Tel: 0191 237 1505
 

Year 10 Curriculum 2018 - 2020

Moving from Key Stage 3 to Key Stage 4

 

We are constantly striving to ensure that the curriculum we offer at Astley Community High School is appropriate to the individual needs of our students. To this end, we constantly review our curriculum offering. The information in these pages reflects our latest review of the curriculum.

We recently wrote to all parents/carers introducing the Pathways Process. A copy of the letter can be viewed here.

PATHWAYS
Some subjects are compulsory – the Government says that all students must take them. Other subjects are “Entitlements” – the Government says that students must be able to choose a subject in that area if they so wish. Not all subjects are suitable to all students. Whether or not a pupil likes and/or enjoys a subject is important, as is their ability or potential to do well in that subject. Deciding which subjects your child can or should take can be difficult.

We can help you with this. We have a wealth of information about your child. The Student Progress Leader for Year 9 and a number of other teachers meet to consider every child in the year group. Over the next few weeks we will speak to your child to ask him/her what sort of subjects he/she would like to do from September, and what his/her career aspirations may be. Using this information we will help guide your child towards what, in our professional judgment, would be the most appropriate combination of courses for your child to study at Key Stage 4.

On our website you will find details of both the compulsory examined subjects your child must take and a range of subjects for your child to choose from. Below you will see all of the optional subjects that we offer. Your child will study THREE of these subjects. The Pathways Form shows the choice that students need to make - one BLUE subject and two GREEN subjects. We also ask you to nominate reserve choices in case we are unable to place students in their first choices.

The core consists of compulsory subjects that all students must follow. There is no choice.

All students follow a core of:

  • English
  • Mathematics
  • Science
  • Physical Education
  • Religious Education

Mathematics, Science, English Language and English Literature are taught as separate lessons with formal assessment leading to GCSEs in these subjects.

Physical Education and Religious Education are also delivered in the core but as non-examined courses. Students who wish to obtain a formal qualification in Physical Education can opt to choose the GCSE course as part of their entitlement choices.

During their 2-year Key Stage 4 course all students have curriculum time for:

  • Citizenship
  • Careers Education
  • Sex Education
  • Enrichment Experience

British Values and what it means to be British is explored and discussed as part of this curriculum time.

Please complete the Pathways Form with your child stating one blue option and two green options. Remember to also nominate your reserve choices.

Our Key Stage 4 Booklet contains all of the curriculum information for current Year 10 students. Please contact us if you require a printed copy.

 

Core Non Examined Subjects

  1. Why study this course?

All students will cover a PSHE programme that aims to:

  • Promote their spiritual, moral, cultural, mental and physical development 
  • Prepare them for the opportunities, responsibilities and experiences of later life and ensure they are prepared to take their place in society.

As a result of the work we do with students, it is our expectation that will they become well-rounded citizens and responsible members of the communities in which they live. In addition, we are committed to equipping them with the skills required to succeed in modern Britain.

2. What students will study during this course

Our programme of study is based around a fortnightly PSHE lesson. This is complemented by RE lessons, year group assemblies, cross-curricular work, intervention activities, enrichment courses and drop in sessions. We also have a network of agencies that support students both inside and outside of school.

We use PSHE education to build on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.

We will deliver 4 key units to students which include a variety of different topics. The basic information about each topic is as follows:

Learning & IAG – Including careers advice, people skills, interview techniques, safety at work & the world of work.

Health & Social – Including keeping yourself safe, legal & illegal substances, sexual health, anti-bullying & healthy living.

Citizenship – Including British values, homelessness, charity work, anti-racism, the law & our planet.

Financial awareness – Including managing your money, being enterprising, running your own business, savings and credit.

Year 9 Students also receive extra PSHE sessions, on a rotation basis, during enrichment on Wednesday week1 on the topics of Sex Related Education, homophobic bullying and alcohol/substance misuse.

  1. How the course is assessed

There is currently no formal assessment of the PSHE course.

You can download the information about our PSHE course.

For further details please contact Mr Scott.

Why study this course?

RE focuses on pupils valuing themselves and others. RE celebrates diversity in society by helping pupils understand similarities and differences. It promotes self-awareness, tolerance, respect, open-mindedness, appreciation and wonder. RE also helps pupils develop key skills such as communication, working with others and problem solving.

What will you study in this course?

Year 10 Core RE

In year 10, Core RE students study a range of moral, contemporary issues and religious attitudes to these issues. Topics studied include:

  • Belief in God, examining philosophical arguments to support belief.
  • Abortion, euthanasia, transplant surgery and Christian and Muslim attitudes to them.
  • Changing attitudes to marriage and the family, Christian and Muslim attitudes to them

How the course is assessed?

Core RE is a non-examination subject. There are no final external examinations being worked towards. RE is delivered because of the statutory legal requirement. Student’s classwork is informally assessed by the subject teacher.

For further information please contact Miss Gannon.

