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Year 9 Options Booklet 2011 12
 

Year 9 Options Booklet 2011 12

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    Year 9 Options Booklet 2011 12 Year 9 Options Booklet 2011 12 Document Transcript

    • St Augustine’s School Options 2011-12This booklet will provide you with information about the subjects that everyone willstudy 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 lessontime. 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 alsobe asked to discuss your choices with a senior member of staff. Return the sheet to your tutor by Monday 14th November 2011
    • St Augustine’s School Options Booklet 2011 - 2012
    • Choosing your OptionsRemember 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 andthen on to university. If you want to study English at university many topuniversities 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 avariety of vocational courses including Apprenticeships in areas such asMotor Vehicle and Engineering.
    • Choosing your OptionsYou may leave school and move into the world of work straight away - thinkwhat qualifications your employers would want to see to show you wouldmake a reliable and useful worker in their organisation.There are many websites that can help you decide what to do when youleave school. The websites listed below have various activities to help youmake the decision that‟s right for you.Careers Advicehttp://www.connexions-direct.com/itsyourchoice/Job Informationwww.u-xplore.comScarborough Sixth Form Collegehttp://www.scarb-6-form.ac.uk/Yorkshire Coast Collegehttp://ycc.uyrdevelopment.com/ Remember to make choices that are right for you and not be- cause your friends are choosing them!
    • Compulsory SubjectsAll students will study the following subjects in Key Stage 4: Careers English Language English Literature ICT Mathematics Physical Education Personal Development Religious Education Science
    • Careers / Work related learningAs Key Stage 4 pupils you will have access to a structured careersprogramme. During this time you will complete units of work which includethe development and recognition of your own skills and abilities.You will explore possible career pathways, and learn how to access and usethe vast array of job information that is available to you.All pupils will also prepare for, undertake and evaluate a two week workexperience in year 10.By the end of the course, you will have aportfolio of information about yourself, yourskills and development and areas of interest.This will contribute to your personal profile.In year 11 pupils have access to financialcapability sessions.Compulsory ICTAll pupils follow a course in ICT that gives you a level 2 qualification in thisessential key skill. Pupils who complete the qualification successfully will nothave to do ICT Key Skills at 6th Form or another further educationestablishment. This is an equivalent to a GCSE qualification. Pupils whoopt for the GCSE ICT will follow the Compulsory ICT timetabled lesson butwill use this time to research and plan the coursework aspect of their GCSE.
    • English Language and English LiteratureThe vast majority of pupils will study GCSE English Language and EnglishLiterature, although a small number of pupils will be offered GCSE English.English Literature allows pupils to explore texts from a personal perspectiveand offers an experience of: Literature today Literature globally The Literary HeritageEnglish allows you to demonstrate your ability to use English in real-lifecontexts using an investigative and analytical approach to topics, drawing onpersonal 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 ofliterature;3. The ability to construct and convey meaning in written and spoken language, using correct grammar and standard English.
    • The syllabus is defined in terms of a number of areas of study withdescriptive titles or clear boundaries. It offers opportunities for comparativestudy 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, andappreciation of social and historical influences and cultural contexts, andconsidered responses to literature and interpretations of literature throughwriting. It requires the study of works that have been most influential inshaping and refining the English language and its literature. Works ofShakespeare 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 AssessmentBoth controlled assessment and external examination will be used to reachthe final grade.This will result in two distinct qualifications at GCSE level.
    • MathematicsMathematics is one of the most useful subjects you learn at school. It givesyou vital tools needed to study many degree subjects, particularly among thesciences, as well as in engineering and technology.It also teaches you a wide range of transferable skills that will benefit you inwhatever jobs you take. Maths provides you with the numeracy required totake control of your daily lives, whether managing your finances or judgingthe 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.
    • Course ContentGCSE Mathematics covers a wide range of basic mathematical knowledgeand skills, grouped together into four areas:1. Using and Applying Mathematics2. Number and Algebra3. Geometry and Measure4. Data HandlingAssessmentWe follow the AQA modular course with assessments in November and Juneof year 10 and June of year 11. Each module can be sat at eitherFoundation or Higher level according to your strengths. There is nocoursework required.NB: subject to Government changes.EquipmentYou are expected to have a scientific calculator with you for all mathslessons. It would also be useful if you have protractor and compasses to usewhen necessary. It will also be useful, due to the modular nature of thecourse, for you to have a revision guide from the beginning of the course.
