KEY STAGE 4 (KS4) COURSES

2019 - 2020

Dear Parents/Carers, Welcome to the Key Stage 4 Courses Booklet. This publication has three main purposes:

1) to explain what you and your daughter/son have to do to select appropriate courses, and how to go about it;

2) to explain what each course involves, how it is taught and examined, and who can give

further information about it; and

3) to be kept as a reference guide throughout Key Stage 4. We hope that the information is clear and easy to understand. If you have any questions or worries about the process or the outcomes of the process, please get in touch with the school and arrange to discuss your concerns with us. As usual we will be interviewing every student and helping them to make course choices that will engage, stimulate and challenge them. You will receive a letter during early June confirming the subjects your son/daughter is being offered and we hope your child will work hard and be successful. Once options are chosen they are very difficult to change, particularly after courses have begun in early July, so getting it right now is very important. As parents you can help your child by monitoring school and home learning and by telling the school without delay if you have any concerns with the way in which s/he is progressing. Our aim is to ensure every student is able to choose from a broad range of courses, knows how to achieve their potential and is provided with every opportunity to enjoy success at school and in their future lives. Keven Bartle Headteacher January 2019

Contents

Section page Aims of our Curriculum 1 Information for Parents 2 Information for Students 4 What you will study in Years 9, 10 and 11 5 Decisions 6 Timetable for Course Choices 7 A Guide to the Terms used in this Booklet 8 Curriculum Choices – Core Subjects 9 Curriculum Choices – Optional Subjects 10 Notes Community Languages

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Subject Information

Core Subjects GCSE English Language and Literature 13 GCSE Mathematics 14 GCSE Combined Science GCSE Triple Science (option for Year 11 only)

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Core PSHRE 18 Core Physical Education 19 Options Subjects Enrichment Further Mathematics Enrichment Science - Entry Level Certificate Enrichment Science - KS5 Bridging GCSE Photography

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GCSE Art, Craft & Design 28 Enrichment Art & Design 30 GCSE Business 31 BTEC Business 33 GCSE Drama 35 Enrichment Community Drama 37 Enrichment Dance 38 GCSE D&T - Engineering 39 BTEC D&T - Engineering 41 GCSE D&T - Food Preparation & Nutrition 43 GCSE French 44 GCSE Spanish 46 GCSE Italian 48 Enrichment Languages - Leader Award 50

GCSE Geography 52 GCSE History 54 BTEC Health & Social Care 56 GCSE Media Studies 57 Enrichment Journalism Programme 59 BTEC Information Technology (IT) 61 GCSE Computer Science 62 Enrichment IT 63 GCSE Music 64 Enrichment Music 66 GCSE Physical Education 68 BTEC Sport 69 Enrichment Sport 70 GCSE Religious Studies 72 Core Support 74 ESOL English for Speakers of Other Languages 75 Notes 76

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This booklet is designed to give information to parents/carers and students about the courses available

in Key Stage 4 at Canons High School.

Aims of our Curriculum

Canons High School is committed to providing a broad, balanced, accessible and inclusive curriculum for all our students. It is our aim to provide equally for the needs of all our students and offer support, where necessary, to allow access to the full curriculum. We aim for excellence for all and are committed to ensuring that students can choose from a wide range of courses, enjoy their studies and achieve success. We want to make sure that all students have a positive learning experience and we believe that our curriculum will motivate and engage students, challenging them to achieve to the very best of their ability. We will ensure that, where possible, all students have the opportunity to study their preferred courses and they are provided with the necessary information and guidance that will enable them to make these important choices.

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Information for parents. National curriculum changes A series of national curriculum reviews at all key stages has led to changes in the curriculum and assessment at key stage 4. Essentially this means that there are new specifications for subjects which are graded on a new scale of 9 (best) to 1 instead of the previous A*-G grades. What is in the KS4 curriculum at Canons? Students at Canons begin their GCSE and BTEC courses at the beginning of Year 9. This means that all students start their GCSE English, Maths and Science courses and will also make their options choices for other subjects, which will include opportunities to take enrichment courses that are non-examined. Students study GCSE English, Maths and Science courses over three years whilst in years 9, 10 and 11. In addition to these core subjects, students will choose two other subjects to study intensively for one year whilst they are in years 9, 10 and 11 and will gain the final qualification (GCSE or BTEC) in examined subjects at the end of each of those years. By the end of Year 11 all students will therefore have been able to choose and study six options courses as well as studying for English Language and Literature, Maths and Double Award Combined Science (‘Triple Science’ will also be offered as an option). A range of enrichment courses, designed to enhance and complement the examined subjects, is also available and many students will choose to take at least one enrichment course during KS4. When do the new courses begin? Because the current options courses end with the final examinations and assessments in May/June, students begin their new options courses the week beginning 1st July 2019, after a school activities week that starts on 24th June. This means that the current Year 8 students move up to Year 9 and begin their Year 9 studies in core and options subjects on 1st July 2019. Similarly, Year 9 move to Year 10 courses and Year 10 move to Year 11 studies on this date. This means that students study their new courses for over three weeks before the summer break and so it is vital that students do not miss any school at the end of the summer term. What guidance will there be? All students have a series of PSHE lessons, led by their form tutor, to discuss the different courses and subjects. They will work through a series of lessons that will help them in making the most appropriate choices for them over the three years of Key Stage 4. There will also be advice on further and higher education and careers within these lessons. In addition, heads of faculties and department will provide information on their subjects and there will be a series of assemblies to the whole year group on the options process. As is the school’s regular practice, all students will have a personal interview in school time with a senior member of staff, to which parents/carers will be invited, where they will discuss

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their chosen options and decide on the best combination of subjects for that year, often in conjunction with a three year plan. What do we need to do next? It is very important that students make the most of their PSHE lessons to ensure that they understand the options process and are fully informed of what the GCSE, BTEC and Enrichment courses entail. There will be an information evening for parents of students in Year 8 on Thursday 7th March from 5.00 – 6.30pm as this will be the first time these students have made choices about their curriculum. We hope all Year 8 parents will attend this meeting, with their child. If any parents of students in Years 9 and 10 were unable to attend the information evening in previous years and would like to attend the Year 8 evening, they are very welcome to do so. How parents can help and support their child Parents play a key part in course selection. Students are more likely to be swayed in their decision-making by such things as current relationships with a particular teacher, what their friends are choosing, or even which subjects sound interesting, easy or important without having thoroughly investigated what they really provide. It is essential that parents discuss choices considered by their children with them to ensure that they are considering a broad and balanced curriculum that does not cut off future career paths. However it is also important to bear in mind that all students must take English, English Literature, Maths and Double Award Combined Science (five GCSE qualifications) and over the three years of key stage 4 will be able to choose another six subjects. Of the six options students will usually be guided to take, during the three years, one of either History, Geography, Computer Science, a modern foreign language or a community language, though of course students may take more of these subjects if they wish to do so. Parents need to be aware that whilst we shall do all we can to give each student their first preferences each year, some groups will inevitably be oversubscribed, some will not be large enough to operate, and some combinations chosen will not be possible to achieve. Year 11 students will get priority over the options choices to ensure that they complete KS4 having taken their preferred choices if these have been unavailable or over-subscribed in Years 9 or 10. Therefore, after the Year 10 students have made their choices for Year 11, some courses may no longer be available for Year 8 and Year 9 to choose for the academic year 2019-20. If this is the case, updated information will be available at or before the individual interviews. Year 8 and Year 9 student choices are considered together and one year does not have priority over the other. It is very important that all concerned understand that once choices have been made and allocated it is very difficult to alter them. Some groups will be full and any change after the courses have begun will mean the loss of work already done and a heavy (and sometimes impossible) task of catching up the work missed in the new subject. Any change after the end of July is unlikely to be successful. If mistakes have been made they need to be recognised early and discussed with the school as a matter of urgency.

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Information for students. Making the right choices for you is very important. Work in PSHE will help you to understand the way to make those choices. Your parents will also help, and, more importantly, will be asking you to discuss why you are making particular decisions. You have a real choice in making decisions about what you study, in addition to the core subjects of GCSE English, English Literature, Mathematics and Combined Science. Most of the courses in this booklet lead directly to GCSEs or Level 2 BTEC qualifications; some help to improve the grades you can get in GCSE and others are enrichment opportunities. There are some important things to do and not to do in making your decisions. Do

• ask lots of people for advice - teachers, parents, older sisters or brothers, careers advisers, relatives and friends.

• make sure you keep your choices balanced, but remember you change options every year, having completed the qualification within one year

• find out what qualifications will be needed if you know what you want to do for a future career, an apprenticeship or at university,

• read about the subjects and how they are assessed • ask for help if you don’t understand the information you are given, • keep this booklet safe as it contains information you will need later. Make notes in it,

highlight areas of particular interest or where it raises questions. Do NOT

• choose subjects of one type only over the three years. • choose a combination of subjects that overloads you. • choose a subject just because you like or do not like a particular teacher. • choose a subject just because your friend has chosen it.

We try very hard to provide the first two choices for all students. It is not always possible to do this because of timetabling clashes or because some groups would be too large or too small. Be aware that you may be allocated any of your four choices so it is important that these are all courses you would be happy to study for one year. If you do not get your first two choices for Year 9, we will try to ensure that you can take these subjects in Years 10 or 11. You will all receive an invitation to an individual guidance interview with a senior member of staff to help you make your choices.

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What You Will Study in Years 9, 10 and 11. Core subjects All students in Years 9, 10 and 11 follow a common course of core subjects. The subjects studied are:

• GCSE English and English Literature • GCSE Mathematics • GCSE Combined Science – Double Award • Physical Education • PSHRE

Optional subjects In addition, you will choose two option subjects each year, making six options in total over Years 9, 10 and 11 as well as your five GCSEs in the core subjects. Of the six options you will usually be guided to take, during the three years, one of either History, Geography, Computer Science, a language or a community language, although you may choose to take more than one of these subjects. How will the subjects be taught and examined? Core subjects GCSE English, English Literature, Maths and Combined Science (Double Award) will be taught over the three years of key stage 4 for four hours a week in each subject. There will be examinations in each of these subjects at the end of Year 11. These subjects will be taught in discrete year groups, e.g. all Year 9 will be taught together. All students also take core PE and PSHRE, which are non-examined compulsory courses. Optional subjects Options subjects will be offered to Year 9, Year 10 and Year 11 students. Depending on numbers and combinations of choices, students may be taught in mixed age groups, i.e. Years 9, 10 and 11 will be taught together in most options subjects. This will ensure that students can be offered a wide choice of subjects over the three years of key stage 4. Options will be studied for five hours per subject per week for one year. This means students will be taught for the total number of guided learning hours recommended by the examination boards for each subject in one year. Students will then take the final examination (if applicable) in each subject by the end of one year and will finish the qualification. Therefore, for example, if a student opts for two GCSE subjects in Year 9, it is expected that they will have gained the GCSE qualifications by the end of Year 9 and will opt for two more subjects in Year 10 and another two in Year 11. Students will not normally be able to re-sit options subjects.

