Options Information 2022 for Year 8 - Challenge And Pride - Varndean School
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Options Information
2022
for Year 8
Challenge And PrideVarndean School Options
Varndean School Options 2019
Choosing options is both an exciting and important process. You will be asked to identify
your individual
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is bothand interestsand
an exciting as you look toprocess.
important make choices about
You will your own
be asked to identify
educational
your individualpathway for the
strengths andvery first time.
interests as you look to make choices about your own
educational pathway for the very first time.
Many of you may already have a good idea of what you might want to study once you
leave
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of you may School,
already or already
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enough curriculum so
that you still have a wide range of options open to you at post-16 and beyond.
We will be supporting you and your families so that the decisions you make are well-
informed
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booklet whichand willthe process
provide youinvolved.
with much of the
information you need on each of the courses on offer and the process involved.
In addition to this, there will be:
In addition to this, there will be:
Options Evening (Thursday 24th February)
Learning Enhancement
Taster sessions Day 2 - Options
during Learning EnhancementTasters Day(Tuesday
(LED)8th March) 24th
- Thursday 23rd January
January
One-to-one interviews
Options Evening with staff
- Thursday 27 (Monday
February14th
28thFebruary
th
2020
2019,- Friday 18th March)
4:30-7:30pm
AOne-to-one
weekly guidanceinterviewsprogramme
with staff delivered
- weekby form tutors
beginning nd during Learning for Life
24th March
March
A weekly guidance programme delivered by form tutors during Learning for Life.
The first few pages of this booklet will take you through the core curriculum that every
student
The firstmust
few study.
pages Thisof thisis followed
booklet will by 15 takefrequently
you through asked thequestions to support
core curriculum you
that every
through
studentthemust process.
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asked upquestions
of pages to
that will explain
support you
each
each option
throughoption subject
the subject in
process.inThe detail.
detail.
main part of the booklet is made up of pages that will explain
each option subject in detail.
Please read this information carefully, with your parents or carers, ideally before the
options
Please form
read is released
this information on Friday 18th March.
carefully, with your parents or carers, ideally before the
options form is released on Friday 6 8thMarch.
th
March.
I Ihope
hope that you find the information in thisbooklet
that you find the information in this bookletuseful.
useful.IfIfyou
youhave
haveanyanyquestions,
questions,
please
pleasedo donot
nothesitate
hesitatetotocontactcontactyour yourschool
schoolbasebaseororTim TimClarke
Clarke(Curriculum
(Curriculum
Development
DevelopmentManager)Manager)- -timclarke@varndean.co.uk
timclarke@varndean.co.uk
Gareth Hughes Tim Clarke
Deputy
Gareth Headteacher Curriculum
Hughes Tim Clarke Development Manager
Deputy Headteacher Curriculum Development ManagerFrequently Asked Questions
1.Which subjects does everyone have to study?
All Core Subjects
English Language
English Literature
Mathematics GCSE
Science GCSEs either
Science Trilogy (2 GCSEs)
or
Science Triple (3 GCSEs)
EBacc* Subjects. Ideally at least one from:
History or Geography
and one from:
French or German or Spanish
*Please see question 9 for an explanation of the English Baccalaureate
2. How many options will I have to choose?
The vast majority of students will choose their preferred humanities subject (Geography
or History) and then their language. They will then select 4 further preferences (from
the list below), from which they will be given two, making 4 subjects in total.
3. Which subjects/course will I get to choose from?
GCSE Religious Studies Dance Film Studies
Computer Science Design Technology Music Statistics
Drama PE Food Prep & Nut.
Art & Design Media Studies Sociology
Spanish German French
Geography History
Vocational Qualifications (GCSE equivalent)
Health & Social Care Health & Fitness Performing Arts
Music Technology Creative iMedia Enterprise ASDAN CoPE
In addition to the above qualifications, all students will have non-examined lessons in the following:
Learning for Life Core PE Core PhilosophyFrequently Asked Questions continued
4. Do all of the subjects/courses lead to a GCSE or equivalent?
All of the courses are Level 2 GCSEs or equivalent vocational courses (such as BTECs,
VCerts, OCR Nationals or the new Technical Awards). All of these qualifications can lead
to further study at Level 3 at college.
Vocational qualifications tend to be more practical in nature with ongoing continuous
assessment and are more closely linked to vocational (work related) pathways. However
they do also have one externally assessed unit which count for between 25-40% of the
overall grade, depending on the qualification.
5. When do I have to make my choices by?
The final deadline for your options form to be completed by is Tuesday 30th March.
6. Am I guaranteed to get my top preferences?
In many cases we will be able to give you most of the courses that you have put at the
top of your list but this is not always possible, particularly if you have chosen a popular
subject. Realistically you could be given any of your preferences so you must consider all
choices wisely.
In very rare cases, we may need to ask you to make further choices if your individual
combination of subjects does not fit the options blocks or if a course does not run.
7. How do I decide which subjects to choose?
• Each of the following pages give you important details about all of the
courses on offer including course content, types of assessment and possible
Read Options progression routes. They also have the exam board details (where these are
Booklet known) so you can find out even more from their websites.
• Your teachers know you really well and can help to see whether or not the
subject or course will be suitable for you.
Talk to your • Don’t forget your form tutor. They can help to look at your combination of
Teacher choices to see if they go well together.
• Every option subject will be represented.
• You will be free to walk around the school with your parents/carers and speak
Attend Options to staff about all the different courses you are interested in.
Evening • Options evening is Thursday 24th February 2022, 4:30pm-7:30pm.
• Each student will take part in a series of options taster lessons on Learning
Enhancement Day 2 (8th March).
Taster • Students will be able to choose their taster lessons in advance by submitting
Sessions their preferences via a google form.
• A 1:1 interview will be arranged during the week beginning 14th March.