  1. Why study this course

All pupils in years 9-11 will receive 3 x 1 hour lessons of core PE every cycle. There are 5 guiding principles which drive the delivery of core PE at Astley:

  • Developing skills and techniques across a range of physical activities. We aim to allow our pupils to achieve their unique potential within physical activity and sport. Pupils will be guided on how to improve their sporting skills and how to access opportunities outside of the curriculum.
  • Developing decision making skills. Pupils are taught how to select and apply a range of skills and tactics, across a range of sporting activities, in order to be successful. Pupils are given the opportunity undertake different roles within lessons (performer, official and coach) and experience the decision making requirements of each, regardless of physical prowess.
  • Developing physical and mental capacity. Pupils will be given the opportunity to improve the physical and mental well-being through participation in core PE. Pupils will look at what their own physical strengths and weakness are and be guided on how to improve them. Students will also learn about how behave with respect and tolerance when competing in competitive situations (accept winning and losing in the appropriate manner, accepting referee’s decisions).
  • Evaluating and improving performance. Pupils will be taught how to analyse their own performance and describe methods of improvement. Pupils will undertake the role of a coach/manager and endeavour to make improvements to the performance of their team or to a peer’s skill level and/or tactical understanding.
  • Making Informed decisions about decisions about healthy active lifestyles. Pupils will be taught about the benefits of following a healthy active lifestyle. Lessons will include opportunities to discuss how the body reacts to exercise and the long term physical gains from regular participation. Pupils will also be taught about the mental and social involvement in sport (stress relieve, anxiety management, social mixing).
  1. What you will study in this course 

Activities range from:
• Football
• Netball
• Swimming (stroke and personal survival)
• Dance (including Zumba)
• Badminton 
• Rugby League
• Fitness
• Trampolining
• Basketball
• Table tennis
• Rounders
• Cricket
• Athletics
• Softball
• Tennis
• Multi-sports

  1. How the course is assessed
    Core PE will be assessed in the following ways:

Years 10 and 11

Pupils will be assessed against GCSE PE criteria.

The assessment without levels will filter through to year 10 and 11 as our current year 9 move through school. Then we will only assess GCSE PE students against GCSE PE criteria.

You can download the information about our Core PE course.

For further details please contact Mr Lamb.

Core Examined Subjects

GCSE English Language and English Literature

The English department have a policy of inclusion where we believe the study of GCSE Language and Literature is an entitlement for all. We believe that there are many important areas that can be developed alongside the students’ ability to write. This includes an appreciation of life and relationships as well as an analysis of our role in society. These areas are explored through poetry, novels and plays. They are also debated through the study of Language where an analysis of the use of persuasive language, descriptive and rhetorical techniques develops important life skills for all students.

English is a compulsory subject. By studying this course, students will be supported to gain qualifications which will be recognised by all employers. This course will also prepare students to study English Literature and English Language at a higher level.

Exam board: AQA

English Language:

  • Paper 1 – Explorations in Creative Reading and Writing
  • Paper 2 – Writer’s Viewpoints and Perspectives

 

Exam board: AQA

AQA English Literature:

  • Paper 1 – Shakespeare and the 19thCentury Novel
  • Paper 2 – Modern Texts and Poetry

 

 AQA Spoken Language Endorsement:

  • An audio visual recording (student and examiner)

Assessment:

All examinations in English Language and Literature are now linear; meaning all external assessments will take place at the end of year 11. Internal assessments will be carried out across the two years to monitor student progress. The GCSE English Language and English Literature specifications will both be assessed using the new 9 - 1 assessment criteria.

AQA English Language:

Two examination papers:

Paper 1 – Explorations in Creative Reading and Writing

1 hour 45 minutes (50% of GCSE – made up 25% writing assessment and 25% reading assessment)

Paper 2 – Writer’s Viewpoints and Perspectives

1 hour 45 minutes (50% of GCSE – made up 25% writing assessment and 25% reading assessment)

English Language assesses reading, writing, speaking and listening. (20% of marks for spelling, punctuation and grammar). 

AQA English Literature:

Two examination papers:

Paper 1 – Shakespeare and the 19th Century Novel

1 hour 45 minutes (40% of GCSE)

Paper 2 – Modern Texts and Poetry

2 hours 15 minutes (60% of GCSE)

English Literature assesses reading skills on Section A of each examination paper, with 5% of the total marks being awarded to spelling, punctuation and grammar.

For further information please contact Mrs Cubley or Miss Chadkirk, Heads of English Faculty.

Our Aims

At Astley Community High School, we aim to develop a positive approach to Mathematics by making it interesting and relevant to students. We offer support and encouragement so that students can be confident to try different approaches and learn from mistakes.

The mathematics GCSE has changed over the last 2 years. Grades now are awarded from 1 (lowest) to 9 (highest). There are other important changes too:

  • The volume of subject contenthas increased.
  • The demand of that content has increased too, with harder topics now included. This is true for both Foundation Tier students and Higher Tier students.
  • The total time for the examinations has increased.
  • In the assessments, there is a greater emphasis on problem solving and mathematical reasoning, with more marks now being allocated to these higher-order skills.
  • Students are required to memorise formulae – fewer formulae will be provided in examinations.