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DECISIONS

Setting targets By the time I am 16 I want to By the time I am 18 I want to By the time I am 21 I want to

Decision Planning

Subjects I have to take

Subjects I enjoy

Subjects I am good at

Subjects I have already taken (Y9 & 10 only)

Subjects I may need for my

career

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Timetable for Course Choice

1. Form tutors will discuss the options process and the curriculum offer. 2. Every student will have an individual interview with a senior member of staff to give

information, advice and guidance about choices. 3. Choices will be analysed. 4. Allocated courses for each student will be notified to students and parents/carers

during early June.

Action Date of Key Stage 4 Courses evening for Year 8 parents and students:

Thursday 7th March at 5.00 – 6.30 pm

Interview Dates: Year 8: 11th – 13th March

Year 9: 4th – 6th March

Year 10: 4th – 6th February

Students should complete the Optional Subjects table on page 10 of this booklet, ready to be discussed at interview. Name of tutor: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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A Guide to the Terms Used in this Booklet: GCSE General Certificate of Secondary Education. This can be achieved at levels

9 (highest) to 1. BTEC British Training and Enterprise Council. In partnership with Pearson they

provide a wide range of well-respected work-related qualifications, mostly offering the equivalent of one GCSE.

Level 1 Any qualification described as level 1 is equivalent to GCSE grades D to G. Level 2 Any qualification described as level 2 is equivalent to GCSE grades A* to C. Equivalencies to the new 9-1 GCSE grading system have not yet been

published, but pass, merit, distinction and distinction* equate to the old A* - C GCSE grading system.

Enrichment These are broad courses that allow students to engage with a subject

without the pressure of GCSE or BTEC examinations. They are non-examined but all offer a range of interesting activities and experiences and some offer qualifications in aspects of the course, e.g. Duke of Edinburgh Award. Enrichment options are not intended as a stepping stone to a GCSE or BTEC, but are stand-alone options for students to enjoy the subject, learn new skills and gain interesting experiences and, in some cases, to achieve different qualifications.

This guide is intended to explain some of the terminology used in this booklet. If you are at all unsure of any of anything, please speak to a member of staff who will be happy to discuss the qualifications in more detail.

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Curriculum Choices In Years 9, 10 and 11, students study a wide curriculum based on a number of core subjects, which are compulsory, and also opt for two other subjects each year. Canons’ students all take Combined Science (Double Award) within the core offer in KS4. Students may opt for ‘Triple’ Science when they are in year 11 if they are advised to do so and meet the entry criteria.

Core Subjects (Compulsory)

Students choose two optional subjects each year for three years, (making six in total over key stage 4), and will be guided towards those which best suit their interests and aptitudes. Of the six options students will usually be guided to take, during the three years, one of either History, Geography, Computer Science, a modern foreign language or a community language. Please remember that after the Year 10 students have made their choices for Year 11, some options courses may no longer be available for Year 8 and Year 9 to choose and this information will be available at or before the individual interviews. Therefore the list of options on the following page is subject to change.

GCSE English Language

GCSE English Literature

GCSE Mathematics

GCSE Combined Science

PE

PSHRE

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Optional Subjects – choose FOUR (You will be allocated TWO) Choose your 4 subjects, numbering them in order of preference with 1 being your first choice, 2 your second and so on.

* Students will be guided towards this subject, if appropriate

Option choices Order of preference: 1 - 4

GCSE Triple Science (Year 11 ONLY - if advised).* Enrichment Further Maths Enrichment Science - Entry Level Enrichment Science - KS5 Bridging Course GCSE Photography GCSE Art, Craft & Design Enrichment Art & Design GCSE Business BTEC Business GCSE Drama Enrichment Community Drama Enrichment Dance GCSE D&T Engineering BTEC D&T Engineering GCSE D&T Food Preparation & Nutrition GCSE French GCSE Spanish GCSE Italian Enrichment Languages GCSE Geography GCSE History BTEC Health & Social Care GCSE Media Studies Enrichment Media - Journalism Programme BTEC Information Technology (IT) GCSE Computer Science Enrichment IT GCSE Music Enrichment Music GCSE Physical Education BTEC Sport Enrichment Sport GCSE Religious Studies Core Support ESOL English for Speakers of Other Languages*

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Notes

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GCSE Community Languages

Students with a strong ability in their home language can be entered for a GCSE qualification provided they are able to listen, read, speak and write that language with confidence. To ensure this is the case, evidence of experience in the relevant language may be requested. We will facilitate the community languages GCSEs according to demand each year and aim to enter all students in either year 9 or 10 so as to avoid the core exams in year 11. Students work towards these exams in their own time at home and they can therefore be taken in addition to other qualifications, rather than instead of them. The school can currently arrange for entry for the following GCSE Language exams:

Arabic (Edexcel) German (AQA) Gujarati (OCR) Mandarin Chinese (AQA) Persian (OCR) Polish (AQA) Portuguese (OCR) Russian (Edexcel) Urdu (AQA)

The Canons High School Languages SharePoint Page has links to all the new specifications that have recently been introduced. Specimen papers and revision materials will be added as they become available. https://canonshighschool.sharepoint.com/sites/Languages/ Contact person for further information: Mrs H Robinson PLEASE NOTE: We do not actually teach these languages and therefore they do not count as one of your options choices. You can specify which one you want to take at your IAG interview and then there will be an information meeting held in the Spring Term to prepare you for the speaking exam.

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GCSE English Language and Literature Course Leader: Mrs A Kang Examination Board: AQA Syllabus Name: English Language English Literature Syllabus Number: AQA 8700 AQA 8702 Course Length: Two Years Course Outline: How will English Language be assessed?

100% Examination: • Paper 1: Exploration in Creative Reading & Writing – 50% • Paper 2: Writers’ Viewpoints & Perspectives – 50%

How will English Literature be assessed?

100% Examination: • Paper 1: Shakespeare and the 19th Century Novel – 40%

o Macbeth o Dr. Jekyll and Mr. Hyde

• Paper 2: Modern Texts and Poetry – 60%

o An Inspector Calls o Conflict & Power Anthology o Unseen Poetry

Extra Information:

• All students will complete both English Language and Literature. This counts for two separate GCSEs.

• Students will be taught for 4 hours per week throughout the course. • From year 10 they will have two teachers who will cover different units to aid with

longer term retention and understanding. All exams are closed texts. • Students will be awarded grades of 9-1.

Contact person for further information: Mrs A Kang, Miss S Klier or any member of the English Team.

Note: Details regarding the course may be subject to change in accordance with OFQUAL and AQA.

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GCSE Mathematics Course Leader: Mr B Mackie Examination Board: EDEXCEL Syllabus Name: GSCE Mathematics Syllabus Number: 1MA1 Course Length: Three Years What are the aims of the course? The course aims to enable students to:

• Develop confidence in and have a positive attitude towards mathematics. • Recognise the importance of mathematics in their own lives and to society. • Make informed decisions about the use of technology and the management of

money. • Prepare for further learning opportunities and career choices. • Use their knowledge and understanding to make connections between

mathematical concepts. • Apply the functional elements of mathematics in everyday and real-life situations • Develop knowledge, skills and understanding of mathematical methods and

concepts, including:

– Number – Geometry and measure – Algebra – Ratio, proportion and rates of change – Statistics – Probability

What are the contents of the course? This course complies with the requirements of the common criteria, the GCSE qualification criteria, subject criteria for Mathematics and the Key Stage 4 Programme of Study for Mathematics, which are prescribed by the regulatory authorities. What methods of study will be used? KS4 students are placed in attainment groups and these are reviewed on a regular basis. They are prepared for the appropriate exam tier through teaching, targeted at particular levels. A variety of resources are used including GCSE text books and revision guides. Class sets of Chromebooks and headphones for Mathswatch videos, MyMaths and ActiveLearn websites are provided.

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What forms of assessment are used? Examinations will usually take place at the end of the three years and are externally marked. Students will be awarded grades of 9 to 1. Paper 1 (90 minutes) A non-calculator exam that assesses Statistics & Probability, Number & Algebra, Geometry & Measures and counts for 33.3% of the Maths GCSE. Paper 2 (90 minutes) A calculator allowed exam that assesses Statistics & Probability, Number & Algebra, Geometry & Measures and counts for 33.3% of the Maths GCSE. Paper 3 (90 minutes) A calculator allowed exam that assesses Statistics & Probability, Number & Algebra, Geometry & Measures and counts for 33.3% of the Maths GCSE. Contact person for further information: Mr B Mackie or Ms A Shah

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GCSE Combined Science

Course Leader: Mr J Freeman Examination Board: AQA Syllabus Name: GCSE Combined Science: Trilogy (Double Award) Syllabus Number: 8464 Course Length: Three Years Course outline: The course covers Biology, Chemistry and Physics topics. Practical activities, modelling and research are used to teach scientific knowledge and scientific procedures. This is a completely new nationwide GCSE which has been written in response to the government’s restructuring of GCSEs and will no longer be graded A* - U. Students will receive two GCSE grades ranging from 9 (highest) to 1 (lowest). Students are mostly taught in mixed attainment groups and all these students are entered for the double award in Combined Science. Students who demonstrate evidence of Going Beyond in effort and attainment in KS3 are grouped together and learn additional content with the aim of preparing those who wish to take separate sciences in Year 11 with the subject knowledge and skills to choose the triple science option. This group may, of course, still take the double award Combined Science if they do not wish to opt for triple science. Assessment: The assessment for this course is 100% examination based. There are six papers (1 hour 15 minutes each): two Biology, two Chemistry and two Physics. Each of the papers will assess knowledge and understanding from distinct topic areas. All exams are sat at the end of year 11. Examination dates: June. Your Future: This course leads on to science A-Levels and engineering and provides a solid foundation of everyday scientific principles. Contact person for further information: Mr Freeman

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GCSE Triple Science (Option for Year 11 Students only)

Course Leader: Mr J Freeman Examination Board: AQA Syllabus Name GCSE Biology (8461)

GCSE Chemistry (8462) GCSE Physics (8463) Course Length: One Year Course outline: The course covers the additional content required for the completion of separate GCSEs in Biology, Chemistry and Physics. Practical activities, modelling and research are used to teach scientific knowledge and scientific procedures. This course is only available for students in year 10 who are choosing options for Yr11 and have demonstrated the necessary science aptitude. By studying this course students will achieve three GCSE qualifications graded from 9-1 in the separate sciences (Biology, Chemistry and Physics) to replace the combined science double award qualification. Assessment: The assessment for this course is 100% examination based. There are six papers in total (1 hour 45 minutes each): two papers for each separate science. Each of the papers will assess knowledge and understanding from distinct topic areas. All exams are sat at the end of year 11 and if this Triple Science course is being studied, these 6 separate science examinations are sat instead of the 6 Combined (Double award) examinations. Examination dates: June. Your Future: This course is designed to improve your understanding of the separate Sciences. It will give students an insight into studying science A-levels as well as science related courses. Contact person for further information: Mr Freeman

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KS4 PSHRE

Teacher responsible: Ms A Mawson Course outline: Key stage 4 PSHRE is a compulsory subject in which all students must participate during their time at Canons. PSHRE stands for personal, social, health, religious and economic education. It is an exceptionally important subject and fundamental in helping young people form their own identity, ideas, morals and values. Students will be taught about topics such as:

• CEIAG (career education, information, advice and guidance). • Relationships and sex • Drugs • Death and the afterlife • Alcohol • Prevention of extremism • Poverty • Disability • Money and finance • Political ideologies • Leadership • Citizenship • Healthy eating and lifestyles • Sanctity of life • Religious and world view points • Mental health • Capital punishment • Abortion • Prevention of dangerous situations • Body image

PSHRE is vital in preparing students for life outside of Canons, helping them understand what is needed to be a successful and well-rounded adult.

