Year 8 Options Booklet 202122 YEAR 8 OPTIONS

Year 8 Options Booklet 2021/22

YEAR 8 OPTIONS This booklet is to help students and parents choose the most appropriate subjects to study in Key Stage 4. At Settlebeck School we are aware of the importance of offering our students a good blend of subjects, offering a range of accreditations. All students will study • English Language • English Literature • Maths • Science • Religious Studies. In Maths, some students may sit an additional further maths qualification. In Science some students will be offered separate science but this will be based on current progress and ability. For those students who cannot access GCSE courses, there will be Entry Level, Open Awards, ASDAN, Lifeskills and we can also consider Functional Skills. All students will also continue with Physical Education and PSHE. (Life studies). Students will choose THREE further subjects to study over the course of the next 3 years. All subjects, will be examined at the end of Year 11. It is important that you make the right decision and to do this you need to have a clear view of your strengths. You may already have an idea but the following guidance may help you decide. How to choose? • CURRENT PROGRESS – consider the subjects that you have already been successful in and to help, you could read through your reports. • PERSONAL PREFERENCE – you may already love a certain subject and its content, or may have been able to use your skills. It’s important to choose a subject for you, don’t choose a subject based on friends or the teacher. • CAREER – at present you may have little idea of your chosen career, or you may know but could change your mind. So when choosing your subjects try to keep them open so you maximise your career choices. • EFFORT – which subjects are you prepared to work hard in?

THE BLOCKS Frequently asked questions Students must choose ONE subject from each option block below. Then choose a reserve subject in case your first choice isn’t available. These are likely to remain the blocks but have not been finalised Block A Block B Block C • Art • Computing • French • Drama • Geography • Food & Nutrition • History • Media • Cambridge Nationals Sport studies(Y 9 -10) Outdoor Education (Y 11) • ASDAN/Literacy/ Numeracy • Design Technology • Open Awards • Music (this may be an after school option) Can my child change options once the school year has started? Once a course has been started, students will not be permitted to change subjects unless there is a significant benefit to doing so and all changes will need to be discussed with their Head of Year and permission sought by Mrs Campbell. Ultimately we want our students to be on the right course. What help will me and my child get to make their decision? They can get help and guidance from the subject teachers, their form tutors, Head of Year and Mrs Campbell. In the current situation this will be done by way of a “virtual meeting”. You are able to also email the teacher directly or evanss@settlebeck. org or the office email office@settlebeck. org. What support will my child get through their GCSE’s? A variety of help is available in school, your child is able to meet with their subject teacher, Form Tutors, Heads of Year and our Senior Leadership Team. They can also have mentoring or pastoral support when needed. We hold revision sessions, holiday sessions and also arrange visits to/from colleges, 6 th forms, careers guidance and other placements. My child has extra needs will they get help? Yes please discuss these with the SENDCo or Head of Year if you are worried about this. We apply for access arrangements for exams to make sure a student is not disadvantaged.

Key dates/times May – Parents evening Options form to be returned by May 31 st – forms to be sent later June – Options confirmed A guide to GCSE, Entry Level, Functional Skills GCSE (General Certificate of Secondary Education) These are exam-based courses which cover a wide range of subjects in Years 9, 10 and 11. Your child will study ‘core’ subjects such as English, Maths and Science. All students then have 3 subjects they opt for. • GCSEs at grades 3 -1 are Level 1 qualifications • GCSEs at grades 9 -4 are Level 2 qualifications How do all these qualification compare? Entry Levels Entry Level qualifications offer the opportunity to develop skills, knowledge and confidence. Entry Level qualifications are available at three levels – Entry 1 2 3. Subjects include Maths, English and Science. Students can progress onto the next level, Entry 3 is designed to prepare your child for related qualifications such as GCSEs, NVQs and diplomas. Entry Level qualifications are recognised by employers. Functional Skills These qualifications have been introduced to address employers’ concerns about young people not knowing the essentials in English and Maths. Functional Skills are available at Entry Level 1 and Level 2. They are accepted at college at Level 2 so a student does not need to resit once there. They give your child the skills they’ll need to get the most out of their education, future employment and everyday life. For example, they can learn how to give presentations using computer software, communication skills, or use online banking. GCSE Level 2 Grade 9 -4 BTEC, OCR Nationals, Functional Skills GCSE Level 1 Grade 3 -1 BTEC, OCR Nationals, Functional Skills Entry Level 1, Entry Level 2, Entry Level 3