• This will be a final opportunity for you to discuss your options with a senior
1:1
member of staff. They can help you choose between courses if you are
Interview
struggling to decide or confirm that the courses you are thinking of choosing
are appropriate for you.Frequently Asked Questions continued
8. Are there any restrictions on what I can choose?
Not all subjects are the same; they all have different demands on them such as types of
assessment and learning styles. For some subjects it is important that you have studied
it before, e.g. the language you choose must be being studied in Year 8, and for others a
high level of mathematical ability is required, such as Computer Science.
It is important to follow the steps mentioned previously so that staff can guide you into
the right choices, where you will be most successful and therefore much happier in your
learning.
It is also recommended that you have a broad and balanced curriculum. So if you are
thinking of taking 2 or 3 subjects that are very similar, staff will talk this through with
you and help you to consider the pros and cons of such specialised choices. Certain
combinations of subjects will not be possible. For example, students are not able to
study both Film Studies and Media Studies. They are also not able to follow both Dance
courses or both Music courses.
You might find that your choices are very popular and even though we will do our best
to give you your most preferred options we are restricted by the number of classes that
we can put on with the number of staff that we have. It is for that reason that your
favourite subject should go right to the top of your ranking.
9. What is the English Baccalaureate and do I have to take it?
The English Baccalaureate is a combination of English, English Literature, Mathematics,
History or Geography; a Language and Science GCSEs, which when taken all together,
give you many of the skills that are needed to successfully move on to further study and
the world of work. It is looked upon favourably by the majority of universities, which is
why we expect that the vast majority of students will take this combination of subjects.
10. What if I do not want to take History or Geography plus a language?
Taking these 2 subject is the right decision for the vast majority of students, however
we will listen to individual arguments during the 1:1 interviews.
11. What if I can already speak another language, would that count instead of
having to take French, Spanish or German?
Yes, a number of other languages could count but you must check this with the
languages department as you will have to take an actual GCSE in your heritage
language, so you must be able to read and write as well as speak. There might also be
the opportunity to take this exam sooner than the end of Year 11 if you are ready.
Qualifying languages can be viewed at
www.varndean.co.uk/curriculumFrequently Asked Questions continued
12. When will I receive my final options?
Letters will be sent out to all students on Friday 17th June 2022.
13. Can I change my mind once I have been allocated my options?
We appreciate that over the course of the summer term you may rethink an option and
wish to request a change. If that is the case, you may contact your school base no later
than 27th June 2022, if a change is possible you will be informed before the end of
term.
14. Will there be any further opportunities to make changes once in Year 9?
Some students take some time to settle into their courses so we won’t make any
changes during the first month. If at the end of September you really feel that you have
made a mistake you may make a request through your school base with a letter from
home. All changes will be looked at together in October and students informed of the
outcome by October half term. It is not guaranteed that a change will be possible but
we will determine that on a case by case basis.
15. Where can I find further information to help me with my choices?
The school website has a page with useful information about post-16 and career choices
to help you decide:
www.varndean.co.uk/careersinformationDos and Don’ts
Do Don’t
Make sure you are well-informed, Just choose what your friends are
especially about the new courses doing, these are your choices not
you have not studied before. theirs.
Think about your likes and
Make choices based on teachers
dislikes – these courses will be
that you like – they may not
studied for the rest of your time
teach you next year.
at Varndean School.
Choose what you ought to do
Think about your future
rather than what you want to do
aspirations – don’t close doors by
– make sure you choose subjects
picking courses that are all very
that you will enjoy and be
similar.
successful at.
Think about your chances of Follow family traditions if they
success. The better the grades, are not right for you. Choose a
the greater the opportunities course because you want to and
post-16. feel you will be successful at it.English Language and Literature GCSE
The course has been specifically designed to introduce students to the necessary
skills and textual content of the 9-1 GCSE. Assessments are adapted to mirror GCSE
questions.
Key Topics covered in Year 9
• Prose Studies
• Short stories
• Creative writing
• Nonfiction texts
• Shakespeare (Romeo and Juliet)
• GCSE AQA Power and Conflict Anthology poetry.
Key Topics covered in Year 10 and 11
• 19th century novel (A Christmas Carol)
• Shakespeare (Macbeth)
• Contemporary and heritage poetry
• Modern drama (An Inspector Calls)
• Fiction and Nonfiction extracts and texts.
Students will sit pre-public examinations at the end of Year 10 and throughout Year 11
before sitting their final exams at the end of Year 11.
Progression Routes
English is vital to all students, whether you are entering the work force or furthering
your studies.
9Mathematics GCSE
All students start their GCSE Mathematics in Year 9, after completing the first 2 years of
the GCSE introduction course in Years 7 and 8. In Year 9 you will continue either doing
Foundation or Higher tier depending your ability.
Students will sit their GCSE examination in Year 11 in the summer examination series.
Knowledge and understanding are assessed in six key areas with Functional Mathematics
embedded in the assessment process:
• Number
• Algebra
• Ratio
• Proportion and Rates of Change
• Geometry and Measures
• Probability and Statistics.
The course is currently examined by the Edexcel Examination Board. There are two
tiers of entry: Higher and Foundation, the Higher tier covering grades 4 - 9 and the
Foundation tier covering grades 1 – 5. Students will sit three papers for their GCSE,
a non-calculator paper and two calculator papers, each of which are 1 hour and 30
minutes.
A whole-class interactive teaching style is adopted to introduce new ideas. As students
develop and explore new areas they are encouraged to work in pairs or in small groups
to promote discussion and build mathematical confidence. Some individual practise
is also essential to consolidate learning. Planned into the scheme of work there are
opportunities for students to apply mathematics in practical contexts. Preparation is set
weekly and students are encouraged to use Doddle to access extra resources and past
papers.
You will be assessed each half term and will sit regular pre-public exams throughout
Years 10 and 11. You will be tracked throughout the course and early intervention will be
put in place if you need extra support.
Progression Routes
The career opportunities related to Mathematics are actuary, accountant, computer
programmer, doctor, engineer, teaching, physicist, construction etc...many careers
are underpinned by mathematics so this list would be extensive.
10Science GCSEs
Most students start their GCSE Science in Year 9. The course is assessed at the end of
Year 11, and is 100% exam based. You can sit either Foundation or Higher Papers. The
majority of students will sit Trilogy Combined Science (equivalent to two GCSEs), and
will have the opportunity to achieve grades 1-9 (they are given a double grade from
1-1 to 9-). Students that are most able in Science (usually the top two sets) will study
Separate Sciences. They sit Biology, Chemistry and Physics as three separate GCSEs
(equivalent to 3 GCSEs). Some students follow the Entry Level Certificate in Year 9. This
is a stand alone qualification which builds skills and confidence before starting the GCSE
program in year 10.
Key topics covered in Year 9: Fundamentals in Science
• Biology:cell biology, homeostasis, organisation, infection and response, inheritance
and ecology.
• Chemistry: atomic structure and the periodic table, bonding, chemical reactions,
organic chemistry, chemistry of the atmosphere.
• Physics: energy, the particle model, atomic structure, waves, magnetism and
electromagnetism.
Key topics covered in Years 10 and 11:
• Biology: homeostasis, inheritance, ecology, microscopy, body, health, cancer, heart
disease, plant transport, photosynthesis, respiration, nervous system, cell division,
genetic engineering.
• Chemistry: energy changes, chemical changes, organic chemistry, chemical analysis,
chemistry of the atmosphere, resources, periodic table, electron structure, bonding,
alloys, electrolysis, endo/exothermic reactions, equilibrium, alkenes.
• Physics: energy, electricity, waves, magnetism, electromagnetism, resistance, latent
heat, equilibrium, moments, acceleration, motion, momentum, transformers.
Additional separate science content
• Biology: micro-organisms, antibiotics, vaccinations, plant disease and defence, the
brain, the eye, kidneys, homestasis, dna structure, protein synthesis, cloning, decay,
decomposition, biotechnology, food security, fisheries.
• Chemistry: transition metals, nanoparticles, percentage yield, atom economy,
concentrations, fuel cells, carboxylic acids, alcohols, polymerisation, dna, chemical
tests/analysis, corrosion, polymers, haber process.
• Physics: electric fields, statics, nuclear fission/fusion, elastic energy, pressure,
electromagnetic waves, infrared radiation, big bang, space, red shift.
11Science GCSEs continued
Astronomy GCSE
If you are a member of the astronomy club (available from Years 9-11) you will have
the option to sit the Astronomy GCSE. Students learn about stars, Earth, galaxies and
cosmology, constellations and much more! You also have to submit coursework based on
exploring the Earth and stars worth 25%. Numbers for this are limited and it is a course
run after school. For further information, please contact Miss Wanstall.
Progression Routes
Any pathway you study, as long as you are entered in for the higher paper, you can go on
to study Science at a higher level.
12Geography GCSE
Assessment Information
Three written external exams (100% of final mark):
• Paper 1: Global Geographical Issues
• Paper 2: UK Geographical Issues
• Paper 3: People and Environment Issues – Making Geographical Decisions.
Two compulsory fieldwork investigations.
Key Topics
• Hazardous Earth
• Development dynamics
• Challenges of an urbanising world
• The UK’s evolving physical landscape
• The UK’s evolving human landscape
• People and the biosphere
• Forests under threat
• Consuming energy resources
• Geographical investigations – including one physical fieldwork investigation and
one human fieldwork investigation.
Our subject is framed by geographical enquiry questions that encourage an investigative
approach to each of the key ideas. As part of the enquiry process, you will be
encouraged to use integrated geographical skills, including appropriate mathematics and
statistics, in order to explore geographical questions and issues.
You will be encouraged to make geographical decisions by applying your knowledge,
understanding and skills to real-life 21st century people and environment issues.
There is currently an opportunity for Geography GCSE students to visit the Azores as part
of a residential fieldtrip during February half term to help bring learning alive from the
classroom to real life situations.
What is needed to study this course?
• You should be enjoying Geography in Year 8, have an interest in the world around you
and a curiosity about how the planet is changing.
• This is an exciting but demanding course. You must be hardworking, able to work
independently and should be prepared to stay abreast of events around the world
through newspapers and the internet.
• There is an emphasis on extended writing, accuracy with spelling, punctuation and
grammar. You will be required to develop a range of geographical skills, including
mathematics and statistical skills, throughout the course.
13Geography GCSE continued
Progression Routes
• Further Education, A Levels, in Geography, Geology, World Development
• Environmental Studies; Travel and Tourism, Economics
• Higher Education (Degree Level) in Geography, Geology, World Development,
Environmental Science, Politics, Law, Finance, Land Management, Town Planning, Travel
and Tourism
• Career pathways in archaeology, tourism, town planning, countryside management,
conservation, teaching, careers in law, finance, architecture, business management, the
armed forces, the construction industry & development and aid agency careers.
14History GCSE
Assessment Information
Paper 1-Thematic Study & Historic Environment (Medicine in Britain, c1250–present) 30%
Paper 2-Period Study (The Cold War) and British Depth Study (Early Elizabethan England
1558-1588) 40%
Paper 3-Modern Depth Study (Weimar and Nazi Germany 1918-39) 30%.
Key Topics
1. Medicine in Britain, c1250–present and The British sector of the Western Front, 1914–
18: injuries, treatment and the trenches.
• c1250–c1500: Medicine in medieval England
• c1500–c1700: The Medical Renaissance in England
• c1700–c1900: Medicine in eighteenth- and nineteenth-century Britain
• c1900–present: Medicine in modern Britain.
2. The Cold War
• The origins of the Cold War 1941-58 – Early tensions between East and West
• Cold War crises 1958-70 – Berlin, Cuba and Czechoslovakia
• The end of the Cold War 1970-91 – attempts to reduce tensions: détente, SALT,
Gorbachev.
3. Early Elizabethan England – 1558-1588
• Queen, government and religion 1558-69 - Elizabeth’s accession, The ‘settlement’ of
religion, challenge to religious settlement, the problem of Mary Queen of Scots
• Challenges to Elizabeth at home and abroad- Plots and revolts at home, relations with
Spain, outbreak of war 1585-88, The Armada
• Elizabethan society in the Age of Exploration - Education and leisure, the problem of
the poor, exploration and voyages of discovery, Raleigh and Virginia.
4. Germany 1918-1939
• The Weimar Republic 1918-29 - the origins of the Republic, the early challenges of the
Weimar Republic, the recovery of the Weimar Republic 1923-29, changes in society
• Hitler’s rise to power 1919-33 - early development of the Nazi Party, the Munich
Putsch, the growth of the Nazi Party, how Hitler became Chancellor
• Nazi control and dictatorship 1933-39- the creation of a dictatorship, police state and
control. Opposition to Nazis
• Life in Nazi Germany 1933-39 - policies towards the young and women, persecution of
minorities.
15History GCSE continued
What is needed to study this course?
• Good writing, reading and comprehension skills are essential.
• You should have enjoyed studying History in Year 7 and 8,
• A good attitude to work - extended writing is an important element of the
examination. Preparation is once a week and must be completed to a good standard.
Progression Routes
History GCSE is an excellent qualification for any career. Employers recognise that
students who have a GCSE qualification can write and express themselves clearly.
History students can also think for themselves, develop a point of view and discuss
world issues. These are all very valuable skills. History is a valued qualification by Higher
Education establishments. If you are considering going to college you will find History
at GCSE useful for the study of many subjects other than A level History. These include
English, Classics, Archaeology, Sociology, Government and Politics and Law.
16Modern Foreign Languages GCSE
(French, Spanish or German)
Assessment
Assessment Information
Information
Unit
Unit 1 – Listening (written
1 – Listening (written examination)
examination) 35 35 minutes
minutes at at Foundation
Foundation Tier,
Tier, 45
45 minutes
minutes atat
Higher Tier. 25% of the total GCSE
Higher Tier. 25% of the total GCSE marks. marks.
Unit
Unit 22 –– Speaking
Speaking (oral
(oral assessment)
assessment) 7 7 –– 9
9 minutes
minutes at at Foundation
Foundation Tier
Tier (+
(+ preparation
preparation
time),
time), 10 – 12 minutes at Higher Tier (+ preparation time). 25% of the total GCSE
10 – 12 minutes at Higher Tier (+ preparation time). 25% of the total GCSE marks.
marks.
Role play, photo card stimulus, conversation.
Role play, photo card stimulus, conversation.
Unit
Unit 33 –– Reading
Reading (written
(written examination)
examination) 45 45 minutes
minutes at at Foundation
Foundation Tier,
Tier, 1
1 hour
hour at
at Higher
Higher
Tier. 25% of the total GCSE
Tier. 25% of the total GCSE marks.marks.
Unit
Unit 44 –– Writing
Writing (written
(written examination)
examination) 1 1 hour
hour atat Foundation
Foundation Tier,
Tier, 1
1 hour
hour 15
15 minutes
minutes atat
Higher Tier. 25% of the total GCSE marks. Structured writing tasks and
Higher Tier. 25% of the total GCSE marks. Structured writing tasks and translations. translations.
GCSE
GCSE languages
languages havehave aa Foundation
Foundation Tier
Tier (grades
(grades 1–5)
1–5) and
and aa Higher
Higher Tier
Tier (grades
(grades 4–9).
4–9).
Students must be entered for all four skills at the
Students must be entered for all four skills at the same tier. same tier.
Key
Key Topics
Topics
•
• Theme 1:
Theme 1: identity
identity and
and culture.
culture.
Me,
Me, my family and friends, technology
my family and friends, technology in
in everyday
everyday life,
life, free-time
free-time activities,
activities, customs
customs and
and
festivals in target language-speaking countries and communities.
festivals in target language-speaking countries and communities.
•
• Theme
Theme 2:
2: local,
local, national,
national, international
international and
and global
global areas
areas of
of interest.
interest.
Home,
Home, town and local area, social and global issues, travel and tourism.
town and local area, social and global issues, travel and tourism.
•
• Theme
Theme 3:
3: current
current and
and future
future study
study and
and employment.
employment.
My
My studies, life at school, education post-16, career
studies, life at school, education post-16, career choices
choices and
and ambitions.
ambitions.
What
What isis needed
needed toto study
study this
this course?
course?
• Students can choose to study
• In order to maximise your chance either
of or both French
success you canand Spanish
only chooseasthe
GCSE options.that
languages Some
students
you have might enjoy
recently the challenge
studied (in Year 8)of starting German (as a beginner) as an alternative
to
• AFrench or Spanish.
willingness Equally German
and enthusiasm can be studied
to participate as well asand
in conversations French or Spanish.
speaking tasks in class
Students
• You will be expected to work independently at home in order to review andwill work at
who choose German will be studying the language as beginners and
a rapid paceclass
consolidate in year 9 to lay the foundations for GCSE in years 10 and 11.
work
•
•A willingness
Regular and enthusiasm
vocabulary learning andto participate in conversations
good reading, and speaking tasks
writing and communication skills,in class
•
asYou
youwill
willbe
beexpected
expectedtotowork
writeindependently
and understandat lengthy
home inpieces
order to
of review
work inand
the target
consolidate
language. class work
• Regular vocabulary learning and good reading, writing and communication skills,
as you will be expected to write and understand lengthy pieces of work in the target
language.
17Modern Foreign Languages GCSE
(French, Spanish or German) continued
Progression
Progression Routes
Routes
Language
Language learners are
learners are open-minded,
open-minded, culturally
culturally aware
aware and
and well-rounded
well-rounded individuals
individuals and
and
having a GCSE in a language is an excellent qualification for any career. With more
having a GCSE in a language is an excellent qualification for any career. With more and and
more
more companies
companies developing
developing global
global links,
links, knowledge
knowledge ofof aa foreign
foreign language
language and
and having
having
the
the transferrable
transferrable communication
communication skills
skills they
they provide,
provide, is
is becoming
becoming increasingly
increasingly useful
useful and
and
sought-after.
sought-after.
A
A GCSE
GCSE language
language isis a
a widely
widely valued
valued qualification
qualification and
and it
it is
is essential
essential for
for anyone
anyone
considering
considering a career in tourism, the armed forces, business and commerce, and
a career in tourism, the armed forces, business and commerce, and for
for
anyone
anyone considering
considering studying
studying a a language
language at at a
a higher
higher level.
level. Moreover,
Moreover, for
for anyone
anyone thinking
thinking
of
of applying
applying to
to university,
university, having
having aa language
language at at GCSE
GCSE is
is now
now sometimes
sometimes a a compulsory
compulsory
element
element for entry to many courses. It is one of the English Baccalaureate subjects.
for entry to many courses. It is one of the English Baccalaureate subjects.
In
In Years
Years 9
9 or
or 10,
10, you
you will
will normally
normally have
have the
the opportunity
opportunity to
to visit
visit France,
France, Germany
Germany or
or
Spain
Spain during
during enrichment
enrichment week
week to
to experience
experience the
the language
language and
and culture
culture in
in an
an authentic
authentic
environment.
environment.
18Advanced Mathematics GCSE
Assessment Information
The assessment is a single 2-hour examination in the summer term. There is no
coursework.
As an Advanced Level FSMQ (Free Standing Mathematics Qualification), Additional
Mathematics carries UCAS points used for university entry (grade A 20 points, grade
B 17 points, grade C 13 points, grade D 10 points, grade E 7 points). These points are
equivalent to one-third of an AS course.
Key Topics
This FSMQ builds on the skills, knowledge and understanding acquired during the GCSE
(9–1) course. It consists of four main ‘pure’ mathematics topics, each of which contains
an ‘applied’ dimension, and two numerical topics, all underpinned by an Algebra
section:
• Algebra • Pythagoras and Trigonometry • Numerical Methods
• Enumeration • Calculus • Exponentials and Logarithms.
• Coordinate Geometry
What is needed to study this course?
Additional Maths targets learners who will take GCSE (9–1) Higher tier Mathematics.
Many learners will go on to study AS and A Level Mathematics. This qualification provides
a broad, coherent and satisfying course of study. It encourages learners to develop more
confidence in, and a positive attitude towards, mathematics following on from GCSE
(9–1) Mathematics qualifications. Although there are no prior qualifications required
in order for learners to enter for the Level 3 FSMQ: Additional Maths, learners are
expected to have a thorough knowledge of the content of the Higher tier of GCSE (9–1)
Mathematics.
The key features of OCR’s Level 3 FSMQ: Additional Maths for learners are that:
• It is designed for learners who are likely to be high achieving at GCSE (9–1)
• It will allow learners to experience the directions in which the subject is developed
post-GCSE (9–1)
• It provides an excellent preparation for AS and A level study
• It will provide a springboard for future progress and achievement in a variety of
subjects and in future employment
• It attracts up to 10 UCAS points in the new tariff.
Progression Routes
This course is designed for students who might wish to study Mathematics or related
subjects (such as Physics, Statistics, Computing, Accountancy, Engineering, Economics,
Architecture and Business) at university level.
N.B. This course will only run if enough students choose this option.
19Art & Design GCSE
Assessment Information
You will be assessed using 4 assessment objectives of develop, review/experiment,
record and present.
Unit 1: Coursework. Personal portfolio in Art and Design (60% of total marks)
Internally set and marked; assessed through controlled assessment.
Unit 2: Exam. Externally set assignment in Art and Design (40% of total marks).
Timed test - 10 hours - over two school days. Exam paper given out from January in
Year 11 to allow you time to prepare a sketchbook of work. Externally set theme and
internally marked. Externally moderated.
Key Topics
The main aim of the course is to develop your visual language skills and for you to build
a comprehensive portfolio of work which might help you to progress to further courses
or employment.
In order to fulfil the syllabus framework, coursework is structured; however students
are required to develop a personal approach to their sketchbook work and projects.
A creative and critical exploration of techniques and concepts is the essence of
good coursework. The critical and historical study of relevant artists is a compulsory
coursework component.
Year 9 will be spent improving and building on drawing, making and research skills learnt
in Years 7 and 8. In the summer term of Year 9 you will start the GCSE coursework.
We produce 2 to 3 projects over the whole course and one exam project. You will have
the opportunity to experiment with a wide variety of different media in order to explore
your strengths and preferences. These include; Fine Art, Graphics, Digital Photography,
Ceramics, 3D and Printmaking. In Year 11 you will work much more independently and
have more choice over your assignment work.
20Art & Design GCSE continued
What is needed to study this course?
• Some experience of using art materials and processes, together with some
knowledge of contemporary and historical art and design
• A commitment to and love of the subject
• Motivation to develop your visual skills and express your ideas, working through
projects and assignments
• A commitment to doing regular preparation and completing coursework to deadlines.
Preparation is an essential part of the coursework. Preparation will be set for you to
develop your visual skills, sketchbook work and understanding of other artist’s work. It is
important for you to be well organised and self-motivated as a personal approach to art
and design is encouraged and preparation is assessed as part of the coursework.
Progression Routes
On completion of your GCSE Art and Design course, you could progress to further
education.
Courses include:
• GCE AS/A2 Art and Design, Textiles, Graphics, Photography, 3D Design, Printmaking
• BTEC Nationals in Art and Design
• BTEC in Creative and Media Production.
A GCSE in Art & Design is an important part of the progression route towards a wide
range of careers in areas such as architecture, landscape design, graphic design,
fashion design, film and animation, furniture design, textile design, primary and
secondary teaching, publishing, book illustration, web design, ceramics, art curator,
museum curator, freelance artist, game design, product design and interior design.
If you choose to look for a job, you will have a portfolio of work that will evidence
your ability to pursue a two-year GCSE course in art and design, covering different
assignments and producing a range of work.
21ASDAN-Key Steps Award and Certificate of Personal Effectiveness
Assessment Information
Assessment is through building a portfolio of evidence as you complete various
challenges. You must demonstrate competence at a Level 2 to pass. The challenges may
also be completed in a variety of situations – in school, the community, the workplace
and also at home. After students’ portfolios have been internally moderated, centres
will register candidates’ names for external regional moderation.
You will need 12 credits to gain the Certificate of Personal Effectiveness, (CoPE).
You will need 6 credits to gain the Award of Personal Effectiveness, (AoPE). Students in
Year 9 will acquire 3 credits by following the key steps award.
Course Outline
This course is intended for you to develop a variety of key skills that will not only lead
to an ASDAN qualification but will also give you the essential building blocks to support
your learning in other subjects. You may begin working at Level 1 but the intention will
be for you to achieve level 2 by end of Year 11.
You will study the following units:
• Introduction to working with others
• Introduction to improving own learning and performance
• Introduction to problem solving
• Planning and carrying out a piece of research
• Communication through discussion and planning
• Giving an oral presentation.
Key Topics
This course content is varied and can be designed to meet the specific needs and
interests of the individual, so this is a personalised programme to allow you to
participate, progress and achieve. Its aims are to:
• Accredit small steps of achievement
• Develop a wide range of transferable skills that can be used in a variety of subjects.
22ASDAN-Key Steps Award and Certificate of Personal Effectiveness
What is needed to study this course?
The curriculum modules for the Certificate and Award are varied, and you will
follow a personalised pathway. The module titles are:
1. Communication
2. Citizenship and Community
3. Sport and Leisure
4. Independent Living
5. The Environment
6. Vocational and Diploma Preparation
7. Health and Fitness
8. Work Related Learning and Enterprise
9. Science and Technology
10. International Links
11. Expressive Arts
12. Beliefs and Values.
Using this curriculum, you will be able to follow short courses in a wide range of
topics. You will have also to add other qualifications that can be linked to their
personalised curriculum pathway, one example being a sports leadership award.
A willingness to work towards a number of different accredited units and a desire to
improve basic core skills. Be prepared to take on independent study.
For more information please contact emmasaadatzadeh@varndean.co.uk
Progression Routes
The personalised nature of this course will enable students to move on to a variety
of post-16 courses.
23BTEC TECH Award in Enterprise 1&2 Assessment Information Component 1: Exploring Enterprises Non-exam internal assessment set by Pearson, marked by the centre and moderated by Pearson. The Pearson-set Assignment will be completed in approximately 6 hours of monitored preparation and 5 hours of supervised assessment. 60 marks Component 2: Planning for and Running an Enterprise Non-exam internal assessment set by Pearson, marked by the centre and moderated by Pearson. The Pearson-set Assignment will be completed in approximately 6 hours of monitored preparation and 7 hours of supervised assessment. 60 marks. Component 3: Marketing and Finance for Enterprise External assessment set and marked by Pearson, completed under supervised conditions. The assessment will be completed in 2 hours within the period timetabled by Pearson. 60 marks. Key Topics Component 1: Exploring Enterprises Learners will explore different enterprises to develop their knowledge and understanding of the characteristics of enterprises and the skills needed by entrepreneurs to be successful. Learners will explore how enterprises use market research to find out about their customer needs and competitor behaviour and how internal and external factors may affect enterprises. Component 2: Planning for and Running an Enterprise Learners will generate two realistic ideas for a micro-enterprise and choose one of these to plan within budget. They will individually present their business plan for their idea and review the production and delivery of their presentation to make recommendations for improvements. Component 3: Marketing and Finance for Enterprise Learners will explore how marketing is used by enterprises and the factors that influence how enterprises identify and target their market. Learners will complete financial documents and statements and explore how to use them to monitor and improve the performance of an enterprise in order to make decisions and recommend strategies for success.
BTEC TECH Award in Enterprise Continued What is needed to study this course? You are not required to have any previous business experience, but should consider yourself to have a high level of interest in the working of the business world. It would be beneficial, but not essential, for you to have some understanding of the impact of business on society, perhaps through parental work or your own employment experience (paper round, babysitting etc), in order to be able to draw on this in class. You should be prepared to conduct yourself in a business-like manner in class and fully embrace the expectations of the world of work through your own work ethic and a high standard of personal integrity. Progression Routes The BTEC TECH Award in Enterprise Level 1 & 2 provides the knowledge, understanding and skills for level 2 learners to progress to: ● Other level 2 vocational qualifications ● Level 3 vocational qualifications, such as BTEC Nationals, specifically the Edexcel BTEC Level 3 in Business (QCF) ● Competency‐based qualifications such as the Edexcel BTEC NVQ Level 2 in either Business Administration or Team Leading, or the Edexcel BTEC NVQ Level 3 in either Business Administration or Management, or their corresponding apprenticeships ● Related academic qualifications, such as GCE A’ Level in Business or Applied GCE in Business ● Employment within the business industry, for example entry level job roles within the sector.
Creative iMedia
Assessment Information
R093: Creative
25% Written iMedia
Exam: in the media industry; Written paper, OCR set and marked.
Pre-Production
R094: Visual identity
25% Mandatory andcoursework
Graphics digital graphics; Approx. 10-12 hours; Centre-assessed tasks,
project
OCR moderated. project: Creating a Website
25% Coursework
R099: Digital Games;
25% Coursework Approx.
project: 12-15 ahours;
Designing game Centre-assessed
concept. tasks, OCR moderated.
Key Topics
R093: Creative iMedia
Pre-Production: in the
This unit media industry.
is assessed through a written exam but also runs through all
In thisunits.
other unit, students
Essentiallywill learn
this aboutstudents
provides the sectors,
withproducts
the skillsand
theyjob roles that
require form the
to manage
media industry.ItThey
their projects. will will learntheir
develop the legal and ethical
understanding of issues considered
the client and frames,
brief, time the processes
used to plan
deadlines andand create digital
preparation media products. They will learn how media codes are
techniques.
used within the creation of media products to convey meaning, create impact and
engage
Creatingaudiences. They will
Digital Graphics: learn to choose
A mandatory the most
unit looking at appropriate
purposes andformat and properties
properties of digital
for different
graphics, media creating
planning, products.and saving a graphic to meet a specified client brief.
Completing this unit will provide students with the basic skills for further study or a
range
Creatingof creative job roles
a Multi-page website:within the
This media
unit industry.
focuses on purposes and types of website,
before moving on to plan and create a website to meet a specified client brief.
R094: Visual identity and digital graphics
In this unit,
Designing students
a game will learn
concept: Thishow
unit to develop
requires visual identities
students for clients.ofThey
to have experience will also
a variety of
learn
gaming todevelopment.
apply the concepts of graphic
Students design
will then to create
be given original
a brief digitalthey
for a game graphics which the
will design
incorporate
concept for. their visual identity to engage a target audience.
Completing this unit will introduce the foundations for further study or a wide range of
job
Whatroles within the
is needed mediathis
to study industry.
course?
Creativity, good level of digital skills, an aptitude for problem solving and attention to
R099:
detail.Digital games
In this unit, students will learn to interpret client briefs to devise original digital game
concepts.
Progression They will learn to plan digital games effectively and to use a game design
Routes
document to create
A levels, media, engagement
design, graphics,among developers
arts, business andorclients.
owner They will learn to
entrepreneur.
create, edit, test and export playable digital games which they have designed.
Completing this unit will provide students with the basic skills for further study or a
range of creative and technical job roles within the media industry.
What is needed to study this course?
Creativity, good level of digital skills, an aptitude for problem solving and attention to
detail.
Progression Routes
A levels, media, design, graphics, arts, business owner or entrepreneur.
26Computer Science GCSE
Assessment Information
• 50% Exam 1: Computer Systems Component 01
• 50% Exam 2: Computational Thinking, Algorithms & Programming Component 02
Key Topics
Component 01: Computer systems. Introduces students to the central processing unit
(CPU), computer memory and storage, wired and wireless networks, network topologies,
system security and system software. It also looks at ethical, legal, cultural and
environmental concerns associated with computer science.
Component 02: Computational thinking, algorithms and programming. Students
apply knowledge and understanding gained in component 01. They develop skills
and understanding in computational thinking: algorithms, programming techniques,
producing robust programs, computational logic, translators and data representation.
The skills and knowledge developed within this component will support the learner when
completing the Programming Project.
What is needed to study this course?
Computer Science is a practical subject where students apply the knowledge and skills
learned in the classroom to real-world problems. It is an intensely creative subject that
involves invention and excitement. The qualification values computational thinking,
helping learners to develop the skills to solve problems and design systems that do so.
It is strongly encouraged that you meet the requirements below before considering
Computer Science at GCSE:
• A genuine interest in solving problems using logic and programming languages
• A genuine interest in how computers work at a hardware and software level
• A potential to gain grades 7-9 in GCSE Mathematics
• Be prepared to develop your knowledge of computer programming outside of school
as a hobby – programming is like learning a musical instrument, practice at home is
essential.
Progression Routes
These skills will be the best preparation for learners who want to go on to study
Computer Science at AS and A Level and beyond. The qualification will also provide
a good grounding for other subject areas that require computational thinking and
analytical skills.
27Dance GCSE
Assessment Information
Written Paper 40%
Practical exam and coursework 60%
These assessments will be assessed in the style of Contemporary Dance, Ballet or Street
Dance. They will require you to perform on your own and in a group.
Key Topics
• Technique and good practice
• Developing choreography and performance skills
• Studying professional dance works and creating solo and group work from this analysis
• Written tasks related to any of the above.
What is needed to study this course?
• A willingness to engage in the study of all genres of dance
• To develop knowledge, skills and understanding of performance, choreography and
appreciation of dance to GCSE level
• Use preparation tasks to rehearse practical work and complete written or research
tasks
• Preparation for each lesson with dance kit, book and a positive approach to all lessons
• A focused and mature approach to work in groups
• To be involved in extra curricular activities e.g. performances, workshops, theatre
visits.
Progression Routes
• AS/A level dance
• BTEC Performing Arts courses
• BTEC diplomas in Dance or Performing Arts
• BA Hons degree in Dance/Performing Arts.
These courses can create pathways to professions such as dance teachers, dance
performer or choreographer, creative artist, technician, dance movement therapist,
critic or regional dance agency administrative roles.
28Design Technology GCSE Assessment Information 50% Written Examination 2 hours, 100 marks (core knowledge of Design & Technology principles, in depth knowledge of one chosen material area) Section A – Core technical principles (20 marks). A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding. Section B – Specialist technical principles (30 marks). Several short answer questions (2–5 marks) and one extended response to assess a more in depth knowledge of technical principles. Section C – Designing and making principles (50 marks). A mixture of short answer and extended response questions. A minimum of 15% of the paper will assess learners’ mathematical skills as applied within a design and technology context. • 50% of GCSE Non-exam assessment (NEA) 30–35 hours approx. 100 marks. (Substantial design and make task, design portfolio and manufacture of a prototype). Key Topics GCSE Design and Technology will prepare you to participate confidently and successfully in an increasingly technological world. You will gain awareness and learn from wider influences in Design and Technology including historical, social, cultural, environmental, new and emerging technologies, energy generation and storage, developments in new materials, systems approach to designing, mechanical devices, materials and their working properties. Tools, equipment and processes and economic factors. You will get the opportunity to work creatively when designing and making, applying technical and practical expertise to your chosen area. In the following materials; • Papers and boards (printing) • Timber based materials (painting, varnishing) Metal based materials. Polymers • Textile based materials (printing, dyes). What is needed to study this course? You should be good at identifying possible situations for realistic design and be able to work out of school to undertake independent research and investigation and have the ability to apply skills and knowledge from other subjects including Mathematics and Science. You should have good design skills able to solve, test and evaluate your work and enjoy practical learning. You should also be well organised in order to complete the paper folder work and meet the various deadlines. NB. A ‘Controlled Assessment Folder’ is required, cost £3.00 and you will be required to purchase some materials for your final prototype product. Progression Routes This course will provide you with many skills applicable across the job market: product design, manufacturing, carpentry, metal work, furniture production, plumbing, model- making and product development, industrial design, materials development and architecture, graphic design, graphic artist illustration, set design, costume design, fashion design and interior designer,joinery, building, electrician, plumbing, engineer. 29
Drama GCSE
Assessment Information
Component 1: 40% of the qualification (60 marks) (Component code: 1DR0/01)
Students create and develop a piece of original devised theatre from a stimulus.
Students then produce a written portfolio which analyses and evaluates the devising and
performance process. (45 marks) The performance is worth 15 of the available marks.
Students can complete this component as either performance (acting) or performance
support (design) candidates.
Component 2: 20% of the qualification (48 marks) (Component code: 1DR0/02)
Students perform scripted work (monologues and/or duologues) from key extracts of a
performance text.
Students can complete this component as either performance (acting) or performance
support (design) candidates.
Component 3: Written examination: 1 hour and 45 minutes (Paper code: 1DR0/03) 40% of
the qualification (60 marks)
The title of the paper is ‘Theatre Makers in Practice.’
Section A: Bringing Texts to Life (45 marks)
Students will explore and study one complete performance text.
This section consists of six questions (short and extended responses) based on one
extract from the chosen performance text.
Section B: Live Theatre Evaluation (15 marks)
This consists of two questions requiring students to analyse and evaluate a live theatre
performance which they have seen.
Key Topics
-Issue based drama
-Understanding theatre practitioners and styles: Brecht, Berkoff, Artaud, Stanislavski,
Physical Theatre, Frantic Assembly, Paper Birds
-How to devise theatre collaboratively
-Working with and from stimuli: Pictures, Poems, Songs, Articles, Facts, Statistics,
Quotations, Research
-Working with script: professional published plays (monologues and/or duologues)
-Studying a play text in depth: An Inspector Calls by J. B. Priestley
-Analysing and Evaluating ‘Live Theatre’
-Developing Drama craft
-Preparing for a performance
-Production elements
-Performance support/design: Lighting, Sound, Costume, Set
30Drama GCSE continued
What is needed to study this course?
• An enjoyment of performing for an audience of peers
• An ability to write clearly, analytically and reflectively
• An ability to work creatively with other people, regardless of friendship groups
• An ability to encourage others and accept other people’s points of view
• An ability to concentrate, exercise self-discipline and evaluate work honestly, taking
on director’s feedback
Progression Routes
You will develop the qualities of intuition, imagination, exploration, negotiation,
organisation analysis and critical reflection.
These skills are important in any creative career such as PR, advertising, marketing,
journalism and teaching as well as performing arts industry careers such as working in
TV/Film, working in theatre (on or off stage) and playwriting.
Colleges offer A Level and BTEC courses in Drama, Theatre Studies and Performing Arts
and there are several types of drama-based
degree courses at universities, drama schools and conservatoires.
31Film Studies GCSE
Assessment Information
• Component 1: Key Developments in US Film - 90 minute examination 35% of GCSE.
• Component 2: Global Film, Narrative, Representaion and Film- 90 minute examination
35% of GCSE.
• Component 3: Production - Non exam assessment 30% of GCSE.
Key Topics
Component 1: Key Developments in US Film
Three US films
• A comparative study of two mainstream genre films
• An independently produced film
Key Developments in the history of film
• For example, silent film, the rise of Hollywood, the introduction of colour, CGI etc.
Component 2: Global Film, Narrative, Representaion and Film
Three films outside of the US
• One Global English Lanuage film
• One Non-English Lanuage film
• One UK film.
The Context of the films, for example historiacl, political and social context.
Component 3: Production - Non exam assessment
You will produce either a filmed extract from a genre film or produce an extract from a
screenplay for genre film. This will be accompanied by a shooting script and evaluation
analysis.
What is needed to study this course?
This GCSE will give you an opportunity to be creative, as well as critical and
analytical of the medium of film. If you are considering this subject as an option
you must be prepared to approach film holistically as to analyse a film is more
challenging than to understand a film. It is an academic, exciting and challenging
option which is highly respected in further education.
Progression Routes
This GCSE will provide an excellent foundation for all film qualifications in Higher
Education (‘A’ level, BTEC) and for those of you who wish to work towards a career
in all aspects of film production.
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