Together these changes are designed to help students emerge from GCSE Maths with a level of confidence and fluency that will provide a genuine foundation for the rest of their learning and working lives.

The Course

All students will follow the GCSE linear syllabus at either the Foundation or Higher tier. There is no coursework for GCSE Mathematics. For each tier there are three written examinations each lasting 1 hour and 30 minutes. Students will be allowed the use of a calculator for two of these papers.

Students are set regular homework and we expect a best effort. Feedback will be provides, and students are given the opportunity to make corrections during lesson time.

In order to ensure that pupil progress is monitored, there are regular progress tests. Pupils will be supported with revision prior to a test and be given the opportunity to revisit problem areas after the test. Pupils will also review previous targets and set new ones for the next half term block. Parents will be informed of results which are significantly below target. Postcards will be issued for pupils who are working above the expected level. Set changes may occur as a result of progress test monitoring.

Support
Close to the GCSE examination, we will provide additional opportunities for revision. Over the last few years we have successfully used breakfast clubs and crammer sessions. All pupils are issued with practice examination papers, which are marked and graded.

The Mathematics Department subscribes to an excellent website Just Maths, which may be used for effective independent revision. Students also have access to additional resources via Corbett Maths (5 a day, videos) and Mr Barton. Shared files KS4 maths contains practice examination papers and mark schemes. Students can email/Google drive these home. 

It is essential that students are fully equipped for the Mathematics course. All students require a scientific calculator for all lessons. We find the Casio ones are easiest for students to use. Revision guides and calculators are available to purchase from the Finance Office. 

We are keen that all pupils make good progress and so we are more than happy to discuss the needs of individual pupils where necessary.

For further information please contact Mrs Ward.

Science is a compulsory subject at GCSE and students can either follow a Combined Science (Dual Award) program, or choose the 3rd Science as one of their option choices, this enables students to gain separate GCSE’s in Biology, Chemistry and Physics, as an alternative to the Combined Science GCSE.

Combined Science, Biology, Chemistry and Physics all count as part of the Ebacc and are recognised by employers and higher education institutions as important indicators of academic ability.

Combined Science 
Students follow the AQA Combined Science Trilogy courses during Year 10 and 11. This consists of units from Biology; Chemistry and Physics, and requires students to take an active part in 16 required practical activities over the two years.

How will I be assessed?
Assessment in Combined Science takes the form of six (1hr 15mins) written papers: two biology, two chemistry and two physics, each paper is worth 16.7% of final mark. Each of the papers will assess knowledge and understanding from distinct topic areas using a mixture of multiple choice, structured, closed short answer, and open response questions.

Triple Science (Biology; Chemistry and Physics)
The Triple Science is available as the option choice 3rd Science. It enables students to gain separate GCSE’s in Biology, Chemistry and Physics.
Those that choose to follow the Triple Science route will cover the similar units to those covered in Combined Science but to a greater depth and demand. They also have to take an active part in 8 required practical for per subject studied. Like other option subjects, Biology; Chemistry and Physics are taught over two years and are assessed as separate qualifications at the end of Year 11.

Who should do Triple Science?
If you enjoy Science, and expect to achieve a level 6 or better at the end of KS3, you should seriously consider choosing the Triple Science Option. It will enable you to have a much broader and more in-depth level of scientific knowledge and understanding.

It will also give you a real advantage, should you choose to study Sciences or Associated Subjects at A level (Biology, Chemistry, Physics or Psychology) or if you want to pursue a career within Science and Technology. For the following Career areas it would be an advantage:

  • Medicine
  • Nursing
  • Engineering (Mechanical/Electrical/Chemical) 
  • Veterinary Work
  • Forensic Science
  • Physiotherapy
  • Pharmaceutical e.g. MSD/ P and G
  • Sports Science
  • Pathology
  • Law
  • Research and Development

How will I be assessed?
Assessment in Biology; Chemistry and Physics follow a similar structure with two (1hr 15mins) exams per subject studied each paper worth 50% of the final mark. Each of the papers will assess knowledge and understanding from distinct topic areas using a mixture of multiple choice, structured, closed short answer, and open response questions.

For further information please contact Mr Hiscock or your Science teacher.

Optional Subjects

The GCSE History course contains two different components each with 2 sections. Each component is assessed in one of two exams lasting 1 hour and 45 minutes long each. Both exams will be at the end of year 11 and each is worth 50% of the marks.

Section A: Period Study Option 1B:  USA 1920-1973 Opportunity and Inequality

This period study focuses on the development of the USA during a difficult half century of change. It was a period of opportunity and inequality-when some Americans lived the ‘American Dream’ whilst others dealt with the nightmare of poverty, discrimination and prejudice. You will study the political, social and cultural aspects of these 2 developments and the role ideas played in bringing about change. You will also look at the role of key individuals and groups in shaping change and the impact the developments had on them. The first part of this unit examines America in the ‘boom’ of the 1920s, covering the growth of the consumer society exemplified by the Ford motor company and social developments such as the cinema, jazz music, and flappers. We discover how divided a nation the United States was at this time through the study of organised crime and Al Capone,  prohibition of alcohol, and the experiences of immigrants and African Americans, including the impact of the KKK.  The second part of the unit focuses upon Americans’ experiences of the Depression and the New Deal, a period of time when the American economy appeared to be ‘broken’ with millions unemployed, starving, and homeless, and then appeared to be ‘fixed’ again by the policies of President Roosevelt and the Second World War.  In the third part of the unit, we focus upon post-war America, with the return of consumerism and prosperity. We see the growth of Rock and Roll and television in popular culture alongside the growth of racial tension and the development of the Civil Rights campaigns in the 1950s and 1960s, including Martin Luther King, Malcolm X, and the Black Power Movement. The study of the history of the world’s only Superpower is vital for anyone who wishes to understand the world in which we live today.

Section B: Wider World depth study: Conflict and tension, 1918–1939
This wider world depth study enables students to understand the complicated world of international relations-what are the diverse interests of different individuals and states? It focuses on the causes of the Second World War and why it proved difficult to resolve the issues which caused it. We start at the end of the First World War with the attempts to make a lasting peace from the ruins of a battered Europe. We examine the Treaty of Versailles, how the different countries involved felt the peace treaty, and how it could be seen as simply a ceasefire for 20 years. We examine the formation of the League of Nations and how it spectacularly failed in its purpose-to keep global peace. Finally, we examine the roles of Hitler, Stalin, and Neville Chamberlain in the outbreak of World War Two.

Component 2: Shaping the Nation.
Section A: Thematic study
Our thematic study will focus on the health of the British people over the last 1000 years. It focuses on understanding the reasons for the changes and continuity that take place over a long period of time as well how quickly or slowly that change happened. We’ll also test if all of the change was for the better. Characters and events such as Hippocrates, Galen, Paré, Harvey, Pasteur, Koch, Nightingale, the Black Death, the discovery of circulation, DNA and the founding of the modern NHS all feature. We will also study the impact of people with wonderfully colourful names and/or spectacular facial hair-Sir Joseph Bazalgette, David Lloyd George, Winston Churchill, and Seebohm Rowntree, as well as simpler names such as John Snow (no, not the Game of Thrones character-much more interesting and influential!)This unit, at times can require a strong stomach, so if you like blood and guts in your history, this is the topic for you!

Section B: British depth study including the historical environment
This section allows us to study the arrival of the Normans and the impact of their rule on England. It includes 1066 and all that including all the major battles of that year as well as the very brutal methods William the Conqueror used in order to gain control of England. We will also look at what it was like to live under the Normans including the use of the Feudal system and the production of the Domesday Book. The development of the Norman Church and monasteries are also covered in this section. Within this depth study we will also focus on a specific historical site, named by the exam board, which is worth 10% of the total GCSE. This may be a Cathedral, a monastery or a castle. We will develop an understanding of the key features of buildings of this type and understand what the relationship between the key events and sites were.

Is this the right course for you?
The skills that you will develop through study of GCSE History are highly valued by ALL employers. Skills such as research and problem solving, written and verbal communication, the ability to select the right information to support an argument, and to decide if a source of information is reliable or not are abilities that are key in the 21st century workplace. Furthermore, you will be expected to read and understand a lot of information so it will further improve your already good literacy skills. Studying GCSE History will prepare you to progress to a wide range of Post 16 courses and will open up career opportunities in journalism, law, teaching, politics, television and media, banking, and archaeology to name but a few.

For further information please speak to Mr McCudden.

GCSE Geography gives you the opportunity to develop your understanding of physical and human geography. You will also investigate the links between them.

Students will travel the world from the classroom, exploring case studies in the United Kingdom (UK), newly emerging economies (NEEs) and lower income countries (LICs).

Topics of study include climate change, poverty, deprivation, global shifts in economic power and the challenge of sustainable resource use. You will be encouraged to understand your role in society, by considering different viewpoints, values and attitudes.

Living with the physical environment
• The challenge of natural hazards (tectonic hazards, weather hazards and climate change)
• Physical landscapes in the UK (coastal and river landscapes)
• The living world (ecosystems, tropical rainforests and hot deserts)

Challenges in the human environment
• Urban issues and challenges (cities)
• The changing economic world (economic development)
• The challenge of resource management (food, water and energy)

Geographical applications
• Issue evaluation (human and/or physical geography), critical thinking and problem solving
• Fieldwork (human and physical geography)

Geographical skills
• Geographical skills – maps, graphs and data

Assessment – students will take all exams at the end of Year 11.

Paper 1 - Living with the physical environment
• 1 hour 30 minute exam (35%)

Paper 2 - Challenges in the human environment
• 1 hour 30 minute exam (35%)

Paper 3 – Geographical applications: Issue evaluation and fieldwork 
• 1 hour 15 minute exam (30%)

All 3 papers will include the following types of questions - multiple-choice, short answer, levels of response and extended prose.

For further information please contact Mrs Midgley.

 

3rd Science is available as an option choice for the more able students, it enables students to convert the Combine Science units into separate GCSE’s in Biology, Chemistry and Physics.

Those that choose to follow the Third Science Option will cover many of the same units covered in Combined Science, but to a greater depth and breadth than Combined Science. As a consequence it gives students wishing to study A levels in these subjects a wider breadth of knowledge which can be useful making the transition from GCSE to A level. 

Biology; Chemistry and Physics all have a minimum of 8 required practical’s, which students are required to take an active part in. Like other option subjects, it is a taught over two years and assessed as separate qualifications at the end of Year 11.

What will I study?

GCSE Biology
Biology is split into eight major topics including: Cell biology; Organisation; Infection and response; Bioenergetics; Homeostasis and response; Inheritance variation and evolution and Ecology.

GCSE Chemistry
Chemistry is split into ten topic areas including: Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry; Chemical changes; Energy changes; The rate and extent of chemical change; Organic chemistry; Chemical analysis; Chemistry of the atmosphere and Using resources.

GCSE Physics
Physics is split into eight topic areas including: Forces; Energy; Waves; Electricity; Magnetism and electromagnetism; Particle model of matter; Atomic structure; and Space physics (physics only).

Who should do the Third Science?
If you enjoy Science, and expect to achieve a level 6 or better at the end of KS3, you should seriously consider choosing the Third Science Option. It will enable you to have a much broader and more in-depth appreciation of scientific knowledge and thinking.

As well as providing a sound grounding for those who choose to study A levels in Biology, Chemistry, Physics, it also provides a good background for those wishing to follow careers in the following STEM areas:

• Medicine
• Nursing
• Engineering (Mechanical/Electrical/Chemical)
• Veterinary Work
• Forensic Science
• Physiotherapy
• Pharmaceutical e.g. MSD/ P and G
• Sports Science
• Pathology
• Patent Law
• Research and Development.

How will it be assessed?
Assessment in Biology; Chemistry and Physics takes the form of two 1hr 45 minute written papers for each Science studied. Both papers make up 50% of the final grade and contain a mix of multiple choice, structured, closed short answer, and open response questions.

For further information please contact Mr Hiscock or your Science teacher.

 

It may seem that everyone speaks English, but in fact 75% of the world’s population doesn’t. Languages are really important in the world we live in, and give you great skills for the rest of your life. Also, GCSE French is fun to learn. You will listen to current songs; watch TV and videos, read comics, poems and books, all in French!

The GCSE course in French will concentrate on three themes:

Theme 1 – Identity and culture

Topic 1: Me, my family and friends - relationships with family and friends, marriage/partnership
Topic 2: Technology in everyday life and leisure time - social media, mobile technology, film and TV, music and books
Topic 3: Customs and festivals in French-speaking countries/communities - special occasions, clothes and food

Theme 2 – Local, national, international and global areas of interest

Topic 1: Home, town, neighbourhood and region
Topic 2: Travel and Tourism
Topic 3: Social issues - charity/voluntary work,healthy/unhealthy living
Topic 4: Global issues - the environment, poverty/homelessness

Theme 3 – Current and future study and employment

Topic 1: My studies, life at school/college
Topic 2: Education post-16, talking about plans hopes and wishes
Topic 4: Jobs, career choices and ambitions

During the course, students will concentrate on the four areas of listening, speaking, reading and writing. At the end of the two-year linear course, the skills developed in these areas will be tested either at Foundation or Higher Level. GCSE French has a Foundation and Higher Tier.

Paper 1 - Listening 25% exam
Paper 2 - Speaking 25%
Role-play, discussion about photo cards and general conversation

Paper 3 - Reading 25% exam
Questions and a translation from French into English

Paper 4 - Writing 25% exam
Translation from English into French, structured writing task or open-ended writing task.

For further information please contact Mrs Stephenson.

Why study this course?

  • The GCSE in Computer Science will give students a real in depth understanding of how computer technology works. It offers an insight into what goes on behind the scenes of computer programming which many students find absorbing. 
  • In addition this course develops a range of critical thinking skills, analysis and problem solving which can be transferred to further learning and to everyday life. 
  • OCR have also teamed up with partners such as Raspberry Pie and Computing at School to invigorate the curriculum.

Units of study in Year 10 and Year 11 

Units

 OCR Computer Science (J276)

 Assessment Method  for one 1 GCSE grade

1

Computer Systems

1 hour 30 mins written examination 40%

2

Computational Thinking, algorithms and programming

1 hour 30 mins written examination 40%

3

Programming Project

20% Controlled Assessment set by OCR but this is subject to change by the exam board each year.

What do I need to be able to join the course?

  • The course is open to students who we expect to achieve a minimum of a grade 5 or 6 in GCSE Maths. This is due to the technical requirements of computer programming.  

How is the course assessed?

  • Students will study three units.
  • There are two examinations totalling 80% of the final grade.
  • There is one controlled assessment which makes up 20% of the final grade. Controlled assessment is subject to change each year by the exam board!

What styles of teaching and learning will be used?

  • A variety of teaching styles will be used to enable you to complete the units. 
  • You will be expected to work independently and as part of a team at times. 
  • You will research and learn about computing through possible visits, group work, outside speakers and internet research.

 Pathways

  • Students who study Computer Science at GCSE can go on to study ICT in the sixth form at Astley.
  • Many students have then gone on to successfully gain ICT places at university or apprenticeships before embarking on their own careers.

For further information see your ICT teacher, Mr Jones or Mr Armstrong.

 

Why do you study this course?

• This course has been designed to provide you with the knowledge and understanding of one of the world’s fastest growing industries.

• It will allow you to develop skills in a range of Business areas including Finance and Customer Service

• It will allow you to progress into employment, further education or onto the Level 3 Business course in the sixth form at Astley.

Units you will study in Year 10

Units   BTEC First Award Assessment Method
4 Principles of Customer Service Internal (Coursework)
2 Finance for Business Internal (Examination)

Unit you will study in Year 11

Units   BTEC First Award Assessment Method
3 Promoting a Brand Internal (Coursework)
1 Enterprise in the Business World External (Coursework)

Who will do the course?
• As this is a level 2 course it is open to students who expect to get a grade 4 or above in English and Maths.

How is the course assessed?
• There are three units in year 10 and 11 which will be assessed using coursework projects. These will be marked in school by your teacher and moderated by the examination board.

• There is one online examination in year 11 which is worth 25% of your overall grade.

• The course is equivalent to one GCSE grade 9 to 4 but marked as a BTEC Pass, Merit, Distinction or Distinction Star.

What styles of teaching and learning will be used?
• A variety of styles will be used to enable you to complete the course. You will research the Business industry through group work, individual assessment, the internet and teacher led activities.

For further information see Mr Gilhooley, Mrs Clennell or Mr Armstrong.

Why do you study this course?

• You will learn how travel and tourism is now one of the largest sectors in the world in terms of generating jobs and income.

• It is a dynamic and vibrant sector which makes a major contribution to the UK economy.

• You will develop your skills so you can progress to a level 3 course.

• Visits to travel destinations will to be arranged.

 

Units you will study in Year 10

Units BTEC First Award Assessment Method
4 International Travel and Tourism Destinations  Internal (Coursework)
1 The UK Travel and Tourism Sector  External (Examination)

 

Units you will study in Year 11

Units  BTEC First Award Assessment Method
 2  UK Travel and Tourism Destinations  Internal (Coursework)
 5  Factors affecting World Wide Travel and Tourism  Internal (Coursework)

 

Who will do the course?

• As this is a level 2 course it is open to students who expect to get a grade 4 or above in English and Maths.

How is the course assessed?

• There are three units in year 10 and 11 which will be assessed using coursework projects. These will be marked in school by your teacher and moderated by the examination board.

• There is one external examination in year 11 which is worth 25% of your overall grade.

• The course is equivalent to one GCSE grade 9 to 4 but marked as a BTEC Pass, Merit, Distinction or Distinction Star.

What styles of teaching and learning will be used?

• A variety of styles will be used to enable you to complete the course. You will research the Travel and Tourism industry through group work, individual assessment, the internet and teacher led activities.

For further information see Mr Armstrong or Mr Gilhooley.

Why do you study this course?

• This course has been designed to provide you with the knowledge and understanding of one of the world’s fastest growing industries.

• It will allow you to develop skills in a range of software packages and develop your understanding of the ICT industry.

• It will allow you to progress into employment, further education or onto the Level 3 ICT course in the sixth form at Astley.

Units you will study in Year 10

Units     CiDA Assessment Method
1  Developing Web Products    External (Practical Assessment)
     

 Units you will study in Year 11

Units    CiDA Assessment Method
2 Creative Multimedia    Internal (Coursework)
     

 Who will do the course?

• As this is a level 2 course it is open to students who expect to get a GCSE grade 4 or above in English and Maths.


How is the course assessed?

• There are two units in this course.

• Unit 1 is assessed using a set coursework task under controlled conditions.

• Unit 2 is assessed via internal coursework.


What styles of teaching and learning will be used?

• A variety of styles will be used to enable you to complete the course. You will research the ICT industry through group work, individual assessment, the internet and teacher led activities.

For further information see your ICT teacher or Mr Armstrong.

 

Why study Physical Education?

Do you like PE and sport?  Do you like learning new sports?  Would you like to be rewarded for playing the sports you enjoy?  If you have answered YES to these questions, then you will enjoy GCSE Physical Education.

GCSE Physical Education consists of both practical and theory-based lessons.  Theory lessons are classroom based and involve writing, discussion and homework.  Theory work is assessed through written examinations and is worth 60% of the final grade.

The theory content you will cover:

  • Anatomy and physiology
  • Sports psychology
  • Physical training
  • Movement analysis

Theory assessment

Two written papers (both 1 hour):    

Both papers will be have multiple-choice, short and extended answer questions.

Coursework (Practical)

You will learn how to:

  • Develop and apply advanced skills and techniques in a variety of sports
  • Select and apply advanced skills, tactics, strategies and team skills
  • Evaluate and improve sporting performance

Practical assessment

This will be 40% of your overall result.  You will be assessed in individual and team activities, these include (but not limited to): football, dance, rugby league, rugby union, athletics, badminton, trampolining and netball.  You will also be tested on your ability to analyse a person’s sporting performance.

Those pupils who participate in activities outside of school can be assessed by either a coach or teacher, improving their chance of gaining higher grades.  Examples of this include Rock Climbing. Golf, Hockey and Horse-riding.

Summary

6 lessons over the two-week timetable consisting of 4 classroom-based and 2 practical lessons.

40% Practical coursework.

60% Theory (2 written exams)

For further information please contact Mr Lamb.

Cambridge Nationals are vocationally related qualifications that take and engaging, practical and inspiring approach to learning and assessment.  They are industry relevant, geared to key sector requirements and very popular with schools because they suit such a broad range of learning styles and abilities.

This qualification is equivalent to one GCSE.

What will you study?

  • 4 units

UNIT RO21: Essential values of care for use with individuals in care settings (This unit is assessed through a 60 minute exam)
This unit explores:
• How to support individuals to maintain their rights

  • The importance of the values of care and how they are applied
  • How legislation impacts on care settings
  • How personal hygiene, safety and security measures protect individuals

 

UNIT RO22: Communication and working with individuals in health, social care and early years settings (This unit is assessed through an assignment)
This unit explores:
• how to communicate effectively

  • Personal qualities that contribute to effective care
  • How to communicate effectively in health, social care and early years settings

 

UNIT RO25: Understanding life stages (This unit is assessed through an assignment)
This unit explores:
• The stages of development from young people to adults

  • The aging process in later adulthood
  • Medical conditions which may affect progress through life stages
  • Support plans

 

UNIT RO28: Understanding the development ad protection of young children in early years settings (This unit is assessed through an assignment)
This unit explores:
• The key milestones of physical, intellectual, and language development between 0-5 years

  • The key milestones of emotional and social development between 0-5 years
  • How to protect children in early years settings

 

Progression
This course supports progression into Further Education, GCE AS and A2, OCR Level 3 Cambridge Technical qualifications and further training for employment opportunities (e.g. NVQs in Health, Social Care and Early Years).

For further information please contact Mr Lamb or Miss Bell.

 

This GCSE explores the key areas of nutrition, diet and health, including food hygiene and safety, food storage, food preparation and cooking. It aims to teach them how to grow and cook food from scratch as well as preparing them for careers in the food industry.

GCSE Food Preparation and Nutrition is made up of three mandatory elements.

The Food Investigation Assessment – practical experimentation
15% of the total marks are from tasks which assess the scientific principles underlying the preparation and cooking of food: carbohydrates, fats/oils, protein, fruit and vegetables.

Assessment
Controlled assessment tasks will be in the form of a written report which should include photographs which support the investigation. Assessment completed in Year 10.

The Food Preparation Assessment
35% of the total marks are from tasks which assess the planning, preparation and presentation of food.

The candidate will be required to:

  • Prepare, cook and present a menu of 3 dishes within a single period of no more than 3 hours.
  • Plan in advance how this will be achieved.

Candidates submit one Food Preparation task using a themes provided by OCR. Assessment completed in Year 11.

Assessment
The evidence required will be in the form of photographs or visual recordings which show technical skills and final dishes and written work which explains how the student has designed, executed and evaluated the preparation, cooking and presentation of the 3 dishes.

Written Examination
Students learn about the following topics through practical activities.

Component title Component overview                          
A. Nutrition

Students develop knowledge and understanding of the functional properties and chemical processes as well as the nutritional content of food and drinks.

B. Food: Food provenance, Food choice

Students understand the economic, environmental, ethical, and socio-cultural influences on food availability, production processes, and diet and health choices.

 

 C. Cooking and food preparation Students demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing and serving food. 

 D. Skill requirements: preparation and cooking techniques

Students demonstrate effective and safe cooking skills by planning, preparing and cooking using a variety of food commodities, cooking techniques and equipment. 

Students understand and explore a range of ingredients and processes from different culinary traditions (traditional, British and international), to inspire new ideas or modify existing recipes.

Assessment
1 hour 30 minutes written paper at the end of Year 11. Worth 100 marks and 50% of the total GCSE marks.

Building on what you have learned in Art and Design in Year 9 the course gives you the skills you need to produce innovative, creative art and design across a range of disciplines.

You will be given the opportunity to develop a range of artistic skills and demonstrate these by creatively manipulating a broad range of materials and processes.  Students will have opportunities to work with a range of other disciplines which will include working with:

  • Fine Art - painting, drawing, printmaking and sculpture        
  • Fashion / Textiles
  • Graphic Design
  • Photographic / Digital imaging

You will gain experience of working in all of these areas through the beginning of the course but may choose to specialise in one area in Year 11 if you wish to.

In the projects you work through you will use the world around you for inspiration for your ideas and a range of methods including photography can be used to record sources of inspiration.  You will also study cultural influences on art and design as well as the work of professional artists, designers and crafts people.  Ideas will be recorded and developed through a range of methods. Experimentation with materials and processes and creativity is key.

The course is split into two units:

Unit 1: This is the coursework unit in which all project work from Years 10 and 11 is marked as a whole.

Unit 2: This is an externally set assignment which begins in the January of Year 11. Students chose a theme or brief from a choice set by the exam board.  This project then follows the structure of the coursework projects but has a time limit and must have an   outcome generated during a period of controlled assessment.

Both units are assessed on the same criteria which assess your ability to:

  • Understand art and design by analysing the work of designers and crafts people from a range of cultures and historical periods and apply this knowledge when developing your own work.
  • Experiment with ideas, materials, and processes.
  • Record ideas and sources of inspiration in a range of appropriate methods.
  • Produce final outcomes, realising intentions making connections with the work of designers and crafts people studied.

If you have any questions about this course see Mr Jones

Building on what you have learned in both Art and Design and Design Technology in Year 9 the 3D Design course gives you the skills you need to produce innovative, creative and well constructed 3 dimensional products.

You will be given the opportunity to develop a range of 3D making skills and demonstrate these by creatively manipulating a broad range of materials and processes.   Working with wood as the principle material through basic carpentry methods, turning, carving, etc will be one of the broadest elements of the course but students will also have opportunities to work with a range of other disciplines if they choose to.

These will include working with:

  • Finishing techniques such as painting, stencilling, distressing, varnishing etc.
  • Working with paper and card through concept modelling.
  • Ceramics through tiling, modelling, throwing and glazing.
  • Textiles through upholstering, dyeing, leatherworking, printing etc.
  • Stained Glass.
  • Jewellery.

Some of these media areas will be offered as part of the course whilst others will be offered as extracurricular after school classes.  Skills learned in these areas can be used to enhance wood based products or to develop outcomes in their own right.

In the projects you work through you will use the world around you for inspiration for your ideas and a range of methods including photography can be used to record sources of inspiration.  You will also study cultural influences on 3D design as well as the work of professional designers and makers.  Ideas will be recorded and developed through a range of taught drawing skills from simple thumbnail sketches to more complex technical drawing and digital design methods.  Experimentation with materials and processes and creativity is key.

The course is split into two units. Unit 1 is the coursework unit in which all project work from years 10 and 11 is marked as a whole. Unit 2 is an externally set assignment which begins in the January of year 11. Students respond to a theme set by the exam board but which will have a number of suggested starting points one of which the students must chose. This project then follows the structure of the coursework projects but has a time limit and must have an outcome generated during a period of controlled assessment.

Both units are assessed separately but marked against the same criteria which assess your ability to:

  • Understand 3D design by analysing the work of designers and crafts people from a range of cultures and historical periods and apply this knowledge when developing your own work.
  • Experiment with ideas, materials, and processes.
  • Record ideas and sources of inspiration in a range of appropriate methods.
  • Produce final outcomes and products, realising intentions making connections with the work of designers and crafts people studied.

If you have any questions about this course see Mr Jones

This is a fun packed, exciting course which is very practical and develops all areas of musicianship.

You will learn about learn about musical language and explore the elements of sound, through listening to music, performing individually and in a group, composing and appraising music.

The course encourages you to...

  • develop your own musical interests and skills including the ability to make music individually and in groups and to use music technology
  • evaluate your own and others' music
  • understand and appreciate a range of different kinds of music
  • actively engage in the process of music study in order to develop as an effective and independent learner and as a critical and reflective thinker with an enquiring mind.                 

An interest in music and ability to play an instrument or sing is important if you want to study music.

The ability to work independently and practice regularly outside of lessons will also be important 

The 4 units you will study are:

Unit 1: Listening to and Appraising Music

Written Paper – 1 hour – 80 marks – 20% 

Unit 2: Composing and Appraising Music 

Externally assessed – 40 marks – 20% 

Unit 3: Performing Music 

Controlled Assessment – 60 marks – 40%

Unit 4: Composing Music Controlled Assessment – 30 marks – 20% 

Astley Community High School | Elsdon Avenue | Seaton Delaval | Northumberland | NE25 0BP
T: 0191 237 1505 E: reception@astleyhigh.org