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Core Physical Education Course Leader: Mrs Morcombe and Ms Michaelson Course Outline: The Faculty of Sport, Health and Wellbeing provides a broad, balanced, accessible and inclusive curriculum for all of our students. As part of core PE, which is compulsory, all students have TWO hours of PE each week. Participation is highly valued as research has proven that regular exercise is beneficial to not only a healthy body but a healthy mind. In addition to core PE, students may also opt to take either GCSE PE or BTEC Sport as a formal qualification or, alternatively, PE Enrichment. Core PE covers the essential aspects of physical education required by the National Curriculum and students have a variety of opportunities to extend their skills and also to gain knowledge of a healthy and balanced lifestyle. Core lessons are taught in single sex lessons at KS4. Pupils will be taught to: 1) Use and develop a variety of tactics and strategies to overcome opponents in team and

individual games. These include football, netball, basketball, rugby, badminton and table tennis.

2) Develop their technique and improve their performance in other competitive sports, for example athletics or other physical activities like dance.

3) Take part in outdoor and adventurous activities.

4) Evaluate their performances compared to previous efforts and demonstrate improvement across a range of physical activities.

5) Continue to take part regularly in competitive sports and activities outside school through community links or sports clubs.

We have a broad range of extra-curricular activities available for students at lunchtime and afterschool that they are more than welcome to join at no cost.

Assessment: This is a non-examined course.

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Enrichment Further Mathematics Course Leader: Mr B Mackie Examination Board: AQA Syllabus Name: AQA Level 2 Certificate in Further Maths Syllabus Number: 8630 Course Length: One year Rationale: To provide a challenging enrichment course for keen students of mathematics. The AQA Level 2 Certificate in Further Maths places an emphasis on higher order technical proficiency, rigorous argument and problem-solving skills. This qualification is likely to be suitable for students with a MEG or prediction of grade 7 to 9 in GCSE Mathematics and who are likely to progress to A-level study in Mathematics and possibly Further Mathematics. Aims: This qualification is intended to help close the gap between GCSE and A Level for high achieving students by developing their higher order mathematical skills, particularly in algebraic reasoning, in greater depth without infringing upon AS Level mathematics, thus preparing them fully to maximise their potential in further studies at A Level. It offers the opportunity for stretch and challenge that builds on the Key Stage 4 curriculum and is intended as an additional qualification to GCSE Mathematics, rather than as a replacement. Content: This new qualification places an emphasis on higher order technical proficiency, rigorous argument and problem solving skills. The content assumes prior knowledge of the Key Stage 4 Programme of Study and covers the areas of algebra and geometry, which are crucial to further study in the subject, in greater depth and breadth. Outcomes: The course will give high achieving students an introduction to AS level topics that will help them to develop skills in:

• Algebra • Geometry • Calculus • Matrices • Trigonometry • Functions • Graphs.

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Assessment: Paper 1 - the written paper (non-calculator) carries 50 per cent of marks Paper 2 - written paper (calculator) carries 50 per cent of marks. Please note that this is not a GCSE qualification. Contact person for further information: Mr B Mackie

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Enrichment Science - Entry Level Certificate

Course leader: Mr J Freeman

Course length: one year

Rationale - To provide an Entry Level Certificate to students who enjoy science, and would like an opportunity to develop skills and knowledge to support their learning for Double award Combined Science. This course is ideal for students in year 9/10 who feel they would benefit from more support in bridging KS3 and KS4 Science.

Aims – Entry level Science supports students to: • develop their interest in, and enthusiasm for, science • develop a critical approach to scientific evidence and methods • acquire and apply social skills, knowledge and understanding of working scientifically and its essential role • acquire scientific skills, knowledge and understanding necessary for progression to further learning • apply literacy, numeracy and information technology skills. Content - What will students do during the year? Component 1 – Biology: The human body. The human body is composed of structures called organs, which are organised into organ systems that carry out all of the key processes of life. These systems all require energy, which is contained in food and released in the cell by respiration. The organ systems are responsible for delivering food and oxygen to the cells and taking away waste. All these key processes, including reproduction, are coordinated by the nervous system and a hormone system. A healthy body can be maintained by a balanced diet, exercise and a healthy lifestyle. Health can be damaged by microbes, which can cause infectious diseases. The body can defend itself against most diseases but will sometimes need drugs in order to alleviate the symptoms and speed recovery Component 3 – Chemistry: Elements, mixtures and compounds. Matter is composed of tiny particles called atoms and there are about 100 naturally occurring types of atoms called elements. Elements are shown in the periodic table and are either metals or non-metals. Atoms are the building blocks for all substances. When two or more elements combine chemically a compound is produced. Different substances have different combinations of atoms joined together in different ways, which gives them different properties, such as whether they are solid, liquid or gaseous at room temperature. Many materials we use are mixtures. Mixtures can be separated by processes such as filtration. Students will study Polymers. which have many useful applications. Component 5 – Physics:

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Energy, forces and the structure of matter. Forces are pushes or pulls, and if a force causes an object to move then work is done and energy is transferred. Energy can be transferred usefully, stored or dissipated, but cannot be created or destroyed. A braking force will cause an energy transfer that makes a vehicle slow down and heats the brakes. The braking distance of a vehicle depends on any different things, such as the speed of the vehicle. The energy resources available to use may be divided into renewable and non-renewable. Energy can also be released from atoms, which contain smaller particles such as neutrons and protons in the nucleus, because atoms can break down to emit particles or gamma rays. Outcomes - As an approved Entry Level qualification, the ELC Science specification provides excellent progression to and support of GCSE studies particularly in GCSE Combined Science: Trilogy. The ELC provides flexibility, but on a clear progression pathway. It equips students with skills and knowledge transferable to both educational and career settings, and provides a worthwhile course for students of various ages and from diverse backgrounds in terms of general education and lifelong learning. Assessment – There are two different types of assessment. 1. Externally-set assignments (ESAs) consist of a short written test. 2. Teacher-devised assignments (TDAs) consist of a short piece of practical work. Externally-set assignments (ESA) Students should submit evidence from at least three of the six components, with at least one each from Biology, Chemistry and Physics. How it is assessed: • Externally-set assignment: 45 minutes • each test is worth 20 marks • weighting 57% These assignments are set by AQA and marked by the teacher using a mark scheme provided by AQA. ESAs and mark schemes are accessible via e-AQA. Teacher-devised assignments (TDA) What's assessed Students must submit evidence for three components. They are not required to be the same components as the ESAs, but there must be one each from Biology, Chemistry and Physics. These are assessments of practical tasks set by the teacher and marked against the marking criteria provided in the scheme of assessment. How it is assessed: • Teacher-devised assignments • each piece of coursework is worth 15 marks • weighting 43% Please note that this is not a GCSE qualification.

Contact for further information: Mr Freeman

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Enrichment Science - KS5 Bridging Course

Course leader: Mr R Lawrence

Course length: one year

Rationale - To provide a bridging course to students who enjoy and have a passion for science. This course would be suitable for students who would like an opportunity to develop skills and knowledge to better prepare them for study at KS5 Science, with the additional benefit of supporting their learning for GCSE Science. This may be ideal for students in year 11 who feel that they would benefit from more support bridging from KS4 to KS5 Science.

Aims – KS5 bridging Science supports students to:

• develop their interest in, and enthusiasm for, pursuing science • develop practical skills needed for KS5 science • develop a familiarity with specialist equipment and techniques needed at KS5

science • enhance students’ scientific skills, knowledge and understanding necessary for

progression to KS5 Science • develop a critical approach to scientific evidence and methods

Content - What will students do during the year? 1) Development of practical skills in Biology: planning, implementing, analysis,

evaluation, independent thinking, use and application of scientific methods and practices, research and referencing, instruments and equipment, use of apparatus and techniques.

2) Foundations in Biology: cell structure, biological molecules, nucleotides and nucleic acids, enzymes, biological membranes, cell division, cell diversity and cellular organisation.

3) Development of practical skills in Chemistry: planning, implementing, analysis, evaluation, independent thinking, use and application of scientific methods and practices, research and referencing, instruments and equipment, use of apparatus and techniques.

4) Foundations in Chemistry: atomic structure, quantitative chemistry: formulae, equations, amount of substance and the mole, reactions of acids, oxidation number and redox reactions, bonding and structure.

5) Development of practical skills in Physics: planning, implementing, analysis, evaluation, independent thinking, use and application of scientific methods and practices, research and referencing, instruments and equipment, use of apparatus and techniques.

6) Foundations of Physics: physical quantities, S.I. units, measurements and uncertainties, scalars and vectors.

7) Maths Skills for KS5 Science.

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Outcomes - As the curriculum of the course will based heavily on Module 1 and 2 from A Level Biology, Chemistry and Physics, the specification provides excellent progression to KS5 science studies. The bridging course provides a clear progression pathway. It equips students with skills and knowledge transferable to both educational and career settings, and provides a worthwhile course for students of wanting to study science at KS5 from diverse backgrounds in terms of general education and lifelong learning. Assessment – There are two different types of assessment. Practical assessment: Practical assessment will be assessed internally against Common Practical Assessment Criteria (CPAC): Follows written procedures, Applies investigative approaches and methods when using instruments and equipment, Safely uses a range of practical equipment and materials, Makes and records observations, Researches, references and reports. A series of practical tasks will be chosen and students will perform these throughout the year. Knowledge assessment: This will be a written examination assessed internally, based on the content taught from the “Foundations in…” modules plus the maths skills for KS5 science. Please note that this is not a GCSE qualification.

Contact for further information: Mr Lawrence

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GCSE Photography

Course Leader: Mr N Riedel Examination Board: AQA Syllabus Name: GCSE Photography Syllabus Number: 8206 Course Length: One Year Course Outline: In GCSE photography, students are introduced to a variety of experiences exploring a range of lens-based and light-based media, techniques and processes, including new technologies. What are we expected to do? Candidates should work in ONE or MORE areas of lens-based and light-based media such as those listed below. They may explore overlapping topics and combinations of areas:

• portraiture • location photography • studio photography • experimental imagery • installation • documentary photography • photo-journalism • moving image: film, video and animation • fashion photography.

