2. St Augustine’s School Options 2011-12
This booklet will provide you with information about the subjects that everyone will
study and about those subjects that you can choose.
It is important to read it carefully, discuss it with adults, both at home and at school,
and reach a decision that will give you the maximum opportunity to fulfil any ambi-
tions you may have.
You will be told about the various courses in special assemblies and during lesson
time. Listen carefully and ask as many questions as you need to.
Come along to options evening on:
Wednesday 9th November at 7pm.
When you have made your decision, number the options in order of preference 1,
2, 3, 4 and so on. We will organise the option groups to suit as many people as pos-
sible.
Later on in the school year you will be asked to make your final choice. You may also
be asked to discuss your choices with a senior member of staff.
Return the sheet to your tutor by
Monday 14th November 2011
4. Choosing your Options
Remember to give yourself as many opportunities as you can. Think about:
Subjects you are good at
Subjects you enjoy
Your career choice
Remember - top univer-
sities want a broad
range of subjects.
After school you may choose to go to Scarborough Sixth Form College and
then on to university. If you want to study English at university many top
universities require a GCSE in a foreign language.
Try to choose subjects
that will show you have
the skills needed for
some of these courses.
You may choose to go to Yorkshire Coast College where you can study a
variety of vocational courses including Apprenticeships in areas such as
Motor Vehicle and Engineering.
5. Choosing your Options
You may leave school and move into the world of work straight away - think
what qualifications your employers would want to see to show you would
make a reliable and useful worker in their organisation.
There are many websites that can help you decide what to do when you
leave school. The websites listed below have various activities to help you
make the decision that‟s right for you.
Careers Advice
http://www.connexions-direct.com/itsyourchoice/
Job Information
www.u-xplore.com
Scarborough Sixth Form College
http://www.scarb-6-form.ac.uk/
Yorkshire Coast College
http://ycc.uyrdevelopment.com/
Remember to make choices that
are right for you and not be-
cause your friends are choosing
them!
6. Compulsory Subjects
All students will study the following subjects in Key Stage 4:
Careers
English Language
English Literature
ICT
Mathematics
Physical Education
Personal Development
Religious Education
Science
7. Careers / Work related learning
As Key Stage 4 pupils you will have access to a structured careers
programme. During this time you will complete units of work which include
the development and recognition of your own skills and abilities.
You will explore possible career pathways, and learn how to access and use
the vast array of job information that is available to you.
All pupils will also prepare for, undertake and evaluate a two week work
experience in year 10.
By the end of the course, you will have a
portfolio of information about yourself, your
skills and development and areas of interest.
This will contribute to your personal profile.
In year 11 pupils have access to financial
capability sessions.
Compulsory ICT
All pupils follow a course in ICT that gives you a level 2 qualification in this
essential key skill. Pupils who complete the qualification successfully will not
have to do ICT Key Skills at 6th Form or another further education
establishment. This is an equivalent to a GCSE qualification. Pupils who
opt for the GCSE ICT will follow the Compulsory ICT timetabled lesson but
will use this time to research and plan the coursework aspect of their GCSE.
8. English Language and English Literature
The vast majority of pupils will study GCSE English Language and English
Literature, although a small number of pupils will be offered GCSE English.
English Literature allows pupils to explore texts from a personal perspective
and offers an experience of:
Literature today
Literature globally
The Literary Heritage
English allows you to demonstrate your ability to use English in real-life
contexts using an investigative and analytical approach to topics, drawing on
personal experience.
In the combined course you will develop:
1. The ability to read, understand and respond to all types of literary text
to appreciate the ways in which authors achieve their effects and to
develop information retrieval strategies for the purpose of literary
study;
2. Awareness of personal, social and cultural significance in the study of
literature;
3. The ability to construct and convey meaning in written and spoken
language, using correct grammar and standard English.
9. The syllabus is defined in terms of a number of areas of study with
descriptive titles or clear boundaries. It offers opportunities for comparative
study and for study in depth and in breadth of a significant group of texts,
including poetry, prose and drama.
