can best help you.

Once you are satisfied with your choices then return the completed and signed form to your Form Tutor by no later than Friday 6th February 2015

Your course choices will be confirmed in the Summer Term.

If there are any further problems, please contact Mr Evans (Deputy Headteacher)