What skills do I need to complete the course successfully? You will be expected to demonstrate skills and techniques in the context of your chosen area(s) of study within the use of photography: lens-based and light-based media as follows:

• The ability to explore formal elements of visual language: line, form, colour, tone, pattern, texture, in the context of lens-based and light-based media

• Investigating different ways of working as appropriate to your chosen area (s) of study

• Responding to an issue, theme, concept or idea, or working to a design brief

• Showing in your work the use of viewpoint, composition, focus control, depth of field, movement and narrative

• Using appropriate techniques, technologies and equipment for recording images and lighting subjects.

• Showing an understanding of the developing, printing, manipulation and production qualities of still and moving images where appropriate

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Assessment:

• Component One - Coursework portfolio with associated written work accounts for 60%

of the final mark.

• Component Two-Externally set assignment and preparatory work, with the production of a final 10 hours supervised outcome which accounts for 40% of marks. Both components must provide evidence of drawing activity and written annotation.

GCSE Photography can lead to: A-Level or BTEC National diploma in art and design, photography and other creative and media related courses. Higher education courses and careers in fine art, textile design or fashion, photography, product design, interior design, architecture, advertising, film/TV production, animation, game design, TV and theatrical set design, community and public art, occupational therapy. Contact person for further information: Mr N Riedel

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GCSE Art, Craft & Design Course Leader: Mr N Riedel Examination Board: AQA Syllabus Name: GCSE Art, Craft & Design Syllabus Number: 8201 Course length: One year Course Outline: This is an Art, Craft and Design course. With this option, you can produce a final outcome based on any medium you wish to work in, e.g. painting, sculpture or a design based artefact. Students develop knowledge and understanding of:

• A range of art, craft and design processes in either 2D or 3D. • The significance of drawing to address purpose and need as well as demonstrating

technical mastery. • How ideas, feelings and meanings are conveyed in images and artefacts. • How images and artefacts relate to their social, historical and cultural context. • A variety of genres, styles and traditions and the contribution of artists to continuity

and change in art, craft and design.

What Are We Expected To Do? • Students are expected to produce a Component One Portfolio worth 60% of their final

examination grade and take a Component Two examination worth 40%. Both components must provide evidence of drawing activity and written annotation.

• Students are expected to experiment with a range of materials and develop techniques and skills that will prepare them to produce an innovative and robust piece of coursework.

• Coursework topics covered vary, but have included the study of natural form and expressive portraits. Examination topics are set by AQA and you will work to prepare a final outcome based on a theme.

Assessment: • Component One - Coursework portfolio with associated journals (this includes a

sustained project and a selection of further work) for 60% of the final mark.

• Component Two - externally set assignment and preparatory work, with the production of a final 10 hours supervised outcome which accounts for 40% of marks.

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GCSE Art, Craft &Design can lead to... A-Level or BTEC National diploma in Art and Design, Photography and other creative and media courses. Higher education courses and careers in fine art, textile design or fashion, photography, product design, interior design, architecture, advertising, film/TV production, animation, game design, TV and theatrical set design, community and public art, occupational therapy.

Contact person for further information: Mr N Riedel

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Enrichment Art & Design

Course leader: Mr N Riedel

Course length: One Year

Rationale - This is a structured course which offers an introduction to a broad range of Art and Design activity covering two and three dimensional areas as a programme running for one year,

Aims - It offers an opportunity for those who wish to build up a balanced portfolio with which to apply for further study, such as GCSE Art & Design or Photography, AS/A2 Art & Design. It is also suitable for those who want to pursue art and design for personal development and enjoyment. The course is divided into three modules each centred round a core of ideas which are explored visually through a range of related media. Content - Four modules will be covered, not necessarily in this order: Drawing and Painting: Students develop skills in painting and drawing, through observation and a variety of media. Students should be able to apply these skills to progress their own practice and individual style. Colour – mixed media: An introduction to simple colour theory is followed by practical exercises to apply this knowledge. Students experience working on coloured grounds with ideas such as colour saturation and composition with a restricted palette. Design developments: Students develop a response to a specific need, brief or starting point, taking account of established requirements and constraints. Project reviews and end of term review: Students assemble their portfolio. Outcomes - By the end of this course you should:

• be able to undertake visual research and to develop that research creatively

• be confident in expressing ideas in terms of imagery, in both 2D and 3D • be conversant with a number of drawing and painting techniques, styles

and their differing applications • have gained knowledge and confidence in handling a range of

materials/media • be aware of the importance of visual presentation • have a portfolio of work to submit for further study

Assessment - This is a non-examined course – students will have a portfolio of work for further study

Contact for further information: Mr N Riedel

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GCSE Business Course Leader: Miss R Jadva Examination Board: Pearson Edexcel Syllabus Name: Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Business Syllabus Number: 1BS0 Course Length: One Year Course Outline: Students will learn how small businesses are developed and discover how businesses promote themselves and keep their customers happy. You will learn how businesses manage both their finances and the people who work for them. Compulsory Themes • Theme 1: Investigating Small Business.

Topics covered include: spotting a business opportunity, showing enterprise, putting a business idea into practice, making the start-up effective, understanding the economic context.

• Theme 2: Building a Business

Topics covered include: growing the business, making marketing decisions, making operational decisions, making financial decisions and making human resource decisions.

If you want to find out more about the skills you might learn or should develop when studying the course, watch BBC programmes like The Apprentice, Dragons Den and Working Lunch. The following websites show the types of things you might learn as will GCSEPod.

www.bbc.co.uk/schools/gcsebitesize/business www.bized.co.uk www.businessed.co.uk www.thetimes100.co.uk

Assessment: During the course you will take 2 written examinations:

• Theme 1 (50% of your grade) 1 hour and 30 minutes • Theme 2 (50% of your grade) 1 hour and 30 minutes

These examination papers consist of calculations, multiple-choice, short answer and extended writing questions. There will be questions based on business contexts and scenario-based questions.

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Your Future: This course will prepare you for further and higher education. It will prepare you for A-Level as well as BTEC Level 3 courses in many different subjects. You will become skilled in making decisions, becoming creative, solving problems, understanding finance, dealing with data, communicating and working as part of a team. This course could lead you to work in a business-related profession such as accountancy, law, marketing, management consultancy or the leisure and tourism industry. It is also complementary to many other professions as businesses and organisations constantly surround us and impact upon our life. Contact person for further information: Miss R Jadva

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BTEC Tech Award in Business Course Leader: Miss R Jadva Examination Board: Edexcel Syllabus Name: BTEC Tech Award in Business Course Length: One Year Course Outline: This is a vocational course, introducing students to the business and enterprise world through vocational scenarios, practical activities and assessment. All businesses need enterprising employees to drive their organisations forward, to have ideas and initiatives to instigate growth, and to ensure that businesses survive in this fast-changing world. Learners develop knowledge and understanding by applying their learning and skills in a work-related context. It is based on the completion of various assessed units where learners will learn about how a business operates, gain an understanding of customer service and find out about the financial aspects of running a business. The course also develops the communication skills required in the workplace, and ensures that learners develop an understanding of the important contribution people make to business success. The main focus is on the knowledge, understanding and skills required to research, plan, pitch and review an enterprise idea. The course is equal to one GCSE. There are 3 core components: Component 1: Exploring Enterprises (Internal Assessment) Component 2: Planning for and Pitching an Enterprise Activity (Internal Assessment) Component 3: Promotion and Finance for Enterprise (External Assessment) The components are strongly interrelated and they are best seen as part of an integrated whole rather than totally distinct study areas. Assessment: Assessment will be on-going throughout the duration of the course via assignment work with the exception of Component 3 which is externally assessed by a set task under examination conditions, counting as 40% towards the final grade for this course. All assignments must be completed to a minimum pass level in order to achieve a pass (C grade equivalent). Learners achieving above a pass could achieve a Merit, Distinction or Distinction* (B, A, A* respectively). Your Future: This is a qualification that will prepare students for further study at BTEC Level 3 National, and/or provide a route to employment into the many diverse areas of business, including roles in specialist areas such as marketing, finance, customer service or human resources in large

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businesses, or a more generic role in a small, local business. In the two core units, learners will have the opportunity to develop the key enterprise and financial skills and knowledge necessary to enable them to understand how businesses recognise opportunities, and build on them to succeed. This provides a good foundation for pupils hoping to pursue their entrepreneurial ambitions. Contact person for further information: Miss R Jadva

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GCSE Drama

Course Leader: Miss L Macnamara Examination Board: Edexcel Syllabus Name: GCSE Drama Syllabus Number: 1DR0 Course Length: One Year Course Outline: GCSE Drama aims: 1. To develop your critical awareness of the world we live in. 2. To allow you to explore ideas and issues through drama as an individual and as part of a

group. 3. To encourage you to actively develop ideas using drama forms and understand the social

context of your work. 4. To provide you with a practical understanding of the drama art form. This course is challenging both practically and theoretically and has three components: Component 1: Devising: • Create and develop a devised piece from a stimulus • Performance of this devised piece or design realisation for this performance. • Analyse and evaluate the devising process and performance. • Performer or designer routes available. Component 2: Performance from Text: • Students will either perform in and/or design for two key extracts from a performance

text. • Performer or designer routes available.

Component 3: Theatre Makers in Practice • Practical exploration and study of one complete performance text. • Choice of eight performance texts. • Live theatre evaluation – free choice of production.

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Assessment: Component 1 – 40% There are two parts to the assessment: • A portfolio covering the creating and developing process and analysis and evaluation of

this process • A devised performance/design realisation Component 2 – 20% • Performance/design realisation covering two key extracts Component 3 – 40% Section A: Bringing Texts to Life • This section consists of one question broken into six parts (short and extended

responses) based on an unseen extract from the chosen performance text. Section B: Live Theatre Evaluation • This section consists of two questions requiring students to analyse and evaluate a live

theatre performance they have seen. Your Future: As well as giving you an understanding and appreciation of the art form, Drama is a valuable subject for a variety of careers where communication, presentation and team working skills are needed. Direct career paths include: actor, director, script writer, stage manager, sound designer/engineer, drama therapist, lighting designer/technician, theatre historian, drama teacher, theatre critic, journalist, designer or arts administrator. You will also learn skills that will be invaluable in a variety of other careers such as a solicitor, teacher, writer, social worker, presenter, advertising, marketing, sales, business manager, artist or careers in the media. Contact person for further information: Miss L Macnamara

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Enrichment Community Drama

Course leader: Miss N Heathcote

Course length: One Year

Rationale - Students will work as theatre makers, looking at different performance styles, dramatic techniques and practitioners to inform their performance creation. This will also lead to development of teamwork, communication and presentation skills.

Aims - Students will gain a deeper understanding of what elements are required to create performances and how this can be achieved through collaboration and an awareness of the world around them. Content - Autumn Term: Students will focus this term on learning how to structure a story and how to implement different styles of theatre when creating performances. This will culminate in a performance in a chosen practitioner’s style, delivered to a KS3 class. Spring Term: Students will learn how to devise their own performances around a chosen theme. Their work will be showcased at the end of term. Summer Term: Students will act as a theatre company, collaborating to create the school’s public production. They will learn about the different roles in theatrical productions and choose what they would like to undertake. Past projects have also included the Shakespeare School’s Project and Arts Award, which provided students experience of working with external partners and more public performances, as well as the opportunity to gain nationally recognised experience and qualifications. Outcomes - Students will perform meaningful pieces of theatre that they have created themselves whilst developing their technical drama skills in a variety of areas necessary for Drama GCSE, A Level, and a career in theatre. They will also develop transferable skills in leadership, communication, teamwork and problem solving which are highly sought after when pursuing Further and Higher Education and careers. Assessment - Whilst this course will not be formally assessed, there will be assessment conducted by teachers in addition to peer assessment which will allow students to develop their critical analysis and evaluation skills.

Contact for further information: Miss L Macnamara and Miss N Heathcote

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Enrichment Dance

Course leader: Miss L Macnamara

Course length: One Year

Rationale - Students will experience being part of a dance ensemble, choreographing and performing for a variety of different events throughout the year. Students will also be involved in creating work for external events and competitions and working with professional dancers and choreographers.

Aims - Over the course of the year students will form their own dance troupe and will learn and develop in their roles as dancers and choreographers. Content - Students will work as dancers to:

• Participate in and appreciate dance from more than one style • Develop physical, technical, mental and expressive skills • Communicate the intention and artistry of choreography

Students will work as choreographers to:

• Create imaginative responses to a range of stimuli • Communicate stories, ideas, feelings, emotions, meanings and moods through

dance • Critically appreciate professional works by choreographers

Outcomes - This course will teach team building and leadership skills and will allow students to experience being part of a dance ensemble. In Dance Enrichment students will be involved in: • Working collaboratively with others • Creating a variety of performances for target audiences • Using dance to explore ways of communicating a story. • Visiting professional dance performances and taking part in workshops. • Performing in front of an audience. Assessment - This is a non-examined course. This course is excellent preparation for GCSE Dance and will teach you many transferable skills. Dance uniquely requires both creativity and physical aptitude and this links into many other curricular areas including: Drama, PE, Music and English.

Contact for further information: Miss L Macnamara and Miss Z Matin

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Design and Technology GCSE Engineering

Course Leader: Mr A Raza Examination Board: AQA Syllabus Name: AQA Engineering Syllabus Number: 8852 Course Length: One Year Please Note: Students opting for this subject will need to have an aptitude for Science and Maths.

Course Outline: What is Engineering? Engineering is the ‘application of ingenuity, scientific knowledge, natural laws and physical resources, to overcome problems’ What will I learn? Engineers are concerned with developing economical and safe solutions to practical problems by applying mathematics and scientific knowledge whilst considering technical constraints. Assessment: the course is graded 1-9 Unit 1: External Assessment Written Paper 2 hour – 120 marks - 60% weighting Unit 1 consists of two sections, a product study section (based on information made available in a preparation sheet) and a section on Manufacturing and Materials. Unit 2: Internal Assessment Controlled Assessment Approximately 45 hours – 80 marks – 40% Designing, communicating and Manufacturing an Engineering Product to topic set nationally by the exam board on the 1st of June. Your Future: This course is aimed at students who intend to pursue a career in Engineering or a related subject. This is an academic route that will lead to A’ Level Engineering / Design and Technology. This also provides opportunities for alternate routes into Engineering of all kinds. Some of the many careers that come from GCSE Engineering: Chemical Engineering, Structural Engineering, Architect, Engineer, Aeronautical Engineer, Mechanical Engineer, H&S officer, Chemical Engineer, Biomedical

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Engineer, Interior Designer, Environmental Engineer or Designer, Landscape Design, Digital Art and Design, 3d Designer, Teacher, Medical Product Designer, Industrial Design, Sports Design, Advertising, Automotive and Aircraft Design, Chemical Engineering and Pharmacist, to name a few. There will also be an opportunity to gain access to our KS5 level 3 BTEC Engineering advanced diploma in post-16 at Canons. Contact person for further information: Mr A Raza

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Design and Technology BTEC Level 2 First Award in Engineering

Course Leader: Mr A Raza Exam Board: Edexcel Syllabus Name: BTEC Level 2 First Award in Engineering Course Length: One Year What Is Engineering? Engineering is the ‘application of ingenuity, scientific knowledge, natural laws and physical resources, to overcome problems’. Engineers are concerned with developing economical and safe solutions to practical problems by applying mathematics and scientific knowledge while considering technical constraints. Course Outline: The BTEC Engineering course is studied in a series of modules, each with its own number of assessment credits. The course is equal to one GCSE. Each module is integrated into practical projects where possible and assessed throughout the course. Students will be aware of their progress, level and number of credits at each assessment point through the course. Modules of work will be based on The Engineering World around us, the use of engineering in the manufacture of products, the use of different materials in engineering and health and safety when undertaking practical engineering work. Assessment: BTEC Engineering is internally assessed and internally/externally moderated. Throughout the course students will be aware of their level of performance and the number of credits they have accrued towards their target level. Students will be given the chance to act on feedback by the teacher. There will be an external 1hour exam with a 25% weighting. Your Future: A career in Engineering or a related subject is possible. Engineering also forms a base for students to move into work or on to further vocational studies at college and possibly onto University. Structural Engineering, Chemical Engineering, Architect, Engineer, Aeronautical Engineer, Mechanical Engineer, Machine Operator, Machine Technician, Health & Safety officer, Chemical Engineer, Biomedical Engineer, Interior Designer, Environmental Engineer or Designer, Landscape Design, Digital Art and Design,

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3D Designer, Teacher, Medical Product Designer, Industrial Design, Sports Design, Advertising, Automotive and Aircraft Design, are also potential career paths for Engineers. There will also be an opportunity to gain access to our KS5 level 3 BTEC Engineering advanced diploma post-16 at Canons. Contact person for further information: Mr A Raza

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Design and Technology GCSE Food Preparation and Nutrition

Course Leader: Ms Campbell Examination Board: AQA Syllabus Name: AQA GCSE Food Preparation and Nutrition Syllabus Number: 8585 Course Length: One Year Course outline AQA GCSE Food Preparation and Nutrition specification sets out the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. Students must be able to make the connections between theory and practice to apply their understanding of food and nutrition to practical preparation. Topics and themes to cover in this course are:

1. Food, nutrition and health 2. Food science 3. Food safety 4. Food choice 5. Food provenance.

Students will be taught a range of basic and advanced food preparation skills. • Paper 1 Food preparation and nutrition – 50%

Students sit a 1hr 45mins written exam which covers theoretical knowledge of food preparation and nutrition.

• Two practical tasks 50%: Task 1 - Food investigation with a focus on working characteristics, functional and chemical properties of ingredients. Hand written or electronic report (1,500 – 2000 words) including photographic evidence of the practical investigation. Task 2 - Food preparation assessment. Students will prepare, cook and present a final menu of three dishes within a period of 3 hours, planning in advance how this will be achieved. Written or electronic portfolio including photographic evidence.

Upon completion of this course, students will be qualified to go on to further study, or embark on an apprenticeship, or a full time career in the catering or food industries or in health or food science. Are there any costs for equipment/materials? No, the school will provide ingredients. However for NEA2 Food Preparation students may have to buy certain ingredients that the school is unable to supply. Further Information Food Preparation and Nutrition is a cross-curricular course which covers topics related to Science, Maths, Religious Education, Physical Education and English. Careers: Food scientist, Nutritionist, Dietarian, Catering and Hospitality, Chef, Teaching, journalism.

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GCSE French Course Leaders: Ms K Magee, Mr H Mouton, Mr T Megit Board: AQA Syllabus Name: French Syllabus Number: 8658 Course Length: One Year Course outline: In addition to learning the core skills of listening, reading, speaking and writing the language, this specification:

• develops language skills in a variety of contexts • offers different themes and topics related to the life of young people, and to life in

France and French-speaking countries/communities • builds on Key Stage 3 study and prepares students for A-Level French

Students will be able to understand and provide information and opinions related to the following themes, including people in countries/ communities where French is spoken:

• Identity and culture o Me, my family and friends o Technology in everyday life o Free-time activities o Customs and festivals in French-speaking countries/communities

• Local, national, international and global areas of interest o Home, town, neighbourhood and region o Social issues o Global issues o Travel and tourism

• Current and future study and employment o My studies o Life at school/college o Education post-16 o Jobs, career choices and ambitions

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Assessment:

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.

Listening (25% of GCSE grade)

- 35 minute exam (Foundation Tier), 45 minute exam (Higher Tier), questions to be answered both in English and French

Speaking (25% of GCSE grade)

- 7-9 minute exam (Foundation Tier), 10-12 minute exam (Higher Tier), exams comprising a role-play, a photo card and a general conversation

Reading (25% of GCSE grade)

- 45 minute exam (Foundation Tier), 60 minute exam (Higher Tier), questions to be answered both in English and French, plus a translation from French-English

Writing (25% of GCSE grade)

- 60 minute exam (Foundation Tier), 1 hour 15 minute exam (Higher Tier), structured writing tasks plus a translation from English-French

Your Future: Your choices go beyond specialist occupations, like interpreting, translation and language teaching. There are many opportunities in hundreds of industries for people with language skills at all levels. Examples include: business services, central government, contact centres, engineering, financial services, marketing, media, technology, travel and tourism. Please Note: To take this language as an option at KS4, you must have studied it during years 7 & 8. Contact person for further information: Ms K Magee, Mr H Mouton, Mr T Megit or Mrs Robinson.

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GCSE Spanish Course Leaders: Ms E Stevenson, Mr T Megit, Ms K Magee, Mrs H Robinson Board: AQA Syllabus Name: Spanish Syllabus Number: 8698 Course Length: One Year Course outline: In addition to learning the core skills of listening, reading, speaking and writing the language, this specification:

• develops language skills in a variety of contexts • offers different themes and topics related to the life of young people, and to life in

Spain and Spanish-speaking countries/communities • builds on Key Stage 3 study and prepares students for A-Level Spanish

Students will be able to understand and provide information and opinions related to the following themes, including people in countries/ communities where Spanish is spoken:

• Identity and culture o Me, my family and friends o Technology in everyday life o Free-time activities o Customs and festivals in Spanish-speaking countries/communities

• Local, national, international and global areas of interest o Home, town, neighbourhood and region o Social issues o Global issues o Travel and tourism

• Current and future study and employment o My studies o Life at school/college o Education post-16 o Jobs, career choices and ambitions

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Assessment:

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.

Listening (25% of GCSE grade)

- 35 minute exam (Foundation Tier), 45 minute exam (Higher Tier), questions to be answered both in English and Spanish

Speaking (25% of GCSE grade)

- 7-9 minute exam (Foundation Tier), 10-12 minute exam (Higher Tier), exams comprising a role-play, a photo card and a general conversation

Reading (25% of GCSE grade)

- 45 minute exam (Foundation Tier), 60 minute exam (Higher Tier), questions to be answered both in English and Spanish, plus a translation from Spanish-English

Writing (25% of GCSE grade)

- 60 minute exam (Foundation Tier), 1 hour 15 minute exam (Higher Tier), structured writing tasks plus a translation from English-Spanish

Your Future: Your choices go beyond specialist occupations, like interpreting, translation and language teaching. There are many opportunities in hundreds of industries for people with language skills at all levels. Examples include: business services, central government, contact centres, engineering, financial services, marketing, media, technology, travel and tourism. Please Note: To take this language as an option at KS4, you must have studied it during years 7 & 8. Contact person for further information: Ms E Stevenson, Mr T Megit, Mrs H Robinson or Ms K Magee.

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GCSE Italian Course Leaders: Ms E Stevenson & Mr T Megit Board: AQA Syllabus Name: Italian Syllabus Number: 8633 Course Length: One Year Course outline: In addition to learning the core skills of listening, reading, speaking and writing the language, this specification:

• develops language skills in a variety of contexts • offers different themes and topics related to the life of young people, and to life in

Italy and Italian-speaking countries/communities • builds on Key Stage 3 study and prepares students for A-Level Italian

Students will be able to understand and provide information and opinions related to the following themes, including people in countries/communities where Italian is spoken:

• Identity and culture o Me, my family and friends o Technology in everyday life o Free-time activities o Customs and festivals in Italian-speaking countries/communities

• Local, national, international and global areas of interest o Home, town, neighbourhood and region o Social issues o Global issues o Travel and tourism

• Current and future study and employment o My studies o Life at school/college o Education post-16 o Jobs, career choices and ambitions

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Assessment:

GCSE Italian 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.

Listening (25% of GCSE grade)

- 35 minute exam (Foundation Tier), 45 minute exam (Higher Tier), questions to be answered both in English and Italian

Speaking (25% of GCSE grade) - 7-9 minute exam (Foundation Tier), 10-12 minute exam (Higher Tier), exams

comprising a role-play, a photo card and a general conversation

Reading (25% of GCSE grade) - 45 minute exam (Foundation Tier), 60 minute exam (Higher Tier), questions to be

answered both in English and Italian, plus a translation from Italian-English

Writing (25% of GCSE grade) - 60 minute exam (Foundation Tier), 1 hour 15 minute exam (Higher Tier), structured

writing tasks plus a translation from English-Italian Your Future: Your choices go beyond specialist occupations, like interpreting, translation and language teaching. There are many opportunities in hundreds of industries for people with language skills at all levels. Examples include: business services, central government, contact centres, engineering, financial services, marketing, media, technology, travel and tourism. Please Note: To take this language as an option at KS4, you must have studied it during years 7 & 8. Contact person for further information: Mrs H Robinson, Ms E Stevenson or Mr T Megit

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Enrichment Languages Course leader: Mrs H Robinson Course length: One year

Rationale A course aimed at understanding the development and diversity of global and historical languages. This will help to form a strong foundation upon which to study languages, including community languages, at GCSE level, or to build upon GCSE language learning to A-level.

Aims Students will gain confidence in their own languages whilst also developing their

proficiency in others. Culture and language are intertwined, and this enrichment course allows students the time to look at the stories behind their favourite elements of language. Content Unit 1 - The Origins of Language A look at the geographical movement and history behind the spread of languages throughout the world. This allows us to look for grammatical patterns building towards success in a variety of languages. Unit 2 - The Culture of Language Research into how a country's cultural development affects its language and vice versa. Unit 3 - The Celebration of Language Building an appreciation of how film, music and literature celebrate the language backgrounds they originate from. Unit 4 - The Sharing of Language An opportunity for students to observe teaching methods and share the knowledge they have built up throughout the course by delivering sessions to peers and younger students. Evidence of this can be put towards the ‘Foreign Language Leader Award’ as detailed below.

Within these units, students will be involved in the development of key content and research according to the group’s interests. Some examples to consider could be:

• What is the origin of braille? • Why do the Scottish have over 100 different expressions to refer to rain? • Can you memorise greetings and basic sentences in British Sign Language? • Are emojis the new hieroglyphics?

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Outcomes Students will have an opportunity to develop their home or curriculum language skills whilst also broadening their understanding of the key grammar and structures that form the foundation of all language. A strong understanding of how any language is structured enables you to learn additional languages much more easily. This is particularly true if the languages are from the same group, for example the Romance languages - French, Italian, Portuguese, Romanian, Spanish. Students who have previously completed the 'Foreign Language Leader Award' felt they gained confidence in working with peers and presenting in front of a wide variety of age groups. Following observations of teachers, they were able to plan and teach short lessons to younger students. These were based on the basics of a foreign language, such as colours or days of the week, and allowed them a chance to build their presentation skills. They were also key in delivering presentations to international visitors as part of the ongoing Erasmus+ project in collaboration with Spain, Greece and Belgium. This project will continue to run in the academic year 2019-20 and offers students many opportunities to link with our partner school students. Assessment Students will be able to achieve the 'Foreign Language Leader Award' which teaches young people aged 13 and over how to lead others through basic language activities by working to develop their communication, organisation and motivational skills. This is assessed via a portfolio of teaching evidence, including a lesson log, overseen by their teachers.

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GCSE Geography Course Leader: Mr W Williams Examination Board: Edexcel Syllabus Name: Geography A Syllabus Number: 1GA01 Course Length: One Year Course Outline: Students study a range of compulsory and optional units. They are: Component 1: The Physical Environment Topic 1: The changing landscapes of the UK – including 2 sub-topics: 1A: Coastal landscapes and processes, 1B: River landscapes and processes. Topic 2: Weather hazards and climate change. Topic 3: Ecosystems, biodiversity and management. Component 2: The Human Environment Topic 4: Changing cities. Topic 5: Global development. Topic 6: Resource management – including one sub-topic: 6B: Water resource management Component 3: Geographical Investigations: Fieldwork and UK Challenges Topic 7: Geographical investigations – fieldwork. Topic 8: Geographical investigations − UK challenges. Assessment: The exam is linear which means that all of the exams are sat at the end of the year in which you study the subject. This subject is examined by three one and a half hour exam papers. Components 1 and 2 account for 37.5% each of the total marks (75%). These exams include multiple-choice questions, short open, open response, calculations and 8-mark extended writing questions. Component 3 accounts for 25%. The exam includes questions on fieldwork investigation carried out by the students on Rivers and Central/Inner Urban Areas. The UK challenges section is examined through source materials and all of the sections are examined through a range of multiple-choice questions, short open, open response, calculations, 8-mark and 12-mark extended writing questions. There is no coursework for this subject.

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Your Future: Geography seeks to explain how various human and physical processes have shaped the face of the earth. It is a dynamic subject which lends itself to enquiring minds. Geography is a highly regarded subject with both employers and educational establishments. Studying geography at GCSE can lead in a variety of paths including further study at A Level and onward to university. Due to the great breadth of the subject it has connections with many other disciplines such as science, maths, and economics and, due to the level of literacy involved, English also. In terms of future careers, geography is represented in many fields and is one of the top subjects by employability. More obvious destinations involve careers in meteorology and earth science. Geographers are highly regarded due their varied studies and are found in many other careers including air traffic control. Many geographers are also involved in commerce, especially in planning. Many geographers also use the literacy and mathematical aspects of the subjects to undertake careers in finance, law and journalism. Contact person for further information: Mr W Williams

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GCSE History Course Leader: Miss R Howard, Miss A Mawson Examination Board: Edexcel Syllabus Name: History (Modern World A) Syllabus Number: 1334 Course Length: One Year Course Outline: Students find the Edexcel Modern World History syllabus both stimulating and challenging. The course allows students to build and expand upon the knowledge and skills gleaned at KS3 and develop a more refined level of thinking and communicating. Students are encouraged to become knowledgeable historians, independently form judgements and create challenging arguments about events in the recent past. During the year, students will study the era of the Cold War (1945-1991), gain an in-depth understanding of events in Germany 1918-1939 under the weak Weimar Republic, the rise of Hitler and the subsequent Nazi regime. Students also gain a fascinating overview of Crime and Punishment through time from c1000 to the present day including a detailed study of Whitechapel and the infamous Jack the Ripper murders. Finally, students’ chronological knowledge and understanding is enhanced as they study Anglo Saxon and Norman England, c1060-1088. Students who undertake History have an excellent understanding of the progress they are making and their targets to improve. Students are very prepared well for exams and given specific advice on exam technique. Assessment: There is no longer any Controlled Assessment for GCSE History. Students’ grades will be based upon their performance in three exams taken at the end of the year. The course is divided into three papers: Paper 1: Crime and punishment in Britain, c1000–present and Whitechapel, c1870–c1900:

crime, policing and the inner city. Thematic study and historic environment - Written examination: 1 hour and 15 minutes, 30% of the qualification.

Paper 2: Anglo-Saxon and Norman England, c1060–88 and Superpower relations and the Cold War, 1941–91 Period study and British depth study -Written examination: 1 hour and 45 minutes 40% of the qualification

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Paper 3: Weimar and Nazi Germany, 1918–39

Modern depth study -Written examination: 1 hour and 20 minutes -30% of the qualification.

Your Future: Most students who take GCSE History go on to study a Humanities-based course at Sixth Form, and can enter a variety of careers, such as law, accountancy, journalism, the media or civil service. History is widely respected by universities and employers because of its challenge and the wide range of rigorous skills it develops. Contact person for further information: Miss R Howard, Miss A Mawson

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BTEC Tech Award Level 1/Level 2 in Health & Social Care

Course Leader: Mrs J Aitken Examination Board: Edexcel Syllabus Name: BTEC Level 1/2 Tech Award in Health & Social Care Course Length: One Year Course Outline The course is designed for those with an interest in learning about issues connected with people and society and may be useful in preparing you for further study or a career involving caring for other people. This may mean caring for children, for people who have physical or learning disabilities or for the elderly. The course is made up of 3 units, two of which are internally assessed, and the third is externally assessed. The three units are:

• Human Lifespan Development • Health and Social Care Values • Health and Well Being

The course is equal to one GCSE. Assessment The BTEC Tech Award in Health and Social Care is a practical, work-related course. You learn by completing projects and assignments that are based on realistic workplace situations, activities and demands. The course will be delivered through presentations, coursework and lectures. The course introduces you to the employment area you have chosen and provides a good basis to go on to a more advanced work-related qualification. Contact people for further information: Mrs J Aitken.

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GCSE Media Studies Course Leader: Mr D Kempner Examination Board: Eduqas (WJEC) Syllabus Name: GCSE Media Studies Syllabus Number: C680QS Course Length: One Year Course Outline: This course enables students to:

• demonstrate skills of enquiry, critical thinking, decision-making and analysis • acquire knowledge and understanding of a range of important media issues • develop appreciation and critical understanding of the media and their role both

historically and currently in society, culture and politics • understand and apply specialist subject-specific terminology to analyse and compare

media products and the contexts in which they are produced and consumed in order to make informed arguments, reach substantiated judgements and draw conclusions about media issues

• appreciate how theoretical understanding supports practice and practice supports theoretical understanding

• develop practical skills by providing opportunities for creative media production. Students will investigate topics from: • Radio • Print and Electronic Publishing, including newspapers and magazines • Moving Image, including television, film and music video • Web-based Technologies/New Media, including gaming and music etc. • Advertising and Marketing in different media Assessment: Three Assessment Objectives are expected to be covered: • Knowledge and Understanding (AO1) • Analysis and Response (AO2) • Research, Planning and Presentation (AO3) Component 1: Exploring the Media Written examination of 1.5 hours, worth 40% Section A: Exploring Media Language and Representation Section B: Exploring Media Industries and Audiences Students to complete tasks based on the following media platforms: newspapers, advertising and marketing, magazines, radio, video games and film.