There is a requirement for an understanding of literary tradition, and
appreciation of social and historical influences and cultural contexts, and
considered responses to literature and interpretations of literature through
writing. It requires the study of works that have been most influential in
shaping and refining the English language and its literature. Works of
Shakespeare are included.
The syllabus requires you to demonstrate that you can:
1. Respond critically, sensitively and in an informed way to what is read,
heard and seen, using textual evidence as appropriate.
2. Explore how language, structure and forms contribute to the meanings
of texts, considering alternative approaches and interpretations.
3. Select appropriate ways to convey response.
Type of Assessment
Both controlled assessment and external examination will be used to reach
the final grade.
This will result in two distinct qualifications at GCSE level.
10. Mathematics
Mathematics is one of the most useful subjects you learn at school. It gives
you vital tools needed to study many degree subjects, particularly among the
sciences, as well as in engineering and technology.
It also teaches you a wide range of transferable skills that will benefit you in
whatever jobs you take. Maths provides you with the numeracy required to
take control of your daily lives, whether managing your finances or judging
the latest government statistics.
While studying mathematics you will be expected to:
• Use mathematical skill and knowledge to solve problems.
• Use logic and reason to solve problems.
• Break down problems into small steps in order to solve them.
• Use the mathematics that you learn to solve problems that might
happen in real life.
• Learn to use a calculator to solve problems quickly and effectively.
11. Course Content
GCSE Mathematics covers a wide range of basic mathematical knowledge
and skills, grouped together into four areas:
1. Using and Applying Mathematics
2. Number and Algebra
3. Geometry and Measure
4. Data Handling
Assessment
We follow the AQA modular course with assessments in November and June
of year 10 and June of year 11. Each module can be sat at either
Foundation or Higher level according to your strengths. There is no
coursework required.
NB: subject to Government changes.
Equipment
You are expected to have a scientific calculator with you for all maths
lessons. It would also be useful if you have protractor and compasses to use
when necessary. It will also be useful, due to the modular nature of the
course, for you to have a revision guide from the beginning of the course.
12. Personal Development
You will follow a Personal Development programme at Key Stage 4. The
programme includes topics that develop self-awareness and raise issues
relating to drugs, alcohol abuse and citizenship, thus preparing you for
leaving school and adulthood.
Core Physical Education (Games)
In year 10 and year 11 you will continue to be assessed on your attainment
and effort in selected activities reflecting choices made at the end of Key
Stage 3 and, for year 11, at the end of year 10.
You will participate in two Outwitting (Games) Activities in the autumn/ spring
term and one in the summer term. In the Accurate Replication/Exploring and
Communicating Ideas, Concepts and Emotions focus areas (e.g.
gymnastics, trampoline) two activities are followed. You will also undertake
one activity from the Performing at Maximum Levels/Exercising Safely and
Effectively category (e.g. athletics, circuits).
You will also be given the opportunity to become more involved with
organization, coaching, umpiring and developing your leadership skills.
13. Religious Education
A course in Religious Education forms part of the compulsory core
curriculum for year 10 and 11 Pupils. You will follow a Religious Studies
programme accredited by Ed-Excel, leading to the GCSE award on the
successful completion of the course.
The Religious Studies examination programme comprises two components,
each being followed for half of the course. Each component is then
examined at the end of each school year.
The first component concerns the study of:
Belief in God
Matters of Life and Death
Social Harmony
The second comprises:
Community and Tradition
Worship and Celebration
Living the Christian Life
Careers where Religious Education may be required or would be an
advantage could include social work, youth work, medicine and any job
requiring interpersonal skills.
14. Having laid a foundation of knowledge of the basics of our Faith during the
first three years in school, we have the following aims for our year 10 and 11
RE time:
1. To develop a sense of belonging to a community in family, school,
parish and wider world, through membership of the Christian Faith.
2. To develop an awareness of the responsibilities held by members of the
Catholic Community in these wider communities.
3. To examine ways in which responsible Christian adults should be
involved in our own society and in the wider world.
4. To develop an awareness of the links between prayer and action:
(i) In the Catholic tradition.
(ii) In other Christian traditions.