ENGLISH LANGUAGE AND LITERATURE EDEXCEL 1 EN 01/2 1 ET 01/2 The main aims of English are to foster a love of reading and writing and a confidence in discussion as well as developing the various skills required to do well in this subject. Writing skills: 1. Planning and drafting 2. Choosing vocabulary & devices carefully to suit style, purpose and audience 3. Organising and linking ideas so writing is logical & fluent using paragraphs 4. Constructing sentences well so they make sense (are grammatically correct) 5. Punctuating accurately 6. Spelling correctly Reading skills: 1. Summarising texts – fiction and non-fiction 2. Interpreting texts – understanding explicit and implicit meanings 3. Analysing texts – commenting on how the words chosen and devices used contribute to the meaning 4. Evaluating texts – commenting on if and how they are effective 5. Supporting points made with reference to texts and being able to use quotations 6. Comparing texts Speaking and Listening Skills: 1. Presenting information and ideas in a formal setting 2. Discussing issues 3. Using standard English skills are essential in the modern world. A GCSE in English is an essential qualification for post-16 courses and employment, so there is a strong focus on ensuring students are prepared for exams whilst trying to foster an enjoyment of the subject at the same time. Most students take GCSE English Language and Literature. Students are taught in groups broadly based on ability, determined by their performance in assessments, although other factors also determine groupings such as group dynamics, students’ style of learning and the pace at which a student works best. Both Entry Level and Functional Skills English are available for those who cannot access GCSE level work. ASSESSMENT The main aim of assessment is diagnostic to help the teacher and students be aware of what students are competent in and what requires further teaching and learning. Feedback on written work is constructive, acknowledging strengths as well as providing clear and focused comments on how to improve, with follow up work to help embed what is required to make further progress. Learning and progress is also encouraged through drawing on a variety of resources and through group and one-to-one support provided by the teacher, teaching assistants and students’ peers. Theatre Trips In order to support students in their studies but also enrich their appreciation of literature, we organise several theatre trips each year. Years 9 – 11 get opportunities to see productions of the texts studied at GCSE: “Macbeth”, “An Inspector Calls” and “A Christmas Carol” when these are available. In addition, there are often opportunities to see other productions, either in school or at theatres.

EXAMINATION - GCSE Literature Paper 1: 1 hour 45 mins - worth 40% of the final mark GCSE qualifications for English and Literature are based on 100% final exams. In literature, students cannot take notes or copies of texts studied into the exam so students need to be familiar with the texts studied. There will be termly exam-style assessments, requiring revision in order to prepare students for these terminal exams. 1. One Shakespeare play: We currently study “Macbeth”. The exam asks questions on a) an extract b) the whole text Students must also demonstrate speaking and listening skills. They must do a presentation which is assessed by the teachers but also submitted to the exam board to be moderated. Speaking tasks must be undertaken and assessed to be awarded a GCSE English Language qualification, even though the mark does not contribute to the GCSE English Language grade; a separate mark is awarded for this component. English Language exams Students sit two exam papers: 1. English Paper 1: 1 hour 45 minutes Students: i) answer questions on unseen fiction ii) write a descriptive piece 2. English Paper 2: 2 hours Students: i) answer questions on two unseen non-fiction pieces write a piece discussing an issue in a persuasive way The texts read for Literature are prescribed by the exam board. 2. A modern text We currently study “An Inspector Calls” by Priestley. The exam involves writing an essay; two essay titles are given – students choose ONE. Literature Paper 2: 2 hours and 15 mins - worth 60% of the final mark 1. One 19 th Century novel: We currently study “A Christmas Carol” by Dickens. The exam asks questions on a) an extract b) the whole text 2. An analysis and comparison of poems studied Poetry studied: 15 poems from 1790 to today in the Edexcel anthology on Love and Relationships and/or Power and Conflict. The exam requires students to compare a named poem from the anthology with another of their choice. 3. An analysis and comparison of unseen poems. How will this course be useful? Possessing good literacy skills are recognised as a vital quality required to help people access many, if not all, aspects of life. Analytical skills are widely needed in the work place and are key transferrable skills from both English Language and Literature