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Component 2: Understanding the Media Written examination of 1.5 hours, worth 30% Section A: Television – Crime Drama Section B: Music – Video and Online Media Students to compare historical case studies with contemporary texts. Component 3: Creating Media Products Non-exam assessment: internally assessed and externally moderated Worth 30% Students to complete tasks relating to the creation of a new magazine. One of the enrichment elements of the course will allow students to plan, create and evaluate the opening two minutes of a feature film. This will help prepare keen filmmakers and those students who are thinking of taking the course at A-level where filming is a requirement. Your Future: The media play a central role in contemporary society and culture. They shape our perceptions of the world through the representations, viewpoints and messages they offer. The media have real relevance and importance in our lives today, providing us with ways to communicate, with forms of cultural expression and the ability to participate in key aspects of society. The economic importance of the media is also unquestionable. The media industries employ large numbers of people worldwide and operate as commercial industries on a global scale. The global nature of the contemporary media, coupled with ongoing technological developments and more opportunities to interact with the media, suggest that their centrality in contemporary life can only increase. This qualification lays an appropriate foundation for further study of Media Studies or related subjects, in particular A-Level Media Studies or Level 3 Diploma in Creative and Media. It encourages the development of critical understanding of the impact of mass media and its technologies on contemporary society. Contact person for further information: Mr Kempner

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Enrichment Media Studies Journalism Programme

Course leader: Mr D Kempner

Course length: One Year

Rationale - The media play a central role in contemporary society and culture. They shape our perceptions of the world through the representations, viewpoints and messages they offer. The media have real relevance and importance in our lives today, providing us with ways to communicate, with forms of cultural expression and the ability to participate in key aspects of society. The economic importance of the media is also unquestionable. The media industries employ large numbers of people worldwide and operate as commercial industries on a global scale. The global nature of the contemporary media, coupled with ongoing technological developments and more opportunities to interact with the media, suggest that their centrality in contemporary life can only increase. This course has been designed to allow students to stretch their creative and analytical skills in the field of Media Studies.

Aims - Students will experience the practical application of Media platforms and theory by running their own news network.

Content - The programme will be designed to cover theoretical as well as practical aspects of media creation. Theoretical aspects of media creation:

• Forming news networks and assessing the impact this will have on the overall business model

• Exploring the advantages and disadvantages of independent and conglomerate companies

• Budgeting (funding and expenditure) • Evaluating the impact of technology on the way media products are promoted

and marketed (social media, YouTube) • Building on analytical skills and linking with Canons Student Network

Practical aspects of media creation:

• Creating news segments, as well as interviews and short films • Organising photoshoots and studios for promotional material • Taking an active role in designing and producing media products for Canons High

School – covering school events, working alongside the Canons Student Network, covering events in the community

• Producing work that complements the assessment criteria of GCSE Media Studies

• Producing media products which can be entered into national competitions.

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Outcomes - This programme will help you prepare for further study in GCSE Media Studies and A-Level Media Studies. The design of the programme overlaps with course requirements at both levels. Furthermore, the course will allow you to develop transferable skills such as the ability to think critically, solve problems, analyse media texts, make decisions, communicate and work as part of a team. This programme will enable you not only to begin a future in the field of studying Media but also in becoming more conscious users of media. Assessment - Certificate of Excellence in Researching skills (Canons) Certificate of Excellence in Planning skills (Canons) Certificate of Excellence in Camera skills (Canons) Certificate of Excellence in Mise-en-scene skills (Canons) Certificate of Excellence in Sound skills (Canons) Certificate of Excellence in Editing skills (Canons) Certificate of Excellence in Photoshop skills (Canons) Certificate of Excellence in Premier Pro skills (Canons)

Contact for further information: Mr D Kempner

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BTEC Information Technology (IT)

Course Leader: Mr A Raza Examination Board: Pearson Edexcel Syllabus Name: BTEC Tech Award L2 – Digital Information Technology Course Length: One Year Course outline

• Today virtually all workers need to be confident operators of digital devices • Taking IT will give you valuable digital know-how which is a key skill that you can use

in all walks of life • IT is well respected by employers

What will you learn about? You will develop important technical skills in data interpretation, data presentation and data protection. You will cover aspects of user interface (UI) design and development, and learn how to develop a project plan for your own UI designs. Cybercrime is an increasing threat – understanding the different types of threats and how to mitigate against them is vital to any business that uses and retains sensitive data. You will develop an understanding of what cyber security is and the importance of legal and ethical considerations when using modern technologies. Organisations often implement technological improvements by rolling out change projects, so understanding how projects are structured is of vital importance. This qualification will enable you to use project-planning tools, models and techniques within a digital context. Digital projects today often involve working with diverse teams across different locations. You will develop an understanding of what a virtual work environment is and how cloud technologies allow remote teams to work together more effectively. Assessment The qualification has three components.

• Components 1 and 2 you will carry out tasks or assignments that your teacher will mark. The internal grading and quality assurance of these two components will give you a clear idea of how well you are progressing in your qualification.

• Component 3 is externally assessed by Pearson and assesses the knowledge and skills you have developed across all three components. The external assessment will test your ability to recall the knowledge you have gained and allow you to demonstrate that you can apply that knowledge in realistic scenarios and situations.

Contact person for further information: Mr A Raza

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GCSE Computer Science Course Leader: Mr A Raza Exam Board: OCR Syllabus Name: GCSE Computer Science Syllabus Number: J276 Course Length: One Year As you will be learning how to develop computer programs, you will need to have an aptitude for Maths to study GCSE Computer Science. Course outline GCSE Computer Science is an exciting course at Canons High School. You will be able to:

• Gain in-depth knowledge of how computers work and what happens behind the scenes.

• Acquire some technical skills and an understanding of the use of algorithms in computer programs to solve problems using programming

• Develop computer programs to solve problems Assessment Component 01 – Computer Systems Written paper. This component will introduce you to the Central Processing Unit (CPU), computer memory and storage, wired and wireless networks, network topologies, system security and system software. You will study the ethical, legal, cultural and environmental concerns associated with Computer Science. Component 02 – Computational Thinking, Algorithms and Programming Written paper. You will be introduced to algorithms and programming, learning about programming techniques, how to produce robust programs, computational logic, translators and facilities of computing languages and data representation. You will become familiar with computing related mathematics. Component 03 – Programming Project Controlled assessment. You will need to create suitable algorithms that will provide a solution to the problems identified in the task. You will then code your solutions in a suitable programming language. The solutions must be tested at each stage to ensure they solve the stated problem and learners must use a suitable test plan with appropriate test data. Contact person for further information: Mr A Raza

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Enrichment IT Course leader: Mr A Raza Course length: One year

Rationale: IT Enrichment will inspire and enthuse you to become technology savvy — a producer of technology products and systems and not just a consumer. It will give you the opportunity to gain a broad understanding and knowledge of the Information Technology sector and some aspects of the creative industries e.g. electronic publishing or multimedia production.

Aims: The choice of units is there to meet your needs and different interests within the technology field. IT Enrichment will give you a more focused understanding of the IT field through the different units and software applications you will use. You will explore the fundamentals of technology and gain the practical skills, knowledge and understanding to design, make and review. Content: During this course, you will be about to learn about a number of different exciting topics, which include:

• App development – learn how to develop apps for mobile devices. • Game creation and development – design and development games. • Multimedia design using CAD – design and development buildings and other 3D

models. • Learning how to create different multimedia products effectively, such as digital

posters, video adverts, etc. • Learning how to program and beginning your journey to becoming a developer.

Outcomes: IT Enrichment is tailored to meet your needs and can be a great way for you to:

• continue your understanding and learning of either BTEC IT or GCSE Computer Science

• gain a stepping stone to begin either formal qualifications in either GCSE Computer Science or BTEC IT

Assessment: Students will gain the Canons Computer Science & IT Certificate of Participation for successfully completing the course.

Contact for further information: Mr A Raza

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GCSE Music Course Leader: Mr W Clarke Examination Board: Edexcel Syllabus Name: GCSE Music Level 1 / 2 Syllabus Number: 9-1 Course Length: One Year Course Outline: A study of music through the integration of performing, composing, listening and appraising with an emphasis on using music technology, recording and studio production post-production. This course caters for those who may want a more intensive study of music leading to A-Levels and university studies for a performance and/or teaching career in music. It is also suited for those with a desire to combine creative flair with academic challenge and achievement. Areas of study include 8 set works in four Areas of Study;

• Instrumental Music 1700-1820. Two set works are excerpts from Bach and Beethoven

• Vocal Music. Two set works by Purcell and British pop group ‘Queen’.

• Music for Stage and Screen. Two set works are excerpts by Schwartz (Musical “Wicked”) and John Williams, main title from ‘Star Wars - Episode IV’.

• Fusions. Two set works with an excerpt from two artists, ‘Afro Celt Sound System’ and ‘Esperanza Spalding’.

Assessment: Paper I - Coursework in Performance.

Students will present two performances, using any instrument or voice, one piece being a solo piece with accompaniment and the second performance as part of an ensemble. This can be achieved by playing, singing, rapping, improvising or realising music using music technology. The latter has become a speciality area for Canons and many students gain very high marks in performance of their own compositions. 30%

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Paper 2 - Coursework in Composition.

Students will present two compositions, one in response to a set brief determined by Edexcel (you choose one topic from four options) and must be at least one minute duration and the second piece being of free choice. The combined minimum time for both pieces is 3 minutes. You can write for one or more instruments, that can be acoustic, amplified or synthesised e.g. “Compose a sound track for a film trailer about exploring Mars” or “Fuse together a traditional UK folk melody with a Latin-American rhythm, creating a piece suitable for a dance competition”. 30%

Paper 3 - Appraising Music Examination.

Candidates sit an examination, responding to music taken from the four areas of study. Students will also need to respond to questions linked to the elements of music from unfamiliar music, as well as read and write notation to an acceptable level. 40%

Your Future: Many employers look favourably on students who have a creative component to their studies. Past graduates have progressed to a variety of areas including medicine, education and business as well as pursuing professional careers in performing and composing. Students who sing or play an instrument should seriously consider GCSE Music. GCSE students receive valuable industry experience, including events management through assisting at concerts, visiting professional studios, attending West End musicals, as well as meeting artists and being part of the audience at most of our visiting artists series throughout the year. Contact person for further information: Mr W Clarke

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Enrichment Music

Course leader: Mr W Clarke

Course length: One Year

Rationale - Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

Aims - To perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians;

• learn to sing and to use their voices, to create and compose music on their own

and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence;

• understand and explore how music is created, produced and communicated,

including through the inter-related dimensions: Content - Students will be engaged in a variety of interesting and challenging projects including learning to compose on our state of the art software. You will learn to take a simple idea and develop it in order to complete a composition. Opportunity is given for individual learning and practise as well as playing in an ensemble. Other activities include preparation for class and special event performances, recording in the studio as well as a field trip to a local University Music Department to see students perform followed by a tour of the studios and performance spaces.

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Outcomes - You will make progress on an instrument/voice; gain valuable multi-media skills with industry standard software; gain from collaborative experiences and creative projects; enhance your ability to achieve highly in Music at GCSE; prepare for A Level Music or Level 3 BTEC Music. Qualifications: Canons’ Certificate in Music Enrichment Skills: composing, performing and collaborating. Experiences - Students will have an opportunity to visit a university music programme, with a tour of recording studios, performing areas and a talk and greet with university staff and students. Other employable experiences include, group collaboration through composing, repertoire choice, rehearsal techniques to concert planning, production and delivery. Problem solving, lateral thinking, creative and aesthetic development are just some of the benefits particularly related to music studies. Also opportunity is given for weekly sessions with professionals working within the music industry. Assessment - Student successfully completing the Enrichment Programme will receive a Certificate of Attainment. They will also be eligible as well as encouraged to enter the GCSE Music course. Students entering the course post GCSE Music are individually challenged in an Extended Certificate Award, culminating in a series of advanced compositions and performances.

Contact for further information: Mr Clarke.

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GCSE Physical Education Course Leader: Mrs L Morcombe Examination Board: AQA Syllabus Name: Physical Education (Single Award) Syllabus Number: 8582 Course Length: One Year Course Outline: GCSE Physical Education is an exciting and challenging course giving students the opportunity to perform practically as well study the theory which underpins performance and sport in general. Sport is a multi-billion pound industry which entertains the world and changes lives. Choosing this course will enable you to build your skills practically and gain a better understanding of physical education and sport. Previous GCSE results have been very strong and it is an important course for the PE department as it leads to other opportunities for students to study at KS5 including our BTEC Level 3 single and extended diploma (equivalent to 3 A-Levels) and our ongoing partnership with Barnet Football Club. Practically we will cover a wide variety of sports in which you will be assessed. At the end of the course your three best scores will form part of your practical grade which counts as 30% of the GCSE. There is a coursework element of the course where you will analyse your own performance in your strongest sport and suggest areas to improve. The skills developed in this element will benefit you throughout your life. The theory part of the course looks at wide ranging subjects which improve performance, such as anatomy and physiology; movement analysis; how to improve health and wellbeing; sport; media and sponsorship; and the examination of other aspects of sport such as international competitions. Assessment: Practical- 40% of overall GCSE 3 assessments where the candidates will be assessed in skills in progressive drills and in full context. Also the candidates will be assessed on their analysis and evaluation of performance to bring about improvement in one activity. Theory- 60% of overall GCSE There are two written papers of 1 hour 15 minutes each. Each is worth 30% of the overall grade. The papers consist of: • Paper 1: The human body and movement in physical activity and sport • Paper 2: Socio-cultural influences and well-being in physical activity and sport Contact person for further information: Mr Curtis, Mrs Morcombe and Miss Michaelson

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BTEC Level 2 First Award in Sport Course Leader: Mrs L Morcombe Examination Board: Edexcel/Pearson Syllabus Name: BTEC Level 2 First Award in Sport Course Length: One Year Course Outline: This course provides a more practical, real-world approach to learning alongside a key theoretical background in sport. It is based on the completion of four assessed units. One unit will involve a 1 hour online exam marked by the exam board. The course is completed within a year. Unit 1 is an externally assessed unit and focuses on fitness for sport and exercise. This includes the component of physical and skill-related fitness and the principles of training. This unit links to the world of work through areas such as sports coaching, elite sport or personal training. Unit 2 is an internally assessed unit for practical sports performance. You will participate in a variety of sports and need to understand the rules, regulations and scoring systems. Not only will you be demonstrating skills and techniques, but you will also be involved in assessing sports performance. Unit 4 is an internally assessed unit and looks at the performer in action. This focuses on anatomy and physiology. In this unit you will be looking at the short term and long term effects of exercise on the musculoskeletal system and cardiorespiratory system. Unit 5 is also internally assessed. This is training for personal fitness. You will develop your knowledge and understanding of personal fitness and then design, implement and review your own fitness programme. Assessment Apart from the fitness for sport unit which is assessed through an examination, the course will be on-going throughout the year and assessed through assignment work. It will involve written assignments, practical assignments and demonstrations. The course is equivalent to one GCSE. The Future This course will prepare students for further study at Level 3. Contact person for further information: Mrs Morcombe.

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Enrichment Sport

Course leader: Miss E Michaelson

Course length: One year

Rationale - This programme allows students to gain accreditation in three sports-related leadership qualifications: The Duke of Edinburgh Bronze Award; the Level 2 Sports Leadership Award; and a First Aid certificate. During these courses students will develop their core skills of organisation, motivation, communication, leadership, and the ability to work effectively within a team. In addition, students will gain knowledge and understanding of some elements of the GCSE syllabus, which may influence some to opt for GCSE or BTEC PE at a later date, although this is not necessary.

Aims - All pupils who take this course will be expected to be sporting role models to the rest of the school. They will use their leadership skills to engage and motivate younger pupils from both within and outside of Canons. It offers opportunities for pupils to be taken outside of their comfort zones and develop life skills outside of the classroom. Content Level 2 Award in Sports Leadership/Community Sports Leadership The Level 2 Award in Sports Leadership is a practical qualification in which learners must demonstrate their ability to lead others in sport/activity. It consists of 3 mandatory units and a choice of 2 optional units, including a minimum of 10 hours of leadership in KS3 PE lessons or Primary School Extra-Curricular Sessions. The five units are: Mandatory Units

• Developing leadership skills • Plan, lead and evaluate physical activity sessions • Assist in planning and leading a sports/physical event

Optional Units (must choose one)

• Lead sport/physical activity sessions in the centre • Lead sport/ physical activity sessions in the community

This course allows students to assist during PE lessons and extra-curricular activities, which will be based at school and primary schools. Students who have completed this course will be eligible for the Level 3 Award in Sports Leadership programme.

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First Aid Course The aim of the First Aid course is to give students the knowledge and skills to deal with an emergency and first aid issue. The course, which is delivered by an outside organisation, covers all the common first aid situations anyone could face – such as dealing with unconsciousness, burns, bleeding, choking, broken bones, diabetic emergencies and head injuries. At the end of the course, students are assessed, thus leading to an accredited First Aid qualification. Duke of Edinburgh Bronze Award The Duke of Edinburgh award aims to develop self-discipline, commitment and a capacity for teamwork. It comprises four sections:

• Volunteering (helping people, community action and raising awareness, coaching, teaching and leadership, working with the environment or animals, helping a charity or community organisation)

• Physical (team sports, individual sports, water sports, racquet sports, dance, extreme sports, martial arts)

• Skills (creative arts, performance arts, care of animals, music, life skills, learning and collecting, media and communication, natural world, science and technology, games and sports)

• Expedition (on foot, by bicycle, by boat, by canoe or kayak, by wheelchair, on horseback) Students must do a minimum of three months activity for each of the Volunteering, Physical and Skills sections, and plan, train for and undertake a two day and one night Expedition which teaches many different life skills. Students who have completed this award will be eligible to begin the Duke of Edinburgh Silver Award. Outcomes This programme of study provides students with the opportunity to gain various qualifications in Leadership, First Aid and Duke of Edinburgh which will greatly enhance sixth form, college, university and job applications, where the skills developed are considered essential. These enrichment programmes are excellent preparation for GCSE Physical Education and other leadership roles. The course includes key content from the GCSE PE syllabus from the theory and practical part of the course. Assessment – As a result of completing this course, pupils will gain qualifications and a certificate in Bronze Duke of Edinburgh, Sports Leaders Level 2 and First Aid.

Contact for further information: Miss E Michaelson, Miss S Harris, Mr T Curtis

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GCSE Religious Studies Course Leader: Mr A Litchfield Examination Board: AQA Syllabus Name: Religious Studies A: Full Course Syllabus Number: 8062 Course Length: One Year Course Outline: GCSE Religious Studies A offers students the opportunity for the thematic study of religion and religious responses to fundamental questions of life. This specification is suitable for candidates of any religious persuasion or none. This specification encourages students to: • develop their interest and enthusiasm for the study of Religion and the relationship

between Religion and the wider world

• develop their knowledge, skills and understanding of Religion by exploring the impact of beliefs, teachings, practices, ways of life and forms of expressing meaning

• express their personal responses and informed insights on fundamental questions about identity, belonging, meaning, purpose, truth, values and commitments.

Students will study 2 Units:

1. The study of religions: beliefs, teachings and practices You will be assessed on TWO religions and their beliefs, teachings and practices Assessment: Written exam: 1 hour 45 minutes. 96 marks equalling 50% of GCSE.

2. Thematic Studies

You will be assessed on FOUR religious, philosophical and ethical studies out of a choice of six;

Theme A: Relationships and families. Theme B: Religion and life. Theme C: The existence of God and revelation. Theme D: Religion, peace and conflict. Theme E: Religion, crime and punishment. Theme F: Religion, human rights and social justice

Assessment: Written exam: 1 hour 45 minutes. 96 marks equalling 50% of GCSE

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Your Future: Many employers look for a GCSE in Religious Studies as it shows you have a real interest in people. You will gain plenty of valuable skills to offer an employer and will be equipped to enter professions such as law, politics, journalism, police, medicine or education, or pastoral work such as counselling, mediation, and social work. Religious Studies has many transferable skills which can be used in other areas of your study. Contact person for further information: Mr A Litchfield

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Core Support

Course Leader: Ms A Ball Examination Board: N/A Syllabus Name: N/A Syllabus Number: N/A Course Outline: Core Support is a one year tailored course, with an emphasis on English and Maths, designed to suit individual students’ needs. The general aim of the programme is to improve students’ abilities with regard to English and Maths in order to better aid them to access and succeed in other school subjects. Literacy skills will be improved by focussing on decoding, fluency, comprehension and vocabulary whereas numeracy skills will be strengthened by reviewing and consolidating fundamental Maths through content learned from Year 1 to 11 so that gaps in a student’s learning can be addressed. The course is designed to motivate students, provide a positive learning experience, promote progress and raise attainment across the curriculum. The Core Support experience is further enriched by:

• film study units, • life skills such as money and finance • creative learning projects • skills to help students transition to life after secondary school

Contact person for further information: Ms A Ball

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English for Speakers of Other Languages (ESOL) Course Leader: Mr J Sheehan Course Length: One Year Students who speak English as an additional language have the opportunity to partake in this course which will allow them to develop their English language acquisition. This motivating and innovative course aims to provide students the chance to practise the four skills – reading, writing, speaking and listening both formally and informally within a variety of contexts and situations. Students will also learn about various aspects of British culture as well as that of other English-speaking countries in lessons and by visiting places of interest.

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Notes

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