    • Personal DevelopmentYou will follow a Personal Development programme at Key Stage 4. Theprogramme includes topics that develop self-awareness and raise issuesrelating to drugs, alcohol abuse and citizenship, thus preparing you forleaving school and adulthood.Core Physical Education (Games)In year 10 and year 11 you will continue to be assessed on your attainmentand effort in selected activities reflecting choices made at the end of KeyStage 3 and, for year 11, at the end of year 10.You will participate in two Outwitting (Games) Activities in the autumn/ springterm and one in the summer term. In the Accurate Replication/Exploring andCommunicating Ideas, Concepts and Emotions focus areas (e.g.gymnastics, trampoline) two activities are followed. You will also undertakeone activity from the Performing at Maximum Levels/Exercising Safely andEffectively category (e.g. athletics, circuits).You will also be given the opportunity to become more involved withorganization, coaching, umpiring and developing your leadership skills.
    • Religious EducationA course in Religious Education forms part of the compulsory corecurriculum for year 10 and 11 Pupils. You will follow a Religious Studiesprogramme accredited by Ed-Excel, leading to the GCSE award on thesuccessful completion of the course.The Religious Studies examination programme comprises two components,each being followed for half of the course. Each component is thenexamined at the end of each school year.The first component concerns the study of: Belief in God Matters of Life and Death Social HarmonyThe second comprises: Community and Tradition Worship and Celebration Living the Christian LifeCareers where Religious Education may be required or would be anadvantage could include social work, youth work, medicine and any jobrequiring interpersonal skills.
    • Having laid a foundation of knowledge of the basics of our Faith during thefirst three years in school, we have the following aims for our year 10 and 11RE 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.
    • ScienceThe Science department can offer a range of GCSEs which aim to meet thediversity of pupils‟ needs and aspirations. They emphasise explanations,theories and modelling in science along with the implications of science forsociety.For the majority of you, science will be studied by following a course whichleads 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 careerprospects. Some of you will study for an OCR national qualification inScience. This is coursework based. You will be guided by staff onto thiscourse.
    • Optional SubjectsGCSE ICT Art and DesignHospitality and Catering DramaFrench GeographyGerman HistoryMusic Product DesignTextiles Young ApprenticeshipsCertificate of Personal Physical Education GCSEEffectiveness (CoPE) Which includes Sports Leader AwardVocational Diploma inConstruction and the BuiltEnvironmentTriple Science Pupils who study Triple Science as an option can gainthree GCSE’s in Physics, Chemistry and Biology - for pupils who arelooking to continue science at ‘A’ level and beyond.
    • GCSE ICTThis qualification explores how technology impacts on every aspect of ourdaily 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 andhow to use ICT safely and responsibly.The course is structured:40% examThe exam / theory element of the qualification deals with “Living in a DigitalWorld” and is taken as an 1½ hour exam at the end of year 11.60% controlled assessmentThe controlled assessment has an emphasis on „doing‟ rather than „writingabout‟ ICT. This helps to develop important transferrable skills includingproblem solving, creative thinking and collaborative working.Pupils have 40 hours controlled assessment time during lessons to completea 4 part task that uses all aspects of ICT (research, storing data, using dataand communicating information).
    • Certificate of Personal Effectiveness (CoPE)We are offering this option for the third time this year and it is particularlyappropriate for those pupils who would find some traditional school subjectstoo challenging.Pupils will be able to achieve a Level 1 or Level 2 qualification. A Level 2qualification is the equivalent of a Grade B at GCSE. Some pupils arecurrently working on ASDAN projects and this is an extension of this work.The course focuses on developing skills which will help pupils in theworkplace and in their future lives. Pupils complete challenges in a variety ofareas.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.
    • Pupils choose challenges which interest them from following areas:CommunicationCommunity and CitizenshipSport and LeisureIndependent LivingThe EnvironmentVocational PreparationHealth and FitnessWork Related Learning and EnterpriseScience and TechnologyInternational LinksExpressive ArtsBeliefs and EthicsPupils keep a portfolio of achievements and activities, which build up to a fullqualification. There is no exam at the end of the course. Pupils can also useactivities 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.
    • Art and DesignArt and Design at GCSE builds upon the knowledge and skills that havebeen developed in Key Stage 3.We offer AQA GCSE Unendorsed Art and Design. This course gives you theopportunity to explore a variety of different processes, techniques andmedia 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. Youwill take inspiration from the work of artists, your environment and othercultures. The key processes are to research, develop and refine your ideas.The written element can be minimal . In the initial stages of the course thereis a focus on gaining skills to improve hand/eye coordination and buildconfidence.If you are considering taking GCSE Art and Design it is important to bemotivated to work on your own projects, to be willing to experiment withideas and to respond to advice. Homework is an essential part of the coursewhich supports the work done in the lessons.If you have any questions please do not hesitate to ask either Ms Yates orMrs Braida.
    • CourseworkYou will produce a portfolio of work which must include more than twoprojects. This work is marked out of 80 and is worth 60% of your final mark.ExamYou will produce work in response to a question paper and then produce afinal response during 10 hours of sustained focused study. The work ismarked out of 80 and is worth 40% of your final mark.After GCSEFurther study could be:  A Level Art and Design  National Diploma  BTEC Diploma in Art and Design: Level 2/3Career OpportunitiesArtist (working freelance and selling your work privately or to companies,working as an artist in residence in schools, colleges, museums etc)ArchitectArt therapistCurator (arranging exhibitions at galleries)Designer (fashion, jewellery, graphics, product design, textiles, interior)Film, TV and theatre work such as stage, set and costume designFestival and outdoor event promotionIllustratorTeacherTechnicianWeb or computer games designer
    • DramaDrama is a practical subject with lots of opportunity for individuals to show offtheir creativity, flair and imagination. Pupils are also required to study thetheory of drama as well as looking at scripted literature.Drama at Key Stage 4 takes the form of AQA GCSE Drama in which pupilscomplete 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 worth40% of the grade.Within the GCSE qualification you will learn skills such as acting,improvisation and evaluation, and develop self-esteem and confidence, andinterpersonal, group working, and creative techniques. Pupils will studyvarious elements and mediums of drama including masks, puppets, use ofvoice and movement, film and music.Due to the practical nature ofDrama, the lessons can befairly relaxed and enjoyable,with pupils able to be ascreative as possible, bothindividually and whenworking as part of a team.
    • 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 DramaActorLighting designer Set designerCostume designer Make-up artistTheatre manager TeacherStage management Arts administrationPublicity/marketing TV/radio presenterYouth work Theatre/film directorProduction manager Theatre/film/TVCamera operator Circus performerStunt co-ordinator Theatre-in-educationMusical theatre Drama therapistJournalism Work in theatreWork in film Work in televisionManagement Publicity/marketingArts administration Script writerMusical theatre Box officeDrama therapist Youth workSound engineer
    • Design and TechnologyThe Design and Technology Department offers the following syllabidependent on pupil choice:  Hospitality and Catering  Product Design  Textile TechnologyExamsThe examination includes 20 A3 pages of written work and design work, 40hours 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 severaldesign questions where pupils will be asked to sketch and render products.Objectives TotalMaking 40%Folder 20%Exam 40%Terminal ExaminationsTier Grades Available ExamHigher A* - C 2 hrsFoundation C -G 2 hrs
    • Hospitality and Catering GCSEThis course offers a unique opportunity for you to develop your knowledgeand extend your skills within the hospitality and catering context. It is asuitable qualification for those who want a broad background in this areaof expertise and for those who wish to progress to further education. It willoffer valuable preparation for those entering the world of work.The course encourages the investigation andstudy of hospitality and catering in a variety ofcontexts and uses a range of assessmenttechniques to enable candidates to respondthrough practical and investigative work.The GCSE Hospitality and Cateringspecification provides a vocationally relatedqualification that covers levels one and two,foundation and intermediate, of its nationalqualification 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 cateringestablishment.
    • Pupils will also study food safety and hygiene to level two for which you willreceive a nationally recognised certificate, an essential qualification to workin the food industry, part or full time.Careers in CateringFurther Education Apprenticeship.Employment in hotelsRestaurantsIndustrial canteensHospitalsArmed ForcesSchool mealsCare homesFood product design and developmentRetail industry
    • Textile DesignThis subject gives pupils the opportunity to discover and express theircreative side. The creative industries are worth 113 billion pounds to the UKeconomy and are a growth area for employment. Many pupils take thisoption with a view to accessing a range of creative Higher Educationcourses that run both locally and nationally. These cover everything fromfashion and textile design to interior design, fashion marketing, fashionbuying and illustration work, to name but a few. Other pupils take this optionas an opportunity to include a creative course within a strongly academictimetable - a chance to broaden their skills base.Textiles technology was introduced to St Augustine‟s six years ago and hasgone from strength to strength, with our first GCSE group finishing thecourse last year achieving 100% A-C grades, showing that pupils who optedfor this subject both enjoyed the course and were highly successful.In year 10 pupils complete one project in which they are asked to pick anartist of their choice and use their work to inspire an embellishmenttechnique which they put onto a garment they design and make, allowingpupils to decide if their strength lies in embellishment or construction ofmaterials - many pick both.In year 11 pupils then build on the skills they have learnt to complete theirGCSE project. Pupils are offered a number of themes to follow for theirproject; however, some pupils who have a strong interest in a particularproject idea create their own brief throughout the course.Textiles is one of the best equipped departments in the area with a largenumber of sewing machines as well as some of the most up to date textilessoftware and CAM machinery available.
    • Product DesignProduct Design GCSE calls for pupils to become autonomous and creativeproblem solvers by preparing them to think and intervene creatively toimprove the quality of life. Pupils are expected to look for needs, wants andopportunities and to respond to them by developing a range of ideas andproducing viable products for a mass market.Pupils have the opportunity to reflect on and evaluate past and presentdesigners 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. Pupilsstudying Product Design can become discriminating and informed users ofproducts, as well as innovators.3D design could take you into a number of exciting career paths, such as:Product or automotive designCreation of computer generated imageryComputer aided design for industryCNC operationArchitectureManufacturingAdvertisingEngineering3D Artist/ Designer /Maker3D design is an enormously satisfying career. You have an idea and - withthe use of drawings, tools and, computers - it comes to life. Imagine howsatisfying it must be for the person who designed the iPhone or Razr to holdthe finished product in their hand?
    • Product Design pupils have access to a range of equipment and access tohigh quality materials allowing pupils to produce anything from furniture andjewellery to prototype electrical devices or lighting solutions.We make use of several industry standard 3D design packages that can beused to operate a range of computer controlled devices such as a mill, latheand 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.
    • GeographyGeography is an exciting and ever-changing subject that has very realrelevance to the wider world in which we live.Pupils who opt to take the subject at GCSE will follow the AQA „A‟ syllabus andwill study themes including: earthquakes and volcanoes, managing resourcesand environments, tourism, globalisation and change in the urbanenvironment. In recent years, the GCSE geography group have conductedlocal fieldwork studies at Robin Hood‟s Bay and visited Manchester orLiverpool 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, satelliteimages and information technology; the ability to describe, analyse andinterpret data and present it using maps, diagrams and graphs, and the abilityto draw and justify conclusions are amongst those which are highly valued byemployers.As with most GCSEs, Geography does not train pupils to enter any specificcareer. The breadth of the subject and the variety of skills involved, however,make geographers very flexible in a changing jobs market. Geography isfrequently in the top ten degree subjects ranked by success in gainingemployment.Geography is a good choice if you want to keep your options open but hasrelevance to careers as wide as finance and accountancy, administration andmanagement, sales and marketing, travel and tourism and environmentalplanning.
    • Geography would be a good basis for going on to do further courses inEconomics, Business Studies, Travel & Tourism, Geology orEnvironmental Studies, as well as AS or A level Geography.Recent geography graduates from one London university college have goneon to be a BBC researcher, a fashion editor, a „green‟ advisor to thepetroleum industry, a film-maker and a fair trade clothing manufacturer.The GCSE examination has three components:Paper 1 Physical Geography1 hour 30 minutes 37.5% of the totalPaper 2 Human Geography1 hour 30 minutes 37.5% of the totalCoursework Approximately 2000 words to be written up in class under 6hours teacher supervision (25% of the total)Coursework is based on a fieldwork investigation and it isanticipated that this will be completed during a residential course inthe summer of year 10.
    • HistoryThe aim of GCSE History is to stimulate interest and enthusiasm for thestudy of the past, whilst providing a broad and balanced understanding ofcurrent affairs. The skills developed will concentrate on the application ofhistorical knowledge, the evaluation and interpretation of historicalevidence and the ability to develop clear arguments.We follow the OCR Modern World History syllabus, whichconcentrates mainly on the twentieth century. It consists of:Paper 1International Relations 1919-2005: we will focus on The Inter-war Years(1919-1939) including the Peace Treaties, the League of Nations, and theCauses of the Second World War.Depth StudiesWe 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?
    • Paper 2: British Depth StudyThis is a source-based paper, requiring skills of interpretation and analysis.It concentrates on social change in British history (1890-1918) includingworking and living conditions for the poor in the 1890s, the work of socialreformers, the Liberal Reforms, women‟s suffrage and aspects of the FirstWorld War.The course is examined in Paper One (45%), Paper Two (30%) and with theHistorical Enquiry (25%), based on the first two depth studies. Additionalreading and a keen interest in the subject are essential.The Historical Enquiry includes a controlled assessment (in class time) andwill 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 OpportunitiesApart from being very interesting, history is also very useful. Employers willknow that you have taken on key skills which can be applied to all sorts ofsituations. Employers will know that you can understand how people tick,what motivates them, what they think and feel, and you are able to analyseinformation, draw conclusions and communicate clearly.To find out more visit www.history.org.uk
    • Modern Foreign Languages - French and German,Studying a language at GCSE is a rewarding, stimulating and enrichingexperience. Pupils may choose to take one or both languages at Key Stage4. 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 equalityLeisure  Free time and the media  Free time activities  Shopping, money, fashion and trends  Advantages and disadvantages of new technologyHolidays  Plans, preferences and experiences  What to see and getting around
    • 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 homeWork 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 theirlanguages for the purposes of practical communication and to encourage asympathetic approach to other cultures. Pupils should be able to understandand provide information relating to the above areas.In year 11, pupils are presented for the GCSE examinations in ModernForeign Languages. Candidates will be presented for foundation or higherlevel papers or a mixture of both in reading comprehension and listeningcomprehension. In order to aspire to the higher grades, they must sit the„higher level‟ papers in these skills. In French and German, written and oralcontrolled coursework will be submitted by all candidates.
    • 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
    • GCSE MusicGCSE Music is a wonderful opportunity to study not only the evolution ofmusic, but also to get to look at and study different musical genres, suchas: songs from musicals, jazz music, Blues, Rock, dance music, Indian mu-sic, African music, folk music, fusions such as Folk/Rock, classical musicand Minimalism.There is a large practical element to this course, necessitating the need forpupils to be able to reach a performance standard equating to approximatelyGrade 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 instrumentor sing! It is not essential for pupils to be able to read music, however this isa big advantage.
    • 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 studyWestern Classical Music 1600-18991. Baroque era - Handel, Chorus from Messiah .2. Classical era - Mozart, Symphony No. 40.3. Romantic era - Chopin Piano Prelude.Music in the 20th Century1. Schoenberg - Peripetie.2. Minimalism - Reich, Electric Couterpoint.3. Musical Theatre - Bernstein, Something‟s Coming (West Side Story).Popular Music in Context1. 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 Fusions1. Indian Music, Rag Desh.2. African Music (singing, drumming, instrumental) - Koko, Yiri.3. Fusions – Skye Waulking Song.
    • This is a course that, though demanding in its requirements, is very stimulat-ing and offers much scope for personal development and expression throughperformance and composition. Opportunities will be provided during thecourse for pupils to perform individually and as an ensemble. If pupils are ofa certain standard then they will be expected to attend either the Orchestra,Jazz Orchestra, Junior Jazz Orchestra or Senior Choir or Male Voice Choiras part of the course.Most of all, the course is intended to be very rewarding, lots of fun and canopen many opportunities for you in later life! If you decide to take this optionyou will also receive free instrumental music lessons paid for by the school!
    • Physical Education GCSE with Sports Leader Award Level 1The GCSE is assessed with a written paper, this equates to 40% of the over-all mark and covers: Healthy active lifestyles Your healthy active bodyThe 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 threeperformances can be selected from player/participant and/or official. A mini-mum of two must be undertaken as a player/participant. All performancesmust be taken from a minimum of two different activity groups. For example;two Outwitting Opponents and one Performing At Maximum Levels or twoAccurate Replication activities and one Outwitting Opponents.
    • Pupils must be aware that the course requires more than simply taking partin sport.Pupils who are successful in the course should gain a full GCSE and aSports Leader Level 1 qualification.This course enables pupils to undertake future courses, for example; A-LevelPE, BTEC National Diploma in Sport, First Diploma in Sport, National Di-ploma/Certificate in Sport and Exercise Science and Sports Leader Level 2and 3.It is possible then for pupils to access a large variety of career opportunitiesincluding sports coaching, leisure centre managers and operational staff, ac-tivity leaders, youth and community work, sports journalism and media, PEteacher, ground staff and outdoor activity leader.
    • Young ApprenticeshipsThese are available working in collaboration with Yorkshire Coast College.Applications will be made to the college and interviews for suitability carriedout. Pupils should be capable of 5 A*-C at GCSE. Motor Vehicle andEngineering are on offer. This will be your only option choice as you will beout 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.
    • Year 9 Options 2011-2012PreferencesBelow is a list of possible options for next year. You must list your optionpreferences as follows: 1 for your most favoured option all the way down toyour least favourite. We aim to give you your first three choices but we mayneed 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 theform. You must make your choices by filling in the right hand table.Art and DesignDramaHospitality and CateringCoPEFrenchGeographyGermanHistoryICT (Applied)MusicPEProduct DesignScience - TripleTextiles
    • 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 TextilesHand in your completed form to your form tutor by 14th November