FUNCTIONAL SKILLS ENGLISH AQA level 1 8720 level 2 8725 Students taking English Functional Skills particularly focus on: 1. Developing their comprehension of a range of texts they might come across in everyday life 2. Being able to write clearly and accurately for a range of purposes which they are likely to experience in everyday life 3. Developing their speaking and listening skills The students are taught in small groups and are assessed as follows. The tests are done online. Level 1 (equivalent to grades 1 -3 at GCSE) Reading Test External test: 45 minutes Section A: multiple choice Section B: short response questions worth 4 marks each) Writing Test External test: 45 minutes Two writing tasks Level 2 (equivalent to grade 4 at GCSE) Reading Test External test: 1 hour Section A: multiple choice Section B: short response 32 marks 12 marks 20 marks Writing Test External test: 1 hour Two writing tasks 30 marks 15 marks each Speaking and Listening Test Controlled Assessment Discussion and Presentation in class assessed by the teacher and monitored by the exam board. A student must achieve the pass criteria to pass the whole exam Level 2 (equivalent to grade 4 at GCSE) 18 marks 6 marks 12 marks (usually divided between 3 Reading Test External test: 1 hour Section A: multiple choice Section B: short response ENTRY LEVEL ENGLISH 32 marks AQA 125970 marks 20 marks Step up to English helps Entry Level students build basic and relevant literacy skills Writing and is Test suitable for students of all ages. The specification is fully co-teachable with External test: 1 hour 30 marks GCSE English Language. Two writing tasks 15 marks each 20 marks 10 marks each Speaking and Listening Test Controlled Assessment Discussion in class assessed by the teacher and monitored by the exam board. A student must achieve the pass criteria to pass the whole exam. Students taking English Functional Skills particularly focus on: 1. developing their comprehension of a range of texts they might come It offersand two. Listening ‘Steps’: Silver Step (Entry Level 1 and 2) and Gold Step (Entry Level 3) Speaking Test Controlled Assessment Discussion and Presentation class assessed by students. the teacher and monitored by the so you can tailor the specification to theinneeds of your The two step exam board. A student must achieve the pass criteria to pass the whole exam approach is ideal to build confidence and provide access to the new GCSEs. The assessment is on demand, with certification twice a year, so students can complete assignments when they’re ready. 1 Reading and comprehension 2 Writing 3 Spoken Language

MATHEMATICS EDEXCEL 1 MA 1 AIMS Mathematics is a universal language; allowing students to access, solve and explain a variety of problems occurring throughout everyday life. It encourages logical thinking, methodical working and problem solving. This course aims to enable students to become confident and competent in applying mathematics in a variety of different situations. The course will promote an appreciation of the power of mathematics and enable students to acquire the knowledge for future studies in the subject. APPROACH The course follows a three-year scheme of work. Students work in Years 9 and 10 in mixed-age sets before finishing the course in Year 11 -only groups. The upper set in Year 11 will have the opportunity to study for an extra qualification called Additional Maths, while the lower sets in Year 11 will hone their GCSE skills. The detailed content of the course will vary depending on the ability of the student, but there will be elements of practical mathematics, investigational work and problem solving for all students. TOPICS The content of the course is prescribed by the National Curriculum in Mathematics and consequently students will study these broad topics: 1. Number 2. Algebra 3. Shape, Space and Measures 4. Handling Data ASSESSMENT The course is ‘linear’, meaning that all examinations are taken at the end of the course in Year 11. Students will be entered at either Higher or Foundation level, according to their ability, with this decision being taken during Year 11. ENTRY LEVEL MATHS AQA AIMS This course aims to allow all students to access a qualification in maths at secondary level. The course is suitable as a precursor to a full GCSE in mathematics for some students, or as a stand-alone qualification. APPROACH The course is tailored specifically to each individual. Students work in small groups, alongside our very experienced staff. Depending on their individual situation, students will either follow the course for the entirety of years 9, 10 and 11, or will progress onto the full GCSE Maths course. TOPICS The content of the course is prescribed by the National Curriculum in Mathematics and, consequently, students will study these broad topics: 1. Number 2. Algebra 3. Shape, Space and Measures 4. Handling Data ASSESSMENT The course is internally assessed, with 8 modules. Students can achieve Entry Level 1, 2 or 3. The assessments are taken throughout the year at the teachers’ discretion. How will this course be useful? a basic for jobs of all descriptions. Level 2 (equivalent. Ittoisgrade 4 at requirement GCSE) Reading Test Maths gives students the appropriate skills and knowledge to help them progress to further academic or vocational study and for employment. Maths is a key skill, for many areas of life, such as managing money, working out deals in supermarkets, planning holidays, DIY and cooking.

SCIENCE TRILOGY AQA 8464 SEPERATE SCIENCE Biology, Chemistry and Physics AQA 8461, 8462, 8463 APPROACH Science as a subject allows for students to not only engage deeper with the world we live in but also understand it to a greater extent. All children grow up engulfed by a curiosity and a desire to understand more about what is going on around them. Students will have the option of selecting either Triple Science (achieving a separate GCSE in Biology, Chemistry and Physics) or Trilogy Science, depending on their aptitude and interests. The common content aims to provide the kind of ‘scientific literacy’ that they need to play a full part in modern democratic society. All courses are assessed at the end of Year 11. TRILOGY SCIENCE This course is worth two GCSEs, is aimed at raising scientific literacy and effectively prepares learners for critically engaging with relevant scientific issues. The emphasis is on the fundamental scientific ideas. It provides a bridge for progression to further study of sciences at AS or A level. The programme of study covers key aspects of Physics, Chemistry and Biology. The course focuses on scientific explanation, giving students the opportunity to gain insight into how scientists develop their understanding of the world we inhabit. Students will sit 6 equally weighted exams of 1 hour 15 minutes each. The course will be taught over three years. TRIPLE SCIENCE This course is aimed at students who wish to continue with science into higher education. Students will achieve a separate GCSE in Biology, Chemistry and Physics. The course aims to develop independent learners who are confident planning and performing investigation work around their theoretical knowledge. Each GCSE consists of 3 exams. Students will have to sit 6 exams with a total of 1 hour 45 minutes each. ASSESSMENT All exams for either course will be sat in the June sessions in Year 11. Both science courses have a required element of core practical which will be assessed in their final exams. In Years 9 and 10, students will study material which is common to both specifications in a two year rolling programme. In Year 11 the students will then be separated according to their chosen qualification and the programme of study will become specific to their respective needs. EXPECTATIONS In addition to normal homework, students will be expected to prepare thoroughly with revision and by attending extra revision classes if requested by their teacher. It is advised that students study independently by reading newspapers and scientific articles about topics covered in lessons and watch relevant TV documentaries to supplement their learning. These activities are important as traditional homework and may be set as homework when appropriate to students’ learning. How will this course be useful? . Use this qualification to go on to A-Levels or an apprenticeship. Science can help you go on to be a Midwife, Analytical Chemist, Veterinary Science, Nuclear maintenance technician, Food science technician. Separate Sciences can help you go on to be a Doctor, Dietician, Meteorologist, Aqua cultural Manager, Aviation Inspector.

ENTRY LEVEL SCIENCE AQA Single or Double Award 5960/5961 APPROACH Entry Level Certificates (ELCs) in science are designed for lower ability students who may not achieve a grade 1 at GCSE. We can help students achieve either a single or double award, depending on the student. Both qualifications cover the Key Stage 4 programme of study and link closely with our GCSEs. This qualification is linear, meaning that students submit all components that form the assessment at the end of the course. Two Entry Level Certificate Science qualifications are available: • Entry Level Certificate (Single Award) • Entry Level Certificate (Double Award) Students will be entered for either ELC Science - Single Award or ELC Science Double Award. Students will submit a portfolio of work containing the appropriate number of Externally Set Assignments (ESAs) and Teacher Devised Assignments (TDAs). ASSESSMENT Content: Biology 1. Component 1 - Biology: The human body 2. Component 2 - Biology: Environment, evolution and inheritance Chemistry 3. Component 3 - Chemistry: Elements, mixtures and compounds 4. Component 4 - Chemistry: Chemistry in our world Physics 5. Component 5 - Physics: Energy, forces and the structure of matter 6. Component 6 - Physics: Electricity, magnetism and waves Assessment: There are two different types of assessment. 1. Externally-set assignments (ESAs) consist of a short written test. 2. Teacher-devised assignments (TDAs) consist of a short piece of practical work. How will this course be useful? . This course teaches you about the environment so will help if you wanted to do an Environmental course, Health and social courses as well as helping with investigating skills and problem solving.

RELIGIOUS EDUCATION AQA 8062/BA Religious Studies is a lively and interesting subject where students will gain an appreciation of how religion, philosophy and ethics form the basis of our culture and cultures worldwide. This course will enable students to develop knowledge, understanding and skills to engage in debate and discussions about life in modern society; this includes developing an understanding of non-religious beliefs. Throughout the course you will be challenged with questions about belief, values, meaning, purpose and truth which will enable you to develop your own views towards religious issues and to develop respect and tolerance for those with views opposed to your own. By developing our understanding of people, cultures and religions who live alongside us, we can reduce the ‘fear of the unknown’ and create a happier society Students also learn valuable skills that will help them throughout their lives. These include: • Excellent communication skills and writing skills • The ability to be able to think and question rather than believing everything you are told • How to construct an argument and understand different points of view • How to research and select relevant information to present your point of view • Debating skills EXAMINATION Paper 1 Content – Exam: 1 hour 45 minutes, 50% of final mark You will study 2 religions, beliefs, teaching and practices 1. Christianity 2. Buddhism Paper 2 Content – Exam: 1 hour 45 minutes, 50% of final mark Over the course you will study 4 religious, philosophical and ethical themes. Theme B – Religion and life This topic explores controversial issues such as euthanasia, abortion and animal experimentation in addition to exploring differing views on the origins of the universe. Theme D – Religion, peace and conflict This topic offers students the opportunity to explore reasons for war, the use of weapons of mass destruction, terrorism, pacifism and religious responses to the victims of war. Theme E – Religion, crime and punishment This topic allows students to study religious, philosophical and ethical arguments relating to corporal punishment, the death penalty, forgiveness, reasons for crime, the aims of punishment and the treatment of criminals and the impact and influence of these arguments on the modern world. Theme F – Religion, human rights and social justice This topic focuses on the status of women in religion, the uses of wealth and the freedom of religious expression. Students will study in detail: racial discrimination and prejudice, social justice, human rights and the responsibilities that come with those rights and the prejudice and discrimination in religion. They will also explore the duty to tackle poverty as a responsibility of wealth and issues relating to the exploitation of the poor. How will this course be useful? It prepares students to be informed, respectful members of society who celebrate diversity and strive to understand others. It creates opportunities for young people to develop their communication skills, literacy, interpretation and analysis of textual studies. These are vital skills in the workplace.

PHYSICAL EDUCATION NON-EXAMINATION SUBJECT AIMS The aim of the practical lessons is to give students the opportunity to participate in physical activities conducive to a healthy lifestyle and to have the opportunity to reach their sporting potential. They will be taught and encouraged to develop a positive approach to sport, with an emphasis on physical well-being and enjoyment. There will also be the chance for students to develop their leadership skills by undertaking some formal coaching qualifications within lesson time in year 10, with the introduction of the Junior Sports Leader Award in Year 11. Students will learn through: Formal teaching, movement experience, sports education, individual, small group and team activities. They will also develop their ability to analyse performance using new ICT technology such as Ipads and video analysis. The range of sports which may be offered include: athletics, badminton, basketball, table tennis, football, hockey, netball, rounders, cricket, rugby, softball, handball and volleyball. The lessons are designed to allow students to undertake a set of activities which match their strengths and interests with a goal of maximum enjoyment in PE and life-long learning. ASSESSMENT Activities are covered in half term units and assessment is carried out and recorded at the end of each unit. The assessment takes into account a student’s skill level and application of skills, as well as the understanding of rules, tactics, fitness and an ability to analyse performance. We will be monitoring organisation, effort, cooperation, planning, performing and evaluating. Enjoyment is important and we will expect to see a growing level of maturity when working with others. We will assess any qualities of leadership that students show; the ability to recognise their own and others’ strengths and weaknesses; and how well they communicate with others. PROGRESSION There will be the opportunity for students to involve themselves in clubs and practices as in the Lower School. Those wishing to challenge themselves further will have the opportunity to represent the school in inter-school fixtures and continue to link with local clubs and can aim go on to trial for district and county teams/competitions. Physical Education is one of the core subjects and is compulsory throughout school. In Years 9 – 11 students will be given the opportunity to develop skills in a variety of sporting activities and will be encouraged to continue active participation after leaving school. How will this course be useful? Sport can also provide some important lessons for life such as teamwork, self-determination and selfdiscipline. Through sport, young people come to appreciate the long-term benefits of regular exercise and are able to make informed decisions about adopting a healthy and active lifestyle in future years

END OF CORE CURRICULUM SUBJECTS OPTION SUBJECTS

ART CRAFT AND DESIGN AQA 8201 There is an energy inside every student that can be accessed and ignited through art education. The buzz of creation is something that can only be achieved through a connection to something truly unique and personally insightful. Art enables students to connect with life and teaches them how to deal with the world around them. It opens up passages and possibilities to think beyond what we already know. Developing the ability to communicate visually allows students to discover and showcase their own identity. It is important for students to find out who they are and be proud of the differences that make us unique and also bind us together. Nothing is more stimulating, exciting, consoling than creating or appreciating artwork. The course comprises of; Component 1: Portfolio Component 2: Externally set assignment Component 1 The portfolio must include at least one fully developed project that shows evidence of all the four assessment objectives: 1. EXPLORE - develop work that has been inspired by other artists, designers or craftspeople. 2. REVIEW - explore different ideas and media, trying out a range of techniques and processes, selecting, refining and improving work throughout. 3. EVIDENCE – record and present ideas. 4. OUTCOME – present final ideas. Connect your project together with a clear conclusion. Students will also have to produce either another full project or another selection of work alongside the main project Component 2 AQA will provide a separate externally set assignment, with seven different starting points. Assessment Objectives (AO) 1, 2 and 3 will be completed with support during class and the final piece/s (AO 4) will be produced in 10 hours of supervised time. APPROACH The emphasis at first is very much teacher-led but with students’ choices built in. For example, in an observational drawing lesson, students will be learning the same technique or using the same materials but will work from their own objects or photographs linked to their area of interest. Later in the project, the focus becomes very much student-led. Students can take inspiration from any area of life, and can be inspired by any artist, designer or craftsperson. Regular homework plays a vital role in skill and research. Students must take increasing responsibility for their own learning. Students will get the chance to go to view a major exhibition and also take part in workshops provided by visiting artists, designers and craftspeople. ASSESSMENT PROJECT TOPICS Students will work in a range of different disciplines to produce highly personalised work. Students will get a chance to explore: Drawing: sketching, pen and wash, graphitone, charcoal, graphite stick, tinted charcoal, watercolour, pastel, graphitone and ink tense pencils. Painting: oil, watercolour, acrylic, brusho, ink and dye-based ink. Printing: Etching, lino, mono, collograph and poly printing. Textiles: Batik, felting, silk painting, embroidery, fabric painting, fabric pastels and using the sewing machine. 3 D: Mod rock, willow, wire, card manipulation and fast drying clay. New media: Photography, Photoshop. Other: Papermaking, collage, soft and oil pastels, conte.

ASSESSMENT Component 1 = 60% of final grade Component 2 (externally set assignment) = 40% of final grade Components 1 and 2 are marked in the first instance by Mrs Fish, Art and Design Co-ordinator, and in the second instance by AQA Moderation. EXPECTATIