KS4 Examination- Years 10/11

Qualification and Level

Pearson GCSE English Language & English Literature

(equivalent to 2 GCSEs)

Graded 9-1

Course content/structure

Students study for two qualifications, both examined at the end of Year 11.  Areas of study will include:

• a wide range of literary texts of different genres
• analysis of and response to non-fiction
• development of accurate and effective written expression
• confident, appropriate use of spoken language

Assessment

Final assessment for English Literature is through two written examinations.

English Language is assessed by two written examinations and a spoken assessment.

What will you need to do to be successful in this course?

Write accurately and fluently for a number of different audiences and purposes; understand a wide range of texts; discuss your ideas; analyse language and structure closely; relate texts to their social, historical and literary contexts.

What skills will you learn?

This course covers skills that will allow you to express yourself effectively and persuasively to a wide range of audiences, work independently and in groups and think analytically and creatively.

YEAR 10 & 11:

SKILLS:

Analysis
Synthesis
Comparison
Evaluation
Creativity
Structuring an argument / essay
Identify and select
Summary
Planning

KNOWLEDGE AND UNDERSTANDING:

Full range of poetic devices
Dramatic devices as relevant to ‘An Inspector Calls’ and ‘Macbeth’
Context of production vs context of reception.
Focusing comparison on the question asked.
Structuring narrative effectively within a time limit.
AOs and approaches relevant to each specific exam component.

Language:
Reading fiction (unseen)
Reading non-fiction (unseen)
Imaginative Writing
Transactional Writing 

Literature:
‘Macbeth’
‘An Inspector Calls’
‘A Christmas Carol’ / ‘Jekyll and Hyde’
‘Belonging’ poetry anthology
Unseen poetry

Qualification and Level

Edexcel Pearson GCSE Mathematics

Graded 9-1

Two tiers of paper are available: Foundation tier allows access to grades 1-5 and Higher tier allows access to grades 4-9.  It is important to note that the tier descriptions differ from the current Mathematics GCSE; the new Foundation tier assesses to a significantly more advanced level than the current Foundation tier.

Course Content/Structure

Students will be working on modules that meet the criteria for GCSE Mathematics. The areas studied include number, algebra, geometry, probability and statistics and ratio and proportion.

Homework is set at least once a week and is marked either in class or by the teacher. Each student is expected to be equipped with a ruler, a protractor, a pair of compasses and a scientific calculator (Casio fx-83GT plus).  This equipment must be brought to every Mathematics lesson.

Additional support from teachers within the Mathematics Department is available throughout the academic year at both lunchtimes and after school.  Success in the subject demands a high level of independent learning.  The department provides a range of resources to allow students to work on improving any problem areas that they may have in the subject.

Assessment

Final assessment is made through three written examination papers. There is a non-calculator paper and two calculator papers.  Each paper takes one and a half hours.  All three exams must be taken at the end of Year 11. There is no coursework element to GCSE Mathematics.

What will you need to do to be successful in this course?

Success at GCSE Maths comes through concentration and plenty of practice. So you should:

• Listen carefully in class
• Make sure you understand the work
• Do your homework on time
• Memorise the formulae you will need for the exam
• Ask for help if you don’t understand something.
• Be able to complete independent study and revision.

What skills will you learn?

You will build on your mathematical skills and knowledge from KS3 and obtain greater confidence through more experience of Mathematics and its uses in both everyday life and as a vital part of the sciences.  You will develop your ability to solve complex problems by breaking them down into smaller steps, identifying the information needed to solve them and applying efficient techniques to arrive at a solution.  You will learn how to analyse, evaluate and interpret data in a wide range of contexts.

YEAR 10:

SKILLS:

Self-reflection using PLC – independently 
More extensive understanding of vocabulary
Know how to start a longer problem
Rearrange formula to use out of context
Establish what formula to use, rearrange and solve a worded problem
Determine best graph/axis to use and apply to real life situations
How to revise regularly
Knowledge of exam techniques 
Read, understand and relate graphs to numerical/algebraic meaning 

KNOWLEDGE AND UNDERSTANDING:

Equations and Inequalities
Circles and Constructions
Ratio and Proportion
Factors, powers and roots
Graphs (straight line, kinematic, quadratic and real life)
Working in 3D
Handling data
Calculations with roots and indices 

YEAR 11:

SKILLS:

Use of and practise of exam techniques beyond the classroom
Pick correct skill(s) to solve problems and be able to explain steps verbally
Respond to feedback independently
Ability to do the maths including all appropriate units for all steps
Ability to constructively analysis examples of exam answers 

KNOWLEDGE AND UNDERSTANDING:

Graphs
Pythagoras & Trigonometry
Probability (combined events)
Sequences
Units & Proportionality 

Qualification

AQA Biology

GCSE Level 2: Graded 9-5, Level 1: Graded 4-1

Course Structure

This course is taken over three years and the examinations will be taken at the end of Year 11

Students will continue with the work they have started in Year 9.

There are a number of required practical tasks that must be covered throughout the course and may be examined.

The units on this course are:

Cells, organisation, infection, homeostasis, inheritance, variation and evolution and ecology.

Assessment

Two examinations totaling 100% of the qualification.

Each paper will last 1 ¾ hours.

What will you need to do to be successful in this course?

• Ability to learn and use new ideas.
• Ability to carry out calculations.
• Ability to remember facts.
• Ability to explain things using scientific knowledge.

What skills will you learn

Ability to understand data and to question evidence.

How to link areas of science to explain every-day phenomena.

Scientific practical skills.

YEAR 10

SKILLS:

Knowledge recall: topic by topic and recall from Year 9
Application: increasingly complex ideas
Concluding and evaluating: evaluating evidence, procedures and methods
Mathematical; graphing skills, standard form, unit conversions, manipulating complex equations, comparing data
Practical: building on Year 9, looking at errors, variables and working scientifically terminology 

Recap practical skills not covered during COVID lockdown in Year 9

KNOWLEDGE AND UNDERSTANDING:

Disease
Photosynthesis
Respiration
Reproduction
Nervous system
Hormones 

YEAR 11

Knowledge recall: topic by topic and recall from Year 9 & 10
Application: increasingly complex ideas
Concluding and evaluating: evaluating evidence, procedures and methods
Mathematical; graphing skills, standard form, unit conversions, manipulating complex equations, comparing data
Practical: building on Year 9 & 10, looking at errors, variables and working scientifically terminology 

Recap skills from Year 10 that were not done due to COVID lockdown, specifically required practical tasks 

KNOWLEDGE AND UNDERSTANDING:

Ecology
Variation
Evolution 

Qualification

AQA Chemistry

GCSE Level 2: Graded 9-5, Level 1: Graded 4-1

Course Structure

This course is taken over three years and the examinations will be taken at the end of Year 11

Students will continue with the work they have started in Year 9.

There are a number of required practical tasks that must be covered throughout the course and may be examined.

Units on this course:

Atomic structure and the periodic table, bonding, structure and properties of matter, chemical and energy changes, rates of reaction, chemical analysis and the chemistry of the Earth and Atmosphere.

Assessment

Two examinations totalling 100% of the qualification.

Each paper will last 1 ¾ hours

What will you need to do to be successful in this course?

• Ability to learn and use new ideas.
• Ability to carry out calculations.
• Ability to remember facts.
• Ability to explain things using scientific knowledge.

What skills will you learn

Ability to understand data and to question evidence.

How to link areas of science to explain every-day phenomena.

Scientific practical skills.

YEAR 10

SKILLS:

Knowledge recall: topic by topic and recall from Year 9
Application: increasingly complex ideas
Concluding and evaluating: evaluating evidence, procedures and methods
Mathematical; graphing skills, standard form, unit conversions, manipulating complex equations, comparing data
Practical: building on Year 9, looking at errors, variables and working scientifically terminology 

Recap practical skills not covered during COVID lockdown in Year 9

KNOWLEDGE AND UNDERSTANDING:

Chemical calculations
Chemical change
Electrolysis
Energy
Rates of reaction 

YEAR 11

Knowledge recall: topic by topic and recall from Year 9 & 10
Application: increasingly complex ideas
Concluding and evaluating: evaluating evidence, procedures and methods
Mathematical; graphing skills, standard form, unit conversions, manipulating complex equations, comparing data
Practical: building on Year 9 & 10, looking at errors, variables and working scientifically terminology 

Recap skills from Year 10 that were not done due to COVID lockdown, specifically required practical tasks 

KNOWLEDGE AND UNDERSTANDING:

Crude oil
Chemical analysis
Earth’s atmosphere 

Qualification

AQA Physics

GCSE Level 2: Graded 9-5, Level 1: Graded 4-1

(this course will lead to three GCSEs)

Course Structure

This course is taken over three years and the examinations will be taken at the end of Year 11

Students will continue with the work they have started in Year 9.

There are a number of set practical tasks that must be covered throughout the course and may be examined.

Units covered in this course:

Forces, energy, waves, electricity, magnetism and electromagnetism, particle model of matter and atomic structure.

Assessment

Two examinations totalling 100% of the qualification.

Each paper will last 1 ¾  hours

What will you need to do to be successful in this course?

• Ability to learn and use new ideas.
• Ability to carry out calculations.
• Ability to remember facts.
• Ability to explain things using scientific knowledge.

What skills will you learn

Ability to understand data and to question evidence.

How to link areas of science to explain every-day phenomena.

Scientific practical skills.

YEAR 10

SKILLS:

Knowledge recall: topic by topic and recall from Year 9
Application: increasingly complex ideas
Concluding and evaluating: evaluating evidence, procedures and methods
Mathematical; graphing skills, standard form, unit conversions, manipulating complex equations, comparing data
Practical: building on Year 9, looking at errors, variables and working scientifically terminology 

Recap practical skills not covered during COVID lockdown in Year 9

KNOWLEDGE AND UNDERSTANDING:

Circuits
Electricity in the home
Radioactivity
Waves
Light
Electromagnetic spectrum 

YEAR 11

Knowledge recall: topic by topic and recall from Year 9 & 10
Application: increasingly complex ideas
Concluding and evaluating: evaluating evidence, procedures and methods
Mathematical; graphing skills, standard form, unit conversions, manipulating complex equations, comparing data
Practical: building on Year 9 & 10, looking at errors, variables and working scientifically terminology 

Recap skills from Year 10 that were not done due to COVID lockdown, specifically required practical tasks 

KNOWLEDGE AND UNDERSTANDING:

Forces & Motion
Electromagnetism
Space 

Revision!

• Transition to education after KS4 – building on KS4
• Developing further on the attitudes and attributes for success.
• Building on all Areas from KS3 and Accelerated curriculum.

Year 10:

Skills

Decision making
Communication (S&L prep)
Empathy
Global awareness
Research
Expressing/justifying opinions
Communication
Literacy
Teamwork
Reasoning
Presentation

Knowledge and Understanding

Relationships: Sexualisation, identity, STIs, effective use of condoms, contraception, pregnancy and abortion
Drugs: law, addiction, illegal drugs, alcohol
Women’s rights: domestic violence, forced marriage, FGM, domestic slavery
Politics – campaigning, political parties, pressure groups, elections

Year 11:

Skills

Empathy
Expressing/justifying opinions
Self-care: mental health
Decision making
Communication
Financial management
Time management
Numeracy

Knowledge and Understanding

Parenting
Relationships: pornography, sex and alcohol. risk, effective use of condoms.
First Aid.
Leaving home: independent living
Financial management

Careers:

Post 16 choices – including apprenticeships
UCAS progress
Interview skills
Wages/tax/pay scales/budgeting

Skills

Year 10 –

DEVELOPING RESPONSIBILITY THROUGH LEADERSHIP AND OFFICIATING. 

Learning the skills of a strong leader and officiator.  Identifying roles within leadership and officiating that are most suited to- self in : 

Fitness
Netball
Trampolining
Gymnastics
Football
Hockey
Rounders
Athletics
Summer games
OAA

Year 11 –

PREPARING FOR THE NEXT STAGE 

How to take part in exercise for lifelong participation and health.  Experiencing safe and healthy exercise in a range of activities: 

Fitness
Netball
Trampolining
Gymnastics
Football
Hockey
Rounders
Athletics
Summer games
OAA 

Knowledge and Understanding

Year 10 –

Skills
To be able to organise and plan practical sessions for younger students.  To understand the importance of role modelling to younger students.   

Rules
To understand and implement rules in PE and understand their importance in safety and success. 

Healthy Lifestyles
To know the benefits of exercise on health and be able to share that knowledge with younger students. 

Holistic
To experience and understand benefits of role modelling, coaching and teaching and developing social connections with fellow students in different year groups. 

Year 11 –

Skills
To have the skills and knowledge needed to plan for ones own fitness, effectively, safely and in a healthy manner. 

Healthy lifestyles
To identify the areas of enjoyment in p.e and exercise and to have plans on how to sustain it after school finishes at the end of year 11. 

Holistic
To know and practise using physical activity as a stress reliever, particularly in the lead up to exams.  To have the tools to use exercises learnt at school and use them outside of school as a form of life balance. 

Qualification and Level

Pearson GCSE Art and Design Fine Art

Level 2, Two-year course, Graded 9-1

Course content/structure

The course consists of two internally assessed and externally moderated components:

• Component 1: Personal Portfolio (internally set)
• Component 2: Externally Set Assignment

The course will begin with intensive skills-based studio workshops introducing a range of creative and expressive techniques before students embark on personal exploration of the coursework themes.  Students will be expected to explore with an open mind and experiment with a range of media, materials and processes.  At the end of the second year the course concludes with the externally set assignment.

There will be at least one gallery visit each year.

Assessment

Formative assessment takes place throughout the course with assignment assessment deadlines at key points.  Students will be expected to keep their own reflective journal so that they have control of their own learning.

What will you need to do to be successful in this course?

To be successful you must enjoy the creative challenge and be prepared to put in extra time outside of timetabled studio sessions.  It is important to annotate your sketchbook and critically reflect on your work so you develop strong analytical skills.  You will be mature and have shown an ability to explore ideas with creativity as well as initiative and independence.

What skills will you learn?

Through making Art using a range of two and three dimensional media you will learn how to develop the following transferable skills:

• Apply a creative approach to problem solving
• Consider and develop original ideas from initiation to realisation
• Analyse critically your own work and the work of others
• Express individual thoughts and make choices confidently
• Take risks, experiment and learn from mistakes.
• Independent learning and enquiry skills

YEAR 10:

Term 1 & 2: Higher level foundation course: Exploring ideas, skills, media, materials, techniques & processes.
Record
Develop
Experiment/Refine
Realise
Learning & developing the skills of research, exploration, experimentation, critical self-reflection & motivation to nurture resilience. 

Terms 3 to 6:
Independent project for personal portfolio

YEAR 11:

Terms 1, 2 & 5: Independent project for personal portfolio & additional skills based workshops.
Record
Develop
Experiment/Refine
Realise

Developing a fully independent exploration of a theme.
Utilising & developing the skills of research, exploration, experimentation, critical self-reflection & motivation to nurture resilience leading to full engagement & direction of the work.
Personal portfolio – independent work developed from the theme. 

Terms 3-4:
ESA

Term 5: Coursework Refinements

Qualification and Level

OCR GCSE Level 2

Graded 9-1

Course content/structure

There are 4 units to the GCSE. These are:

Unit J198/01 Part 1: The Persian Empire 559-465 BC

Looking at the Persian Empire and its expansion under kings such as Cyrus the Great and Xerxes. Investigating the relationship between Persians and their subjects and the wars between Persia and Greece including the 300 Spartans at Thermopylae.

Unit J198/01 Part 2: Alexander the Great, 356-323 BC

Looking at the upbringing, character, life and death of Alexander himself, his campaigns: the reasons for his expeditions, the main battles, the nature of his opponents and cultural aspects. The study looks at the developments in the Macedonian army under Philip and Alexander and the influences upon Alexander’s  life including his mysterious mother.

Unit JI98/02 Part 1: The foundations of Rome, from Kings to Republic

Looking at the mythical birth of Rome from Romulus and Remus to the other early tyrant kings. Investigating the ending of Roman Kings and the birth of the Roman republic. The study looks at key events such as the founding of Rome and key individuals who shaped Rome’s destiny including Brutus, Lucretia and the overthrowing of the king Tarquinius.

Unit J198/02 Part 2: Cleopatra Rome and Egypt

Looking at the expansion of Rome into Egypt and development of Egypt under Cleopatra, including her political, domestic and foreign policies. The life, character and the legendary death of Cleopatra; her accession and relationships with members of the Egyptian Royal household and her love affairs with Julius Caesar and Mark Antony, including their political significance.

Assessment

100% Exam – 2 exams, both 50%. SPaG (spelling, punctuation & grammar) marks are awarded in exams.

What will you need to do to be successful in this course?

Show clear independent skills and a willingness to read historical books and text beyond the classroom. Practise exam structure and technique and have a good grasp of the course content.

What skills will you learn?

Evaluation, judgement, explanations and source analysis skills

YEAR 10 & 11:

SKILLS:

Embedding all of the skills that have been acquired in KS3
Real focus on independence and successful note taking 

Qualification and Level

OCR GCSE (9-1) Business

Course content/structure

After studying Business students will have an insight into just how businesses operate, including how to set up a business of your own. We cover the range of disciplines you would expect to find in many businesses. These include:

• Marketing, including advertising, development of products, setting the best price.
• Recruitment, including how businesses get the right staff and keep them working well.
• Business structures, including the different ways to set up a business.
• Finance, including how businesses get the money to set up and operate and how they make a profit.
• Business operations, including how businesses produce the things we buy.
• Influences on businesses, including the environment and how many businesses are operating around the world.

Assessment

Students will take two exams at the end of the course, each 90 minutes long. Some questions will be multiple choice, some will be extended writing to test your ability to explain why you made a particular decision.

What will you need to do to be successful in this course?

Students need basic literacy and numeracy skills together with the commitment and motivation to work independently.  An interest in learning about the world of work would be an advantage.

What skills will you learn?

Students will be able to understand the business world which you will enter after finishing school/college/university. They will be able to make informed decisions and put forward arguments to persuade others. They will have the knowledge to help them set up a business of their own. The skills they learn such as evaluation and problem solving will be useful in a number of other subjects.

Research
Analysis
Comparison
Evaluation
Numeracy 

YEAR 10:

From GCSE Curriculum Year 1.
Knowledge related to functional areas:
Business enterprise
Marketing
Human Resources 

Start of year 2 early:
Operations 

YEAR 11:

From GCSE curriculum year 2.
Knowledge related to functional areas:
Operations
Finance
External factors e.g. ethics 

Qualification and Level

NCFE CACHE Level 1/2 Technical Award in Child Development and Care in the Early Years

What can it lead to/complement for Years 10/11and Post-16?

This course complements many courses both vocational and academic for those learners with a view to a future in Primary teaching, Paediatric nursing or any child related profession.

Course content/structure

The course consists of 1 unit ‘Understanding child development and care in the early years’, which covers 9 content areas providing the opportunity to gain a vocational qualification that gives basic knowledge and understanding of child development and well-being necessary when working in such settings.

Assessment

The qualification has 2 assessments externally-set by NCFE:
one non-exam assessment (Controlled Coursework): a synoptic series of work, set externally but marked internally one written examined assessment: a mixture of multiple-choice, short-answer, and extended response questions
each worth 50%

Grading: Level 1 pass/merit/distinction

Level 2 pass/merit/distinction/distinction*

What will you need to do to be successful in this course?

To succeed on this course you will need to apply a positive mature attitude to your studies, be able to organise your work, complete set homework, meet deadlines and have an excellent attendance.

What skills will you learn?

You will understand the Childcare sector, its current practices and what is required to care for children. You learn the skills and responsibilities of working with children. You will apply your experiences and knowledge to the industry.

Qualification and Level

OCR GCSE Level 2

Graded 9-1 

Course content/structure

Component 1 is called “Computer Systems” and this covers both the theory and practice concerning the building of a computer network with PCs and software.

Component 2 is called “Computational Thinking, Algorithms and Programming” and this covers computational thinking: algorithms, programming techniques, producing robust programs, computational logic and translators. Learners will also complete practical programming tasks which allows them to develop their skills to design, write, test and refine programs using a high-level programming language. Students will be assessed on these skills during the written examinations, in particular component 02 (section B). Working independently, students will demonstrate their ability to code a solution to a given problem. Students will learn how to analyse the needs, design, write, test and evaluate a computer program.

Assessment

The 2 components are assessed in two 1½-hour written exams – one for each component. Each component is worth 50% of the final grade.

What will you need to do to be successful in this course?

As well as curiosity and passion for computing you need to be able to decompose problems and worth through solutions logically and systematically. Computer programs can look impossible at first sight and you will need to approach them with an open and enquiring mind.

What skills will you learn?

You will learn how to understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation; analyse problems in computational terms through practical experience of solving such problems, including designing, writing and debugging programs; think creatively, innovatively, analytically, logically and critically; understand the components that make up digital systems, and how they communicate with one another and with other systems; understand the impacts of digital technology to the individual and to wider society; apply mathematical skills relevant to Computer Science. You will also gain an understanding of how computer systems work which will enable you to make informed decisions later in life.

YEAR 10 & 11:

SKILLS:

Assessment technique
Command words
Interpretation of tasks

KNOWLEDGE AND UNDERSTANDING:

Computational thinking, algorithms and programming
Algorithms
Programming techniques
Producing robust programs
Computational logic
Translators and facilities of languages
Data representation

Qualification and Level

AQA GCSE Dance

Level 2 Graded 9-1

Course content/structure

Component 1: Performance and Choreography  

Internally marked and externally moderated by AQA

Performance

Students will perform set phrases through a solo performance (approximately 1 min).

Students will also perform in a duet/trio performance (3 ½ min).

YEAR 10 & 11 SKILLS:

• Physical – Alignment, Balance, Control, Coordination, Extension, Flexibility, Isolation, Mobility, Posture, Stamina and Strength.
• Technical – Accuracy of action, space, dynamics and relationships, Rhythm, Sense of Style and Timing.
• Expressive – Communication of intent, Facial expression, Focus, Musicality, Phrasing, Projection, Sensitivity and Spatial awareness. 

Choreography

Students will create a solo or group choreography – solo 2 – 2 ½ min and group 3 – 3 ½ min.

YEAR 10 & 11 SKILLS:

Use full process of choreography including a range of choreographic skills (below) to create a dance in response to a given stimulus.  

Skills – Action, Space, Dynamics, Relationships, Structure (including type, unity and transitions), Choreographic devices (including motif developments, repetition, contrast, highlights, climax, manipulation and unison/canon) and use of Aural setting.  

Component 2: Dance Appreciation

Written Exam

In Section A, students will answer questions based on choreographic processes and performing skills.  In Section B, the questions will relate to students’ own experience of performance and choreography from within the course.  In Section C, students will answer questions based on the GCSE Dance anthology (8 short professional works covering a range of dance styles including ballet, urban, contemporary and dance from other cultures).

YEAR 10 & 11 SKILLS:

• Critically analyse, interpret and evaluate own work in performance and choreography as well as professional work. 
• Describe 
• Analyse
• Interpret 
• Link to choreographic intent
• Evaluate
• Explain
• Compare  

Assessment

Component 1: Internally marked and externally moderated by AQA – 60% of final grade (Performance – 30% and Choreography – 30%).

Component 2: Written exam – 40% of final grade.

What will you need to do to be successful in this course?

Students will need to demonstrate a commitment to all three disciplines: Performance, Choreography and Appreciation.

As with all Performing Arts subjects, students should be committed to rehearsing outside of lesson times, working as part of a team and completing independent study.

What skills will you learn?

As performers, students develop confidence, self-esteem, self and body awareness as well as dance technique. As choreographers, students employ the skills of problem-solving, creativity, imagination and the ability to synthesise a number of elements. As critics, students make informed decisions about the dances they see. They learn to articulate their knowledge, opinions and preferences.

YEAR 10 & 11 

KNOWLEDGE AND UNDERSTANDING

• Physical skills 
• Technical skills  
• Expressive skills  
• Mental skills  
• Safe working practices  
• ASDR 
• Choreographic processes (researching, improvising, generating, selecting, developing, structuring, refining and synthesising)  
• Structuring structure and form  
• Choreographic devices (all) 
• Selection of appropriate aural setting  
• Performance environments  
• Choreographic intent  
• Critical appreciation of professional work – 6 x works created by a diverse selection of choreographers from different backgrounds and performed by a diverse selection of dancers including able and disabled (production, approaches, content and intent). 

Qualification and Level

Pearson GCSE Drama Level 2

Graded 9-1

Course content/structure

Component 1: Devised Drama (Practical and Coursework)

Internally marked and externally moderated by Pearson

Students are given stimuli which inspires them to create their own, original piece of Drama. They complete a portfolio, analysing and evaluating the devising process and their contribution to the final performance.

Students may design production elements, such as lighting, for this Component rather than performing.

Component 2: Performance from a Text (Practical and Coursework)

Externally assessed by a visiting examiner.

Students will have to learn two extracts from the same play and perform the script in front of an audience. They can play different characters in each extract to demonstrate their performance range. Students can choose whether they wish to perform a monologue, a duologue, or as a group.

Students may design production elements, such as costume and make-up, rather than perform

Component 3: Theatre Makers in Practice (written exam)

Section A: Students will practically explore the play DNA, considering how to interpret the script from page to stage. Students will have to answer questions from a performer, director and designer perspective.

Section B: Students will answer questions on a live theatre performance they have seen.

Assessment

Component 1 – 40% Practical exploration and coursework.

Component 2 – 20% Performance

Component 3 – 40% Written exam

What will you need to do to be successful in this course?

Students need to be able to work well in groups, willing to rehearse practical work outside of lessons and perform in front of an audience.

Students must demonstrate commitment, enthusiasm, energy and organisational skills to meet deadlines.

What skills will you learn?

Students will develop their performance skills including voice, movement and characterisation in addition to theatrical conventions, structure and genre. Students will appreciate how production elements communicate meaning, considering how to stage drama from the perspective of a performer, director and designer. Students will deepen their knowledge of the process involved when making drama, learn how to analyse and evaluate practical work, and extend their drama vocabulary

YEAR 10

SKILLS:

Line learning
Interpreting a Script
Interpreting stimuli
Terminology
Research
Social/ group work
Performance skills/ conventions, commitment, projection, clarity, intonation, emotional commitment,
Sustaining role, analysis & evaluate
Negotiate and work in a team
Think of an individual – what makes them successful? 

A 6+ student looks like:
Modulates vocal skills effectively
Uses gestures, facial expressions and BL with precision
Uses conventions (Freeze frame, thought, split stage, narration, mark the moment, mime, cross cutting, monologue, forum theatre)
Understanding of style/ genre
Effective, confident use of a range of terminology
Gives precise, clear examples both verbally and in written feedback, analysing and evaluating in detail.
Uses IDEA structure, evaluating the effect on the audience and analysing performance skills/ production elements in detail.
Uses imagination and sensitivity when interpreting Drama
Committed and confident when interpreting a character.

KNOWLEDGE AND UNDERSTANDING

Practitioners: Artaud, Brecht, Berkoff, Frantic Assembly: considers arts as propaganda, censorship
Use of terminology
Performance skills
Conventions
Girls Like That – social and gender divide and attitudes towards women
Devising: students encouraged to research a range of diverse issues.
DNA – considers social divide, morality, ‘good of the many’ mentality.

YEAR 11:

SKILLS:

Line learning
Interpreting a Script
Interpreting stimuli
Terminology
Research
Social/ group work
Performance skills/ conventions, commitment, projection, clarity, intonation, emotional commitment,
Sustaining role, analysis & evaluate
Negotiate and work in a team
Think of an individual – what makes them successful? 

A 7+ Year 11 student looks like:
Modulates vocal skills confidently & effectively
Uses gestures, facial expressions and BL with confidence & precision
Uses conventions (Freeze frame, thought, split stage, narration, mark the moment, mime, cross cutting, monologue, forum theatre) with ease
Secure knowledge and understanding of style/ genre
Gives precise, clear examples both verbally and in written feedback, analysing and evaluating in detail.
Uses IDEA structure, evaluating the effect on the audience and analysing performance skills/ production elements in detail.
Uses imagination and sensitivity when interpreting Drama
Understands the role of the designer

KNOWLEDGE AND UNDERSTANDING:

Design elements
Use of terminology
How to apply performance skills
Conventions
DNA – considers stereotypes, social divide, ‘survival’ and ‘good of the many’ mentality.
Scripts – consider mental health, social divide, women’s rights, etc

Qualification and Level

AQA GCSE in Food Preparation and Nutrition

(Equivalent to one GCSE)

Course content/structure

Students will study theoretical aspects as well as the practical skills of food preparation and cooking. They will learn to use different cooking techniques and methods to enable them to use these within further education or apprenticeships. The course will give them a basic understanding of the skills required for a career in food.

The topics will cover the following content and skills:

• Food, nutrition and health
• Food science
• Food safety
• Food choice
• Food provenance

Assessment

There is one food investigation task and one food preparation task which, together, are worth 50%. The written exam is worth 50%.

What will you need to do to be successful in this course?

• You will need to be curious about the working characteristics, functional and chemical properties of ingredients.
• You will need to have an interest in food and cooking.
• You will need to be an independent learner as 50% is your own investigation, planning, preparing and evaluating.
• You must provide all the materials for all practical assignments, of which there will be approximately one or two per fortnight.

What skills will you learn?

• planning
• evaluating
• research skills
• scientific investigation skills
• problem-solving skills
• creativity
• health and safety
• food preparation and presentation
• a wide range of cooking skills
• independence

YEAR 10

SKILLS:
Food, Nutrition and Health
Food Science
Food Safety
Food Choice
Food Provenance
Mock NEA
Be able to plan independently for a set brief,
Be able to research a life-stage or special diet or culinary tradition.
Be able to select and cook dishes which are appropriate to their level of skill.

KNOWLEDGE AND UNDERSTANDING:

Nutrition and health
Food Choice
Food Provenance 
Cooking of food and heat transfer
Functional and chemical properties of food 
Mock NEA 

YEAR 11:

SKILLS:
Food Choice
Food Labelling
Allergens and Intolerances
Food Marketing
Technological Developments and Modified Foods, Additives in food
Micro-organisms and Food Spoilage
British and International Cuisine
NEA2
To produce a 20 sided document piece of coursework linked to the brief directly from the AQA Exam board. Using research, planning, technical, analysis and evaluation skills.

Revision and exam preparation

KNOWLEDGE AND UNDERSTANDING:

Food spoilage and contamination
Food choice
NEA 

Qualification and Level

AQA French

Foundation Tier (Grades 5–1) and a Higher Tier (Grades 9–4).

Course content/structure

Identity & Culture

• Me, my family and friends
• Technology in everyday life
• Free time activities
• Customs and festivals in target language-speaking countries/communities

Local, national, international & global areas of interest

• Home, town, neighbourhood and region
• Social issues
• Global issues
• Travel and tourism

Current & future study and employment

• My studies
• Life at school/college
• Education post-16

Career choices and ambitions

Assessment

This qualification is linear. Linear means that students will sit all their exams at the end of the course.

Paper 1 – Listening (25%)

20% of the questions and answers are in the target language

• Section A – questions in English, to be answered in English or non-verbally
• Section B – questions in French, to be answered in French or non-verbally

Paper 2 – Speaking (25%)

• Part 1 – role-play – 2 mins at Foundation and Higher
• Part 2 – discussion of photo card – 2 mins at Foundation and 3 mins at Higher
• Part 3 – general conversation – 3-5 mins at Foundation and 5-7 mins at Higher

Paper 3 – Reading (25%)

30% of questions and answers at each tier in target language

• Section A – questions in English, to be answered in English or non-verbally.
• Section B – questions in French, to be answered in French or non-verbally
• Section C – translation of a short passage from French into English (a minimum of 35 words for Foundation Tier and 50 words for Higher Tier)

Paper 4 – Writing (25%)

Structure of Foundation Tier Question Paper

• Question 1 – message (student produces four sentences in response to a photo)
• Question 2 – short passage (student writes a piece of continuous text in response to four brief bullet points, approximately 40 words in total)

• Question 3 – translation from English into French (minimum 35 words)
• Question 4 – structured writing task (student responds to four compulsory detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions

Structure of Higher Tier Question Paper

• Question 1 – structured writing task (student responds to four compulsory

detailed bullet points, producing approximately 90 words in total) –

there is a choice from two questions

• Question 2 – open-ended writing task (student responds to two compulsory

detailed bullet points, producing approximately 150 words in total)

– there is a choice from two questions

• Question 3 – translation from English into French (minimum 50 words)

What will you need to do to be successful in this course?

You will need to understand and respond to different types of spoken language, communicate and interact effectively in speech for a variety of purposes, understand and respond to different types of written language, communicate effectively in writing for a variety of purposes.

What skills will you learn?

The skills that you will learn and that can be used in different jobs are: Communication, ICT, Creativity, Research, Working with Others and Improving Own Learning and Performance.

At KS4, the skills are developed in line with the GCSE criteria.  Please refer to JCQ document for a more detailed understanding of the Grades. 

Qualification and Level

AQA Geography

Graded 9-1

Course content/structure

Students will investigate case studies in the United Kingdom, newly emerging economies and lower income countries. Topics of study include climate change, natural hazards, rivers, water resource management, urban challenges, development and the changing economic world.  Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes.  Students are required to complete two geographical enquiries.  There will be at least two fieldwork visits during the course to collect primary and secondary data.

All units are examined.

Unit 1 – Living with the Physical Environment

This unit focuses on natural hazards, physical landscapes in the UK and the living world.

Unit 2 – Challenges in the Human Environment

This unit focuses on urban issues and challenges, the changing economic world and the challenge of resource management.

Unit 3 – Geographical Applications

This unit contains a synoptic element in the issues evaluation section and a fieldwork section.

All units develop geographical skills.

Assessment

Examinations:

Unit 1 – 35% Physical paper

Unit 2 – 35% Human paper.

Unit 3 – 30% Geographical Applications

What will you need to do to be successful in this course?

Enthusiasm and an interest in the world around you. You will need to develop skills in independence and decision-making. It is important that you enjoy discussion and active learning and that Geography is a subject that you are interested in.

What skills will you learn?

Independent enquiry, research, source analysis, critical thinking, evaluation and the ability to construct a good argument. You will develop essential maps kills, including grid references, measuring distance, interpretation of symbols and height.

To prepare for the Geographical Applications examination, you will take part in fieldwork visits and complete two geographical enquiries.

YEAR 10 & 11:

SKILLS:

Cartographic skills
– OS maps
– Atlas maps
– Maps in association with photographs

Graphical skills
– Construction
– Interpretation
– Analysis

Numerical Skills
Statistical skills
Use of Data
Literacy
Formulate and develop enquiry
(AQA lists 52 separate skills that are required to be studied/attained/tested)

YEAR 10 Assessment Opportunities:

Knowledge quizzes after each topic. Sections of the paper to be tested after teaching full sections from paper 1/2 . Exam questions practiced regularly. Year 10 PPE’s in the summer term. Some skills taught separately, some within a particular topic.

YEAR 11 Assessment Opportunities:

All classes carrying out knowledge tests and exam questions on the topics studied during home learning.
Knowledge quizzes after each topic. Exam questions practiced regularly. Year 11 PPE’s in the winter term. Some skills taught separately, some within a particular topic.

YEAR 10 KNOWLEDGE AND UNDERSTANDING:

Natural Hazards
Climate Change
Urbanisation
Sustainability
Economic Development and change
Living World
Tropical Rainforests
Deserts

YEAR 11 KNOWLEDGE AND UNDERSTANDING:

Deserts
River Landscapes
Development Gap
Glaciated Landscapes
UK Economy and change
Resource Management
Paper 3: pre-release on a topic that is compulsory on the spec.
Fieldwork Skills

*Waiting to hear from consultation whether some topics will be optional. If so, we won’t teach development gap/changing UK economy.  

Qualification and Level

Pearson GCSE Art and Graphic Communication 1GCO

Level 2 Two Year Course Graded 9-1 

Course content/structure

The course consists of two internally assessed and externally moderated components.

• Component 1: Personal Portfolio (internally set)
• Component 2: Externally Set Assignment.

The course will begin with intensive skills-based studio workshops introducing a range of creative graphic techniques before students embark on personal exploration of the coursework themes. Students will be expected to explore with an open mind and experiment with a range of media, materials and processes. At the end of the second year the course concludes with the externally set assignment.

There will be one gallery/museum visit each year.

Assessment

Formative assessment takes place throughout the course with assignment assessment deadlines at key points. Students will be expected to keep their own reflective journal so that they have control of their own learning.

What will you need to do to be successful in this course?

To be successful you must enjoy the creative design challenge and be prepared to put in extra time outside of timetabled studio sessions. It is important to annotate your sketchbooks and critically reflect on your work so you should have developing analytical skills. You will be mature and have shown an ability to explore ideas with creativity as well as initiative and independence.

What skills will you learn?

Through designing using a range of graphic media & drawing techniques you will learn how to develop the following transferable skills:

• Apply a creative approach to problem solving
• Consider and develop original ideas from initiation to realisation
• Analyse critically your own work and the work of others
• Express individual thoughts and choices confidently
• Take risks, experiment and learn from mistakes.
• Independent learning and enquiry skills.

* Please note you can only study one Art & Design subject out of the three; Art, Graphics or Textiles

YEAR 10:

Term 1 & 2: Higher level foundation course: Exploring ideas, skills, media, materials, techniques & processes.
Record
Develop
Experiment/Refine
Realise
Learning & developing the skills of research, exploration, experimentation, critical self-reflection & motivation to nurture resilience. 

Terms 3 to 6:
Independent project for personal portfolio

YEAR 11:

Terms 1, 2 & 5: Independent project for personal portfolio & additional skills based workshops.
Record
Develop
Experiment/Refine
Realise

Developing a fully independent exploration of a theme.
Utilising & developing the skills of research, exploration, experimentation, critical self-reflection & motivation to nurture resilience leading to full engagement & direction of the work.
Personal portfolio – independent work developed from the theme. 

Terms 3-4:
ESA

Term 5: Coursework Refinements

Qualification and Level

OCR Level 1-2 Cambridge National Certificate in Health and Social Care

(equivalent to one GCSE)

Qualification and Level
Pearson BTEC Level 1/Level 2 Technical Award in Health and Social Care  (equivalent to one GCSE)

What can it lead to/complement for Years 10/11 and Post-16?

The course complements many other option subjects including: Sciences, Childcare, Drama and Physical Education. It can lead to Level 3 courses in Health & Social Care and/or can provide an excellent foundation for anyone wishing to work in the care industry and the linked services.

Course content/structure
The course is an introduction into the field of health and social care, the
professions and expectations within the industry as well as examining human
development.

It is divided into 3 components:

1) Human Life Development
2) Health and Social Care Service and Values
3) Health and Wellbeing

Assessment 

The course has both coursework and exam elements.

Components 1 and 2 are assessed through coursework, which is set by the examboard and internal assessment.

Component 3 is assessed through a 2 hr external exam. This Component is
synoptic which means it builds upon knowledge from Component 1 and 2.

What will you need to do to be successful in this course?

An enthusiasm for the subject, an interest in working with people and commitment to independent learning. Students will need to be organised and able to work to strict deadlines. Listening to and watching the news and relevant programmes about care is helpful.

What skills will you learn?

You will develop key skills that will support your application of your human
development knowledge such as taking measurements and interpreting data to
assess an individual’s health. You will learn how to use health data to designing a plan to improve an individual’s health and wellbeing. You will develop the skills and attitudes that are considered most important in health and social care, including the care values that are vitally important in the sector, and the opportunity to practise applying them.

Qualification and Level

AQA GCSE History Level 2

Graded 9-1

Course content/structure

Paper 1 Period Study – Germany 1890-1945: Democracy and Dictatorship

This period study focuses on the development of Germany during a turbulent half century of change. It was a period of democracy and dictatorship – the development and collapse of democracy and the rise and fall of Nazism.  You will study the political, economic, social and cultural aspects of these two developments and the role ideas played in influencing change. They will also look at the role of key individuals and groups in shaping change and the impact the developments had on them.

Paper 1 Wider World Depth Study– Conflict and Tension, Cold War 1945-1975

This wider world depth study enables students to understand the complex and diverse relationship between superpowers after the Second World War. It focuses upon the agreements made by the victories allied powers between 1944 and 1945 and seeks to show how and why the Cold War occurred and why it proved difficult to resolve the tensions that arose. This study also considers the role of key individuals and groups in shaping change, as well as how they were affected and influenced by international relations.

Paper 2 – Thematic Study and Historic Environment:  Migrations Empire and the People 790AD to the present day.

This unit requires students to understand change and continuity across a long sweep of history from medieval to modern.  The historic environment requirement then focuses on a particular site in its historical context.

Key areas covered:

• How Britain has been affected by conquest, settlement and migration
• What motivates people to migrate to and from Britain
• How Britain gained and lost an Empire
• Significance of key individuals
• The response of people to the influences of Empire

Paper 2 British Depth Study –Elizabethan England, 1568-1603

This unit gives students an opportunity to study in-depth a key aspect of British history. Students will look at the Queen, government and religion of the period.  The challenges Elizabeth faced both at home and abroad and an overview of Elizabethan society in the Age of Exploration.   Students will be asked to recall and deploy specific detail in answer to key questions around this topic, demonstrating the skills of description, explanation, assessment, judgment, evaluation and the construction of an argument.

Assessment

100% Exam – shared over 2 exams which are broken down as 50% each for Paper 1 and 2. There is no longer a coursework element in history and the 2 examinations will be taken at the end of the 2 years.

What will you need to do to be successful in this course?

You will need to have good motivation, be willing to participate in class discussions, complete all the work set by the deadlines given, and take an active interest in your own learning.

What skills will you learn?

History will enable students to develop their research, organisation, analysis, evaluation, communication, judgment and source skills. These are all transferrable key skills which will help students in a variety of future subjects and careers.

YEAR 10 & 11:

Skills:

Embedding all of the skills that have been acquired in KS3
Real focus on independence and successful note taking 

Qualification and Level

EDUQAS Music GCSE Level 2

Graded 9-1

Course content/structure

Developing the core skills of performing, composing and listening an appraising across 4 Areas of Study (AoS):

AoS 1: Musical Forms and Devices
AoS 2: Music for Ensemble
AoS 3: Film Music
AoS 4: Popular Music 

YEAR 10:

SKILLS:

Performing
Development of instrument/vocal skills to produce one solo and one ensemble performance.
Ideally, to be able to access the higher band of marks, students will be supported in their studies by a peripatetic specialist. 

Composing
Students will participate in a number of analysis and composition exercises, building a portfolio of ideas for use in term 6 and into Year 11.
Students will begin their ‘free’ composition, working to their own brief, in term 6. 

Listening and Appraising
The musical elements are explored and developed through the 4 Areas of Study and examined through a listening exam paper which also tests the students understanding of 2 set works:
‘Badinerie’ by J.S.Bach
‘Africa’ by Toto 

KNOWLEDGE AND UNDERSTANDING:

Extending musical vocabulary.
Becomes familiar with exam board assessment criteria and how the teacher applies it.
Begins to use the assessment criteria to reflect on own work and the work of others.
Improvise, compose and perform music by using principles, theories and multiple musical concepts 

YEAR 11:

SKILLS:

Performing

PPE performances will take place before Christmas so that students can target their practice to its best use for the best outcome.
Final performances will take place in spring. 

Composing
Students produce a second composition based on a brief chosen from a set of 4 provided by the exam board at the beginning of the academic year. 

Listening and Appraising
Students continue to explore wider listening and the set works leading to the EDUQAS GCSE listening exam in June. 

KNOWLEDGE AND UNDERSTANDING:

Consolidates the understanding and use of key musical vocabulary.
Is familiar with exam board assessment criteria and how the teacher applies it.
Successfully applies the assessment criteria to reflect on own work and the work of others.
Improvise, compose and perform music by using principles, theories and multiple musical concepts. 

Assessment

Unit 1 – Performance.  Coursework is completed and marked in school.

Unit 2 – Composing.  Coursework is completed and marked in school.

Unit 3 – Listening and Appraising.  One exam sat in school and marked externally.

What will you need to do to be successful in this course?

Students will need to demonstrate a commitment to all three disciplines in Music, Performing, Composing and Listening.

Students should be involved in the extra-curricular music clubs that happen at lunchtimes and after school.

What skills will you learn?

Students will learn how to perform sensitively as part of an ensemble.  They will learn how to compose their own music within set styles including how to write lyrics for a melody, chords and accompaniment, and how to use different textures.

Students will also learn how to effectively appraise and analyse music from a range of styles from Classical 20^th Century, Music for Stage and Screen, Fusion Music and Popular Music.

Qualification and Level

Pearson GCSE Level 2

Graded 9-1

Course content/structure

The delivery of the course takes place through both theory and practical lessons. Over the course of the two years you will develop your knowledge and understanding of the topics being assessed in the two different exams entitled ‘Fitness and Body Systems’ and ‘Health and Performance’. Within ‘Fitness and Body Systems’ you will develop your understanding of the muscular, skeletal, cardiovascular and respiratory systems, movement analysis and physical training. Within ‘Health and Performance’ you will study health, fitness and well-being, sport psychology and socio-cultural influences affecting participation and performance in physical activity.

The coursework is assessed through both practical performance and your personal exercise programme (PEP). In the practical performance you will be assessed in 3 different activities from a prescribed list; one must be a team activity, another must be an individual activity, and the last activity is your choice. Each activity will be marked out of 35 with the marks being added together, giving you a final practical mark out of 105, which is submitted to the exam board. If you take part in a sport or dance outside of school, we will be able to assess you in this also, as long as it is from the prescribed list from the exam board.  The practical activities you will take part in throughout the course are likely to include netball, trampolining, and athletics.  In addition to those, there are numerous extra-curricular options where you can develop your performance and be assessed.

To support your practical assessment you will learn to plan a personal exercise programme (PEP) which will be written under controlled conditions and which will support your final assessments.

Assessment

60% is assessed through two written exams at the end of the two years.

40% of GCSE PE is coursework which is assessed through practical activities and the PEP (Personal Exercise Programme).

What will you need to do to be successful in this course?

You will need to attend extra-curricular activities to support your practical assessments.  Attendance at an extra-curricular club is compulsory and set as practical homework each week. You will also need to complete all homework which will be set regularly to help your progression in the theory work.  You will need to be able to work independently and take some responsibility for your own organisation, learning and physical skill development.

What skills will you learn?

You will learn skills and tactics in a range of practical activities outlined above.  You will learn to analyse performances and discuss strategies to improve performance including development of a fitness training programme to support your oral assessment.

YEAR 10:

SKILLS:

DEVELOPING RESPONSIBILITY THROUGH LEADERSHIP AND OFFICIATING. 

Learning the skills of a strong leader and officiator.  Identifying roles within leadership and officiating that are most suited to:
Fitness
Netball
Trampolining
Gymnastics
Football
Hockey
Rounders
Athletics
Summer games
OAA 

KNOWLEDGE AND UNDERSTANDING:

Skills
Rules
Healthy Lifestyles 
Holistic 

YEAR 11:

SKILLS:

PREPARING FOR THE NEXT STAGE 

How to take part in exercise for lifelong participation and health.  Experiencing safe and healthy exercise in a range of activities: 

Fitness
Netball
Trampolining
Gymnastics
Football
Hockey
Rounders
Athletics
Summer games
OAA 

KNOWLEDGE AND UNDERSTANDING: 

Skills
Healthy Lifestyles 
Holistic 

Qualification and Level

WJEC Eduqas GCSE in Religious Studies

Graded 9-1

Course content/structure?

Students complete three components:

Component 1 (50%) – Religious, Philosophical and Ethical Studies in the Modern World:

• Issues of relationships
• Issues of life and death
• Issues of good and evil
• Issues of human rights

Component 2 (25%) – Study of Christianity

• The beliefs, teachings and practices of Christianity and the challenges it faces in the modern world.

Component 3 (25%) – Study of Islam

• The beliefs, teachings and practices of Islam, the challenges it faces in the modern world and how it contrasts to Christianity.

Assessment

• Component 1: 2-hour written exam
• Component 2: 1-hour written exam
• Component 3: 1-hour written exam
• There is no coursework in this subject.

What will you need to do to be successful in this course

Be willing to join in with discussions and debates as well as lesson activities.  All class work and homework will need to be completed to a high standard.  You also will need to be aware of the world around you and be prepared to examine a range of issues and beliefs.

What skills will you learn?

GCSE Religious Studies will develop your critical thinking skills and allow you to think about the world philosophically.  It will help develop your understanding of why people have different attitudes to religious and moral problems and allow you to express and explain your own views and opinions.

You will gain a high level understanding of the diversity of religious traditions in the UK as well as non-religious beliefs such as atheism and humanism.

YEAR 10 & 11

SKILLS:

Using sources of wisdom and authority
Evaluating opinions
Empathy
Professional presentation of self and work
Ordering information
Revision techniques 

YEAR 10

KNOWLEDGE AND UNDERSTANDING

Component 3:
Muslim beliefs and practices 

Component 2:
Christian beliefs and practices 

YEAR 11

KNOWLEDGE AND UNDERSTANDING

Component 1: 

Issues relating to Philosophy and Ethics

Qualification and Level

AQA Spanish

Foundation Tier (Grades 5–1) and a Higher Tier (Grades 9–4).

Course content/structure

Identity & Culture

• Me, my family and friends
• Technology in everyday life
• Free time activities
• Customs and festivals in target language-speaking countries/communities

Local, national, international & global areas of interest

• Home, town, neighbourhood and region
• Social issues
• Global issues
• Travel and tourism

Current & future study and employment

• My studies
• Life at school/college
• Education post-16
• Career choices and ambitions

Assessment

This qualification is linear. Linear means that students will sit all their exams at the end of the course.

Paper 1 – Listening (25%)

20% of the questions and answers are in the target language

• Section A – questions in English, to be answered in English or non-verbally
• Section B – questions in Spanish, to be answered in Spanish or non-verbally

Paper 2 – Speaking (25%)

• Part 1 – role-play – 2 mins at Foundation and Higher
• Part 2 – discussion of photo card – 2 mins at Foundation and 3 mins at Higher
• Part 3 – general conversation – 3-5 mins at Foundation and 5-7 mins at Higher

Paper 3 – Reading (25%)

30% of questions and answers at each tier in target language

• Section A – questions in English, to be answered in English or non-verbally.
• Section B – questions in Spanish, to be answered in Spanish or non-verbally
• Section C – translation of a short passage from Spanish into English (a minimum . of 35 words for Foundation Tier and 50 words for Higher Tier)

Paper 4 – Writing (25%)

Structure of Foundation Tier Question Paper

• Question 1 – message (student produces four sentences in response to a photo)
• Question 2 – short passage (student writes a piece of continuous text in response . to four brief bullet points, approximately 40 words in total)
• Question 3 – translation from English into Spanish (minimum 35 words)

• Question 4 – structured writing task (student responds to four compulsory

detailed bullet points, producing approximately 90 words in total) – there is a choice from two questions

Structure of Higher Tier Question Paper

• Question 1 – structured writing task (student responds to four compulsory. detailed bullet points, producing approximately 90 words in total) –        .                        there is a choice from two questions
• Question 2 – open-ended writing task (student responds to two compulsory. detailed bullet points, producing approximately 150 words in total)      .                        there is a choice from two questions
• Question 3 – translation from English into Spanish (minimum 50 words)

What will you need to do to be successful in this course?

You will need to understand and respond to different types of spoken language; communicate and interact effectively in speech for a variety of purposes; understand and respond to different types of written language; communicate effectively in writing for a variety of purposes.

What skills will you learn?

The skills that you will learn and that can be used in different jobs are: Communication, ICT, Creativity, Research, Working with Others and Improving Own Learning and Performance.

At KS4, the skills are developed in line with the GCSE criteria. Please refer to JCQ document for a more detailed understanding of the Grades. 

Qualification and Level

Pearson GCSE Art & Design: Textiles Level 2

Graded 9 – 1

Course content/structure?

Unit 1: Personal portfolio 60%
Unit 2: Exam 40%

The personal portfolio covers two themes where learners engage in workshop sessions and develop their theme through the understanding of textile materials, techniques and processes. Learners will explore and analyse the work of other artists and designers, making critical and contextual links between the artist’s work and their theme, enabling students to develop their own work further with a greater level of understanding. They refine their work and complete a personally informed and meaningful practical outcome.

In the exam unit learners initiate and extend their own ideas and work independently, this unit has an externally set theme. The final outcome to this will be produced under Controlled Assessment exam conditions over a period of 10 hours.

Assessment

Formative assessment and target setting takes place each term; students will receive written and verbal feedback and time for individual response.

What will you need to do to be successful in this course?

Students will develop many skills through experimentation with a range of textile media. They must be committed to their own development both in class and through independent home learning.

What skills will you learn?

Learners develop their knowledge and understanding of creative processes through experimentation with a broad range of media and the refinement of their practical skills. Learners will experiment with a wide variety of textile surfaces and fabric manipulation techniques, whilst developing their personal ideas and research into the work of historical and contemporary fashion and textile artists and designers.

* Please note you can only study one Art & Design subject out of the three; Art, Graphics or Textiles

YEAR 10:

Term 1 & 2: Higher level foundation course: Exploring ideas, skills, media, materials, techniques & processes.
Record
Develop
Experiment/Refine
Realise
Learning & developing the skills of research, exploration, experimentation, critical self-reflection & motivation to nurture resilience. 

Terms 3 to 6:
Independent project for personal portfolio

YEAR 11:

Terms 1, 2 & 5: Continuation from Year 10 – Independent project for personal portfolio & additional skills-based workshops.
Record
Develop
Experiment/Refine
Realise

Developing a fully independent exploration of a theme.
Utilising & developing the skills of research, exploration, experimentation, critical self-reflection & motivation to nurture resilience leading to full engagement & direction of the work.
Personal portfolio – independent work developed from the theme. 

Terms 3-4:
ESA

Term 5: Coursework Refinements

Qualification and Level

BTEC TECH Award in Travel & Tourism

Pass – Distinction*

Course content/structure

The course consists of 3 units and provides the opportunity to gain a vocational qualification that gives basic knowledge and understanding of the Travel and Tourism industry.

It also gives learners an insight into their preferred learning styles and assists in developing their ability to study

1 Travel and Tourism Organisations and Destinations

2 Influences on Global Travel and Tourism

3 Customer Needs in Travel and Tourism

Assessment

Components 1 and 3 : Internal assessment through realistic tasks and activities. This style of assessment promotes deep learning through ensuring the connection between knowledge and practice.

Component 2: external assessment. Global Influences on Travel and Tourism requires learners to apply their knowledge and understanding of the factors influencing tourism, the impact of tourism on destinations and destination management to travel and tourism contexts. The external assessment takes the form of a set task/external assessment, taken under supervised conditions, which is then marked and a grade awarded by Pearson.

What will you need to do to be successful in this course?

To succeed on this course you will need to apply a positive mature attitude to your studies, be able to organise your work, complete set homework, meet deadlines and have an excellent attendance.

What skills will you learn?

You will understand the Travel and Tourism sector, its current practices and what happening in the world of Tourism and leisure in general.  You learn the skills and responsibilities of working in groups and independently. You will apply your experiences and knowledge to the industry. You will learn how to manage your time effectively and identify your own strengths and weakness as a student.

YEAR 10 & 11:

SKILLS:

Atlas skills – oceans, continents, UK
Locating places – longitude and latitude
Analysing graphs and visitor/tourism data
Literacy
Enquiry skills – collecting primary data for coursework.
Application of data in write up of coursework
Decision making and communication skills
Using qualitative and quantitative data
IT skills
Organisational skills

YEAR 10:

KNOWLEDGE AND UNDERSTANDING:

UNIT 2– Understanding of what the UK travel and tourism industry has to offer to tourists. 
UNIT 4: Throughout this unit you will be asked to locate numerous international holiday destinations and their gateways.  

YEAR 11:

KNOWLEDGE AND UNDERSTANDING:

UNIT 1- In this unit, you will gain an understanding of the range of organisations involved with different types of tourism in the UK.
UNIT 3: In this unit you will look at the definition of customer service and what the main aims of customer service are.