2024 Options Booklet
............................................... Options Subject Pages 29 - 63 Art and Design 30 Computer Science 32 Construction and the Built Environment 34 Creative iMedia 36 Performing Arts (Drama) 38 Design and Technology 40 Enterprise 42 Ethics (RS) 44 Film Studies 46 Geography 48 Health and Social 50 History 52 Hospitality and Catering 54 Music 56 Photography 58 Spanish 60 Sport 62
................................ ............................................. Art and Design - Computing Construction - CreativeiMedia - Drama Design and Technology - Enterprise Film Studies - Geography - Health and Social Care - History - Hospitality and Catering - Music - Photography Ethics(RS) - Separate Sciences Spanish - Sport
You will see from this booklet that there is a detailed programme of care and guidance to support our students' through the option process and we welcome your involvement as much as possible. Students have the opportunity to sample taster lessons on Thursday 8th February in school and the release of this document marks the start of the official options process. We hope that you will go through this booklet with your child and discuss the courses available coupled with their experiences from the taster sessions. You will also receive a letter shortly informing you of the recommended pathway for your child based on data and our knowledge of the students pastorally. During the options process senior staff and form tutors in school will hold personalised meetings with all students and, we sincerely hope that you can also be involved in these. It is an opportunity for yourselves to discuss initial thoughts and the recommended pathways at an early stage within the process. These meetings will take place in school during the Y9 Parents’ Evening on 13 March 2024. We also look forward to greeting you in person for both the subject Parents’ Evening on Wednesday 13 March and the Options Evening on Thursday 8 February. Both events allow you to discuss your child's current progress and ambitions within subjects and to discuss the options available with subject specialists. Option forms must be returned by Friday 22nd March 2024 at the latest. If a further senior leadership follow up interview is required this will be arranged before Friday 31 March. If you would like to discuss anything prior to these dates then please contact Ms Langley, Mrs Ward, Mr Thornely or any other member of the senior leadership team.
................................... ................................... Students wishing to follow this pathway must choose either Geography or History GCSE and a Modern Foreign Language. They will then have two further options. Students following this pathway have 4 further options, at least one of which should be from Geography, History or Spanish Attainment 8 Pathway
BTEC Enterprise BTEC Health and Social Care BTEC Sport Cambridge National in Creative iMedia WJEC Hospitality and Catering Construction and the Built Environment Level 3 T-Levels BTEC and Cambridge National courses are vocational methods of learning. Students study theory in the same way as for GCSE subjects but with vocational courses there are limited examinations. Assessment of the students’ knowledge takes place via 60% coursework and practical assessments, and 40% examination or online testing. This means that students are assessed about what they have learnt, not what they can write down under exam conditions. The following vocational qualifications are offered:
BTEC Enterprise BTEC Health and Social Care BTEC Sport Construction and the Built Environment GCSE Art and Design Cambridge National in Creative iMedia GCSE Computing Science GCSE Drama WJEC Hospitality and Catering GCSE Geography GCSE History GCSE Film Studies GCSE Music GCSE Photography GCSE Ethics(RS) GCSE Design & Technology GCSE Spanish It is important that students take appropriate courses to ensure they are successful at Upper School. The school will use assessment data to guide all students. Students following the Ebacc Pathway choose Geography or History and Spanish, plus two other subjects. Students achieve the Ebacc if they obtain at least a grade 5 at GCSE in all of these subjects; English, Maths, Science, Humanities, Modern Foreign Language. Students following the Attainment 8 Pathway choose 4 subjects, at least one of which must be from Geography, History or Spanish.
The Options Form will be issued separately to students - we give this out later so that the students have time to carefully consider their options. You will receive a personalised Options Form based on the recommended pathway that can be discussed and completed during the options process. On 13th March 2024 all students will have an individual interview with a member of the Senior Leadership Team. The form must be returned by Friday 22nd March. The process of allocating subjects to students begins immediately. During this process if there are any problems with a student’s combination of choices, they will be seen to discuss alternatives. Students will be told their final allocation during the summer term. Any forms received after the deadline will not be included in the initial allocation process and therefore these students may not get their first choices. Options Booklet launched on website Student taster lessons Year 9 Options Evening SLT Options Guidance Meetings Year 9 Parents Evening Options Form Deadline 9 Feb 8 Feb 8 Feb 13 Mar 13 Mar 22 Mar
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................................................... In order to study at certain levels Post-16 and to gain entry to many professions, a GCSE Mathematics grade of a 4 or higher is expected. This is also the case for students wishing to continue into higher education. For those targeting Mathematics A-Level, at least a grade 6 is normally required.
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......................................... ............................................................. ............................................................. CURRICULUM INTENT Component 1 – Understanding Computer Science This component investigates hardware, logical operations, communication, data representation and data types, operating systems, principles of programming, software engineering, program construction, security, authentication and data management and the impacts of digital technology on wider society as well as algorithms and programming constructs. Component 2 – Computer Programming This component investigates problem solving, programming languages, data structures and data types, program design, implementation, and testing. Learners are required to produce a programmed solution using Python Programming to a set task which will then be the basis for examination. Component 1: Understanding Computer Science. Written external examination: 1 hour and 45 minutes. 50% of the qualification. Component 2: Computer Programming. On-screen examination: 2 hours. 50% of the qualification.
............................. ................................... ................................................... Questions to: Mrs McErlain Head of Computing Eduqas Computer Science The Eduqas Computer Science is part of the English baccalaureate. Computer Science is an important subject because of the increased use of computers in the workplace, in further and higher academic studies, and in everyday leisure activities. Computer Science encourages students to develop their understanding and application of core concepts. Students also analyse problems in computational terms and devise creative solutions by designing, writing, testing, and evaluating programs.
......................................... ............................................................. .................................................. CURRICULUM INTENT • The nature and importance of safety and security in the construction industry • Learn & develop a range of construction skills • The various stages of the project planning process and how construction work is costed • The types of careers which exist within the industry You will also be able to gain essential employability skills that are valued by employers such as problem solving, planning and organisation, creativity and innovation. Whether the built environment consists of businesses, homes, shops, protected spaces or a combination of two or more of these, it is important to ensure that it meets the needs of its local community. If it fails to meet those needs, this affects the community. Any built environment needs maintaining. Spotting building defects can save money for a business, but identifying the original cause of defects saves even more. Maintaining the built environment involves a range of activities which together contribute to sustainable, safe, comfortable and less costly built environments. This area of work is vast and there are many opportunities at all levels within the construction industry should you wish to continue your studies at college, sixth form, via an apprenticeship or at degree level. There is no specific requirement for prior learning with this specification. The qualification has been designed to build on the skills, knowledge and understanding acquired at Key Stage 3. Unit 1 (50%) 90 min knowledge exam Unit 3 (50%) 3 x practical assessments and coursework 34
................................................... Construction and the Built Environment • Level 3 Extended Project; • Level 3 qualifications in design engineer construction • Diplomas in Construction and the Built Environment; • Level 2 qualifications in construction, including specialist areas such as plumbing, bricklaying and carpentry • Apprenticeships in construction. • Equally, the skills and understanding developed, including Essential Functional Skills, Key Skills and Personal, Learning and Thinking Skills (PLTS), are relevant to any qualification at Level 3, whether 'General' or 'Vocational'. The successful completion of this qualification, together with other equivalent qualifications, such as in maths and the sciences, could provide the learner with opportunities to access a range of qualifications including GCE A Levels, apprenticeships, vocationally related and occupational qualifications. These include: Type of subject: Creative, practical, technical & vocational This course is perfect for students who want to learn about the construction industry from a plan, build and maintain perspective. It will provide you with a broad introduction to the different roles and responsibilities involved in the sector and the range of career opportunities available. You will have the opportunity to develop a wide range of practical specialist skills which can develop a foundation for further study, an apprenticeship or employment. 35 Edugas Level 1/2 Vocational Award in
......................................... ............................................................. ............................................................. CURRICULUM INTENT Unit R093: Creative iMedia in the media industry External exam: 1 hour 30 minutes Unit R094: Visual identity and digital graphics Centre assessed the Set Assignment, OCR Moderated Unit R097: Interactive digital media Centre assessed the Set Assignment, OCR Moderated Unit R093: Creative iMedia in the media industry (Exam) In this unit you will learn about the media industry, digital media products, how they are planned, and the media codes used to communicate ideas through technical, visual and audio techniques. Topics include: • The media industry • Factors influencing product design • Pre-production planning • Distribution considerations Unit R094: Visual identity and digital graphics (Coursework, NEA) In this unit you will learn to how to develop visual identities for clients and use the concepts of graphic design to create original digital graphics to engage target audiences. Topics include: • Develop visual identity • Plan digital graphics for products • Create visual identity and digital graphics Unit R097: Interactive digital media (Coursework, NEA) This is assessed by completing a set assignment. In this unit you will learn how to plan, create and review interactive digital media products. Topics include: • Plan interactive digital media • Create interactive digital media • Review interactive digital media Questions to: Mrs McErlain Head of Computing & Enterprise 36
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............................................................. ............................................................. ......................................... CURRICULUM INTENT 38 Studying Drama will help you develop creatively as an individual and as part of a group, you will: • Explore and develop a wide variety of skills for successful performance • Devise your own work • Explore and perform script • Acquire and develop the skills of a variety of roles and responsibilities, both on and off stage • Investigate performance work and influences, looking at the different approaches of practitioners and how they create and influence performance material • Review your own development and contribution to the performance • Perform to a variety of live audiences COMPONENT 1: Devising 40% Devised performance Written portfolio COMPONENT 2: Performance from text 20% Performance of two script extracts COMPONENT 3: Theatre makers in practice 40% 1hr 45minute Written exam Questions to: Mrs Pritchard Head of Drama To enjoy and succeed on this course, you will need to: • Have an interest in performance and the ways in which Drama can be created through a variety of different theatre styles • Be able to perform in front of others and share your work with the class every lesson • Be willing to work in different groups each lesson, giving advice and support to others, in addition to having your own work evaluated • Be prepared to write about your discoveries in Drama and evaluate your own and others work in your written coursework
................................ 39 This course develops a variety of transferable skills which can be applied to a vast range of different academic courses and careers, skills such as performance and presentation, problem solving, teamwork and meeting deadlines. For further creative studies the course supports A-Level Drama & Theatre Studies and BTEC Performing Arts Level 3 at sixth form or college. GCSE Drama The Drama GCSE course allows students to explore both the theory and practice of Drama. With numerous performance opportunities students gain invaluable practical skills alongside watching a variety of live theatre productions and exploring various potential careers in the performing arts industry.
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......................................... ............................................................. ............................................................. CURRICULUM INTENT You will study three units. Component 1: Exploring Enterprises You will explore different enterprises to develop their knowledge and understanding of the characteristics of enterprises and the skills needed by entrepreneurs to be successful. You will explore how enterprises use market research to find out about their customer needs and competitor behaviour and how internal and external factors may affect enterprises. Component 2: Planning and Presenting a Micro-Enterprise Idea You will generate two realistic ideas for a micro-enterprise and choose one of these to plan within budget. You will individually present their business plan for their idea and review the production and delivery of their presentation to make recommendations for improvements. Component 3: Marketing and Finance for Enterprise You will explore how marketing is used by enterprises and the factors that influence how enterprises identify and target their market. You will complete financial documents and statements and explore how to use them to monitor and improve the performance of an enterprise in order to make decisions and recommend strategies for success. You are required to complete and pass all three components. Two components consist of 3 pieces of internally assessed PSA coursework written assignments and one an externally assessed written exam (2hours) Component 1 - Internally assessed PSA coursework, consisting of 3 written assignments Component 2 - Internally assessed PSA coursework, consisting of 3 written assignments plus a presentation Questions to: Mrs McErlain - Head of Enterprise 42
................................................... This course is equivalent to one GCSE, grade 9-4 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. Enterprise is a key government focus, and is set to form an important part of the UK's global economic status, both now and in the future. Enterprise skills provide a fantastic progression pathway into a number of roles in an organisation, and are transferable into all businesses. You will gain skills, knowledge and experience that are excellent preparation for life either on a Level 3 BTEC course, on A-Levels, on a training course leading to future employment, or as preparation to become your own boss. Regular homework will be expected, such as reading, note making, preparing questions for guest speakers, drafting and redrafting a piece of coursework or preparing for a class discussion. A BTEC Level 2 Technical Award in Enterprise leads on to further study at A Level in Business or on to a BTEC Level 3, such as BTEC National in Enterprise and Entrepreneurship, which prepares learners to enter employment or apprenticeships, or to move on to higher education by studying a degree in the business sector. It also gives students an insight into the world of work and attempts to inspire them to become future entrepreneurs. 43
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......................................... ............................................................. ............................................................. CURRICULUM INTENT 48 Paper 1 - Living with the Physical Environment (35%) Section A: The challenge of natural hazards Section B: The living world Section C: Physical landscapes in the UK Paper 2 - Challenges in the Human Environment (35%) Section A: Urban issues and challenges Section B: The changing economic world Section C: The challenge of resource management Paper 3 - Geographical Applications (30%) Section A: Issue evaluation Section B: Fieldwork
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.............................................. ............................................................. CURRICULUM INTENT Students must complete three units: Component 1 – Human Lifespan Development (30% - 60 marks) Component 2 – Service and Values in HSC (30% - 60 marks) Component 3 – Health and Well-Being (40% - 60 marks) Component 1 – Human Life Span Development This is assessed by a set assignment. In this unit you will learn about the key topics on the human life span, including: • The life stages and key characteristics in the physical, intellectual, emotional and social (PIES) development classifications and the different factors that can affect an individual's growth and development • Different life events and how individuals can adapt or be supported through changes caused by life events Component 2 – Service and Values in Health and Social Care This is assessed by a set assignment. • Health and social care conditions, how they can be managed by the individual and the different health and social care services that are available • The barriers and obstacles an individual may encounter and how these can be overcome • The skills, attributes and values required to give care and how these benefit the individual Component 3 – Health and Well-Being This is assessed by an exam. • How factors can affect an individual's current health and wellbeing • How physiological indicators and an individual's lifestyle choices determine physical health • The use of the person-centred approach • Recommendations and actions to improving health and wellbeing and the barriers or obstacles individuals may face when following recommendations and the support available to overcome. 50