5. To confront the difficulties and contradictions with which Catholic adults
may be presented in living out their Faith, as a preparation for life
outside the school.
6. In co-operation with the School Chaplain we would like to feel that
opportunity is provided for you to express the difficulties with which you
may currently be faced in living out your Faith.
7. To develop the awareness that growth in the Faith is a life long process
and should continue after school days.
15. Science
The Science department can offer a range of GCSEs which aim to meet the
diversity of pupils‟ needs and aspirations. They emphasise explanations,
theories and modelling in science along with the implications of science for
society.
For the majority of you, science will be studied by following a course which
leads to the award of two GCSEs (OCR Science and Additional Science).
This course provides the opportunity to acquire the scientific skills,
knowledge and understanding necessary for life as a citizen.
Assessments for this course will be:
75% on external examinations. These will be set and marked by OCR.
They will include structured questions on the four modules contained
within each strand of Biology, Chemistry and Physics.
25% skills assessment, including practical investigations, scientific
research and data analysis.
The first GCSE is obtained in year 10, the second in year 11.
External exams are taken in January and June of both year 10 and 11.
All Science GSCEs provide pathways to a wide range of career
prospects. Some of you will study for an OCR national qualification in
Science. This is coursework based. You will be guided by staff onto this
course.
16. Optional Subjects
GCSE ICT Art and Design
Hospitality and Catering Drama
French Geography
German History
Music Product Design
Textiles Young Apprenticeships
Certificate of Personal Physical Education GCSE
Effectiveness (CoPE) Which includes Sports
Leader Award
Vocational Diploma in
Construction and the Built
Environment
Triple Science Pupils who study Triple Science as an option can gain
three GCSE’s in Physics, Chemistry and Biology - for pupils who are
looking to continue science at ‘A’ level and beyond.
17. GCSE ICT
This qualification explores how technology impacts on every aspect of our
daily lives (learning & earning, leisure, shopping & money management,
health & wellbeing and being on the move). It will teach you how to be a
“savvy ICT user” who understands the risk as well as the benefits of ICT and
how to use ICT safely and responsibly.
The course is structured:
40% exam
The exam / theory element of the qualification deals with “Living in a Digital
World” and is taken as an 1½ hour exam at the end of year 11.
60% controlled assessment
The controlled assessment has an emphasis on „doing‟ rather than „writing
about‟ ICT. This helps to develop important transferrable skills including
problem solving, creative thinking and collaborative working.
Pupils have 40 hours controlled assessment time during lessons to complete
a 4 part task that uses all aspects of ICT (research, storing data, using data
and communicating information).
18. Certificate of Personal Effectiveness (CoPE)
We are offering this option for the third time this year and it is particularly
appropriate for those pupils who would find some traditional school subjects
too challenging.
Pupils will be able to achieve a Level 1 or Level 2 qualification. A Level 2
qualification is the equivalent of a Grade B at GCSE. Some pupils are
currently working on ASDAN projects and this is an extension of this work.
The course focuses on developing skills which will help pupils in the
workplace and in their future lives. Pupils complete challenges in a variety of
areas.
Pupils need to demonstrate competence in the wider key skills of:
Working with others.
Problem solving.
Improving own learning and performance.
Pupils need to demonstrate competence in the units and show they can:
Plan and carry out research.
Give an oral presentation.
Communicate through discussion and planning.
19. Pupils choose challenges which interest them from following areas:
Communication
Community and Citizenship
Sport and Leisure
Independent Living
The Environment
Vocational Preparation
Health and Fitness
Work Related Learning and Enterprise
Science and Technology
International Links
Expressive Arts
Beliefs and Ethics
Pupils keep a portfolio of achievements and activities, which build up to a full
qualification. There is no exam at the end of the course. Pupils can also use
activities from outside school to help build up their portfolio:
Church attendance
Voluntary work
Drama groups
St John‟s Ambulance Brigade qualifications
Sports activities.
The work experience undertaken in year 10 will also contribute to this qualifi-
cation.
20. Art and Design
Art and Design at GCSE builds upon the knowledge and skills that have
been developed in Key Stage 3.
We offer AQA GCSE Unendorsed Art and Design. This course gives you the
opportunity to explore a variety of different processes, techniques and
media within areas such as drawing and painting, print-making, textiles,
ceramics, and other 3D work,
The course involves developing your own ideas on a series of themes. You
will take inspiration from the work of artists, your environment and other
cultures. The key processes are to research, develop and refine your ideas.
The written element can be minimal . In the initial stages of the course there
is a focus on gaining skills to improve hand/eye coordination and build
confidence.
If you are considering taking GCSE Art and Design it is important to be
motivated to work on your own projects, to be willing to experiment with
ideas and to respond to advice. Homework is an essential part of the course
which supports the work done in the lessons.
If you have any questions please do not hesitate to ask either Ms Yates or
Mrs Braida.
21. Coursework
You will produce a portfolio of work which must include more than two
projects. This work is marked out of 80 and is worth 60% of your final mark.
Exam
You will produce work in response to a question paper and then produce a
final response during 10 hours of sustained focused study. The work is
marked out of 80 and is worth 40% of your final mark.
After GCSE
Further study could be:
A Level Art and Design
National Diploma
BTEC Diploma in Art and Design: Level 2/3
Career Opportunities
Artist (working freelance and selling your work privately or to companies,
working as an artist in residence in schools, colleges, museums etc)
Architect
Art therapist
Curator (arranging exhibitions at galleries)
Designer (fashion, jewellery, graphics, product design, textiles, interior)
Film, TV and theatre work such as stage, set and costume design
Festival and outdoor event promotion
Illustrator
Teacher
Technician
Web or computer games designer
22. Drama
Drama is a practical subject with lots of opportunity for individuals to show off
their creativity, flair and imagination. Pupils are also required to study the
theory of drama as well as looking at scripted literature.
Drama at Key Stage 4 takes the form of AQA GCSE Drama in which pupils
complete two units of practical coursework, worth 60% of the final mark.
Pupils also complete a written exam at the end of the year which is worth
40% of the grade.
Within the GCSE qualification you will learn skills such as acting,
improvisation and evaluation, and develop self-esteem and confidence, and
interpersonal, group working, and creative techniques. Pupils will study
various elements and mediums of drama including masks, puppets, use of
voice and movement, film and music.
Due to the practical nature of
Drama, the lessons can be
fairly relaxed and enjoyable,
with pupils able to be as
creative as possible, both
individually and when
working as part of a team.
23. What Next?
A Level Theatre Studies -
Scarborough VI Form College
BTEC Diploma in Performing Arts -
Yorkshire Coast College (Westwood
Campus)
Many stage and dancing schools
also accept pupils at 16.
Career Opportunities in Drama
Actor
Lighting designer Set designer
Costume designer Make-up artist
Theatre manager Teacher
Stage management Arts administration
Publicity/marketing TV/radio presenter
Youth work Theatre/film director
Production manager Theatre/film/TV
Camera operator Circus performer
Stunt co-ordinator Theatre-in-education
Musical theatre Drama therapist
Journalism Work in theatre
Work in film Work in television
Management Publicity/marketing
Arts administration Script writer
Musical theatre Box office
Drama therapist Youth work
Sound engineer
24. Design and Technology
The Design and Technology Department offers the following syllabi
dependent on pupil choice:
Hospitality and Catering
Product Design
Textile Technology
Exams
The examination includes 20 A3 pages of written work and design work, 40
hours of practical work and a 2 hour written examination.
This GCSE tends to suit self motivated hard working pupils.
The written paper not only covers the theory associated with the subjects,
such as processes and properties of materials, but also features several
design questions where pupils will be asked to sketch and render products.
Objectives Total
Making 40%
Folder 20%
Exam 40%
Terminal Examinations
Tier Grades Available Exam
Higher A* - C 2 hrs
Foundation C -G 2 hrs
25. Hospitality and Catering GCSE
This course offers a unique opportunity for you to develop your knowledge
and extend your skills within the hospitality and catering context. It is a
suitable qualification for those who want a broad background in this area
of expertise and for those who wish to progress to further education. It will
offer valuable preparation for those entering the world of work.
The course encourages the investigation and
study of hospitality and catering in a variety of
contexts and uses a range of assessment
techniques to enable candidates to respond
through practical and investigative work.
The GCSE Hospitality and Catering
specification provides a vocationally related
qualification that covers levels one and two,
foundation and intermediate, of its national
qualification framework.
A course in hospitality and catering offers a
unique opportunity in its curriculum for you
to develop your knowledge and extend your
skill in a vocational context. It will provide
opportunities to develop your
interdisciplinary skills and a range of key
skills and your capacity for imaginative,
innovative thinking, creativity and
independency.
Pupils will have the opportunity of two weeks work placement in a catering
establishment.
26. Pupils will also study food safety and hygiene to level two for which you will
receive a nationally recognised certificate, an essential qualification to work
in the food industry, part or full time.
Careers in Catering
Further Education Apprenticeship.
Employment in hotels
Restaurants
Industrial canteens
Hospitals
Armed Forces
School meals
Care homes
Food product design and development
Retail industry
27. Textile Design
This subject gives pupils the opportunity to discover and express their
creative side. The creative industries are worth 113 billion pounds to the UK
economy and are a growth area for employment. Many pupils take this
option with a view to accessing a range of creative Higher Education
courses that run both locally and nationally. These cover everything from
fashion and textile design to interior design, fashion marketing, fashion
buying and illustration work, to name but a few. Other pupils take this option
as an opportunity to include a creative course within a strongly academic
timetable - a chance to broaden their skills base.
Textiles technology was introduced to St Augustine‟s six years ago and has
gone from strength to strength, with our first GCSE group finishing the
course last year achieving 100% A-C grades, showing that pupils who opted
for this subject both enjoyed the course and were highly successful.
In year 10 pupils complete one project in which they are asked to pick an
artist of their choice and use their work to inspire an embellishment
technique which they put onto a garment they design and make, allowing
pupils to decide if their strength lies in embellishment or construction of
materials - many pick both.
In year 11 pupils then build on the skills they have learnt to complete their
GCSE project. Pupils are offered a number of themes to follow for their
project; however, some pupils who have a strong interest in a particular
project idea create their own brief throughout the course.
Textiles is one of the best equipped departments in the area with a large
number of sewing machines as well as some of the most up to date textiles
software and CAM machinery available.
28. Product Design
Product Design GCSE calls for pupils to become autonomous and creative
problem solvers by preparing them to think and intervene creatively to
improve the quality of life. Pupils are expected to look for needs, wants and
opportunities and to respond to them by developing a range of ideas and
producing viable products for a mass market.
Pupils have the opportunity to reflect on and evaluate past and present
designers and the effectiveness of their design solutions.
The course combines practical skills with an understanding of aesthetics,
social and environmental issues, function and industrial practices. Pupils
studying Product Design can become discriminating and informed users of
products, as well as innovators.
3D design could take you into a number of exciting career paths, such as:
Product or automotive design
Creation of computer generated imagery
Computer aided design for industry
CNC operation
Architecture
Manufacturing
Advertising
Engineering
3D Artist/ Designer /Maker
3D design is an enormously satisfying career. You have an idea and - with
the use of drawings, tools and, computers - it comes to life. Imagine how
satisfying it must be for the person who designed the iPhone or Razr to hold
the finished product in their hand?
29. Product Design pupils have access to a range of equipment and access to
high quality materials allowing pupils to produce anything from furniture and
jewellery to prototype electrical devices or lighting solutions.
We make use of several industry standard 3D design packages that can be
used to operate a range of computer controlled devices such as a mill, lathe
and router.
Pupils can expect to:
Build up a sizeable portfolio of work incorporating a range of drawing
and presentation styles.
Use modelling techniques and produce a large body of supporting
written work as well as a finished product.
Work in wood, metal, plastic, card, modelling foam, precious metals/
stones, smart materials, fabric, ceramics, electronics etc.
30. Geography
Geography is an exciting and ever-changing subject that has very real
relevance to the wider world in which we live.
Pupils who opt to take the subject at GCSE will follow the AQA „A‟ syllabus and
will study themes including: earthquakes and volcanoes, managing resources
and environments, tourism, globalisation and change in the urban
environment. In recent years, the GCSE geography group have conducted
local fieldwork studies at Robin Hood‟s Bay and visited Manchester or
Liverpool to study the changes affecting a big city.
Geographers are good all-rounders who enjoy both arts and science.
Geography is unique in the range of skills that pupils acquire. For example:
being able to collect information from fieldwork, maps, photographs, satellite
images and information technology; the ability to describe, analyse and
interpret data and present it using maps, diagrams and graphs, and the ability
to draw and justify conclusions are amongst those which are highly valued by
employers.
As with most GCSEs, Geography does not train pupils to enter any specific
career. The breadth of the subject and the variety of skills involved, however,
make geographers very flexible in a changing jobs market. Geography is
frequently in the top ten degree subjects ranked by success in gaining
employment.
Geography is a good choice if you want to keep your options open but has
relevance to careers as wide as finance and accountancy, administration and
management, sales and marketing, travel and tourism and environmental
planning.
31. Geography would be a good basis for going on to do further courses in
Economics, Business Studies, Travel & Tourism, Geology or
Environmental Studies, as well as AS or A level Geography.
Recent geography graduates from one London university college have gone
on to be a BBC researcher, a fashion editor, a „green‟ advisor to the
petroleum industry, a film-maker and a fair trade clothing manufacturer.
The GCSE examination has three components:
Paper 1 Physical Geography
1 hour 30 minutes 37.5% of the total
Paper 2 Human Geography
1 hour 30 minutes 37.5% of the total
Coursework Approximately 2000 words to be written up in class under 6
hours teacher supervision (25% of the total)
Coursework is based on a fieldwork investigation and it is
anticipated that this will be completed during a residential course in
the summer of year 10.
32. History
The aim of GCSE History is to stimulate interest and enthusiasm for the
study of the past, whilst providing a broad and balanced understanding of
current affairs. The skills developed will concentrate on the application of
historical knowledge, the evaluation and interpretation of historical
evidence and the ability to develop clear arguments.
We follow the OCR Modern World History syllabus, which
concentrates mainly on the twentieth century. It consists of:
Paper 1
International Relations 1919-2005: we will focus on The Inter-war Years
(1919-1939) including the Peace Treaties, the League of Nations, and the
Causes of the Second World War.
Depth Studies
We will do one of the following:
Russia 1905-1941, including a comparison of Lenin and Stalin, the
Russian Revolutions and the creation of the Soviet Union.
USA, 1919-1941, concentrating on the boom in the 1920s, the Wall
Street Crash, discrimination and the New Deal.
Mao’s China c.1936-1976, including why did China become a
communist state, how different China was by the mid-1960s, foreign
relations and whether communism created a cruel dictatorship.
Germany 1918-1945, the Weimar Republic, the Depression, the rise of
Hitler, Nazi control of Germany and what it was like to live in Nazi
Germany.
There are 3 other options: Causes and Events of the First World War;
End of Empire, c.1919-1969; and USA, 1945-1975: Land of Freedom?
33. Paper 2: British Depth Study
This is a source-based paper, requiring skills of interpretation and analysis.
It concentrates on social change in British history (1890-1918) including
working and living conditions for the poor in the 1890s, the work of social
reformers, the Liberal Reforms, women‟s suffrage and aspects of the First
World War.
The course is examined in Paper One (45%), Paper Two (30%) and with the
Historical Enquiry (25%), based on the first two depth studies. Additional
reading and a keen interest in the subject are essential.
The Historical Enquiry includes a controlled assessment (in class time) and
will be based on one of four options:
The Role of the Individual in History e.g. How important was Nelson
Mandela in bringing about the end of apartheid and minority rule in
South Africa.
A Thematic Study in Twentieth Century History e.g. Why was the
nature of warfare changed so much during the period studied?
A Modern World Study e.g. Why has international terrorism become
such an important issue in the last two decades?
A Study in Depth e.g. Why did the Cold War develop after the
Second World War?
Career Opportunities
Apart from being very interesting, history is also very useful. Employers will
know that you have taken on key skills which can be applied to all sorts of
situations. Employers will know that you can understand how people tick,
what motivates them, what they think and feel, and you are able to analyse
information, draw conclusions and communicate clearly.
To find out more visit www.history.org.uk
34. Modern Foreign Languages - French and German,
Studying a language at GCSE is a rewarding, stimulating and enriching
experience. Pupils may choose to take one or both languages at Key Stage
4. The areas covered in both languages are very similar.
Subject Content:
Lifestyle
Health
Healthy and unhealthy lifestyles and their consequences
Relationships and choices
Relationships with family and friends
Future plans regarding marriage/partnerships/children
Social issues and equality
Leisure
Free time and the media
Free time activities
Shopping, money, fashion and trends
Advantages and disadvantages of new technology
Holidays
Plans, preferences and experiences
What to see and getting around
35. Home and Environment
Home and local area
Special occasions celebrated in the home
Home, town neighbourhood and region
Environment
Current problems facing the planet
Being environmentally friendly at and around home
Work and Education
Education
What school/college is like
Pressures and problems
Work
Looking for and getting a job
Advantages and disadvantages of different jobs.
The main aims of the courses are to develop pupils‟ ability to use their
languages for the purposes of practical communication and to encourage a
sympathetic approach to other cultures. Pupils should be able to understand
and provide information relating to the above areas.
In year 11, pupils are presented for the GCSE examinations in Modern
Foreign Languages. Candidates will be presented for foundation or higher
level papers or a mixture of both in reading comprehension and listening
comprehension. In order to aspire to the higher grades, they must sit the
„higher level‟ papers in these skills. In French and German, written and oral
controlled coursework will be submitted by all candidates.
36. Why Choose Languages?
Speaking another language is, above all, a social activity. It can open up op-
portunities to travel and meet new people. But why else choose a lan-
guage…
To communicate with people of other cultures
To increase career opportunities
To develop an appreciation of travel and other cultures
To improve grammatical awareness
Workers who speak a foreign language get paid 8-20% more than
those who don‟t
94% of the world does not speak English as their first language
75% of the world does not speak English at all
Because its fun!
Career Opportunities
Translation/interpreting
Travel and tourism
Teaching (particularly as languages are now becoming compulsory
at primary school)
Armed Forces
The Foreign Office and other government departments
Languages are an asset in any career path. A fact to which the quotes
below testify
For more information visit
the following websites:
www.languageswork.org.uk
www.cilt.org.uk
37. GCSE Music
GCSE Music is a wonderful opportunity to study not only the evolution of
music, but also to get to look at and study different musical genres, such
as: songs from musicals, jazz music, Blues, Rock, dance music, Indian mu-
sic, African music, folk music, fusions such as Folk/Rock, classical music
and Minimalism.
There is a large practical element to this course, necessitating the need for
pupils to be able to reach a performance standard equating to approximately
Grade 3 to 4 standard Associated Board level if they are to be really suc-
cessful. The final written examination is a 1½ hour listening test bringing to-
gether all that has been learned during the course based on the set works.
It is essential for pupils taking this option to be able to play an instrument
or sing! It is not essential for pupils to be able to read music, however this is
a big advantage.
38. GCSE Music is made up of three parts:
Listening Test 40%
Composition 30% 2 compositions:
Creating your own pieces of music.
Performance 30% 2 Performances:
1 solo performance and 1 ensemble performance.
The course content falls into four areas of study
Western Classical Music 1600-1899
1. Baroque era - Handel, Chorus from Messiah .
2. Classical era - Mozart, Symphony No. 40.
3. Romantic era - Chopin Piano Prelude.
Music in the 20th Century
1. Schoenberg - Peripetie.
2. Minimalism - Reich, Electric Couterpoint.
3. Musical Theatre - Bernstein, Something‟s Coming (West Side Story).
Popular Music in Context
1. Dance Music - Moby: Why Does My Heart Feel So Bad?
2. Rock Music - 1990s – Jeff Buckley: Grace.
3. Jazz and Blues - Miles Davis; All Blues.
Indian Raga, African Music and Fusions
1. Indian Music, Rag Desh.
2. African Music (singing, drumming, instrumental) - Koko, Yiri.
3. Fusions – Skye Waulking Song.
39. This is a course that, though demanding in its requirements, is very stimulat-
ing and offers much scope for personal development and expression through
performance and composition. Opportunities will be provided during the
course for pupils to perform individually and as an ensemble. If pupils are of
a certain standard then they will be expected to attend either the Orchestra,
Jazz Orchestra, Junior Jazz Orchestra or Senior Choir or Male Voice Choir
as part of the course.
Most of all, the course is intended to be very rewarding, lots of fun and can
open many opportunities for you in later life! If you decide to take this option
you will also receive free instrumental music lessons paid for by the school!
40. Physical Education GCSE with Sports Leader Award Level 1
The GCSE is assessed with a written paper, this equates to 40% of the over-
all mark and covers:
Healthy active lifestyles
Your healthy active body
The remaining 60% is awarded for performance in practical activities includ-
ing: Outwitting Opponents (games); Accurate Replication (gymnastics); Ex-
ploring and Communicating Ideas, Concepts and Emotions (dance); Per-
forming at Maximum Levels (athletics); Exercising Safely and Effectively
(fitness) and Identifying and Solving Problems (adventure activities).
Marks will also be awarded for the ability to analyse performance in one cho-
sen activity.
Pupils must undertake four practical performances in three different con-
texts. One of these will be as the role of a Sports Leader; the other three
performances can be selected from player/participant and/or official. A mini-
mum of two must be undertaken as a player/participant. All performances
must be taken from a minimum of two different activity groups. For example;
two Outwitting Opponents and one Performing At Maximum Levels or two
Accurate Replication activities and one Outwitting Opponents.
41. Pupils must be aware that the course requires more than simply taking part
in sport.
Pupils who are successful in the course should gain a full GCSE and a
Sports Leader Level 1 qualification.
This course enables pupils to undertake future courses, for example; A-Level
PE, BTEC National Diploma in Sport, First Diploma in Sport, National Di-
ploma/Certificate in Sport and Exercise Science and Sports Leader Level 2
and 3.
It is possible then for pupils to access a large variety of career opportunities
including sports coaching, leisure centre managers and operational staff, ac-
tivity leaders, youth and community work, sports journalism and media, PE
teacher, ground staff and outdoor activity leader.
42. Young Apprenticeships
These are available working in collaboration with Yorkshire Coast College.
Applications will be made to the college and interviews for suitability carried
out. Pupils should be capable of 5 A*-C at GCSE. Motor Vehicle and
Engineering are on offer. This will be your only option choice as you will be
out of school for up to two days each week.
If you choose any of the Young
Apprenticeships you will also need to make
three option choices in case you are not
successful in your application.
43. Year 9 Options 2011-2012
Preferences
Below is a list of possible options for next year. You must list your option
preferences as follows: 1 for your most favoured option all the way down to
your least favourite. We aim to give you your first three choices but we may
need to use your reserve choice if this is not possible.
You may be asked to discuss your choices with a senior member of staff.
The diagram on the final page of the booklet shows you how to complete the
form. You must make your choices by filling in the right hand table.
Art and Design
Drama
Hospitality and Catering
CoPE
French
Geography
German
History
ICT (Applied)
Music
PE
Product Design
Science - Triple
Textiles
44. Name _____________________ Form _______________
Option Priority Option Priority
CoPE 6 CoPE
Art and Design 10 Art and Design
Drama 13 Drama
Catering 11 Catering
French 2 French
Geography 7 Geography
German 12 German
History 3 History
ICT ( Applied) 1 ICT ( Applied)
Music 9 Music
PE 5 PE
Product Design 10 Product Design
Science - Triple 12 Science
Textiles 8 Textiles
Hand in your completed form to your form tutor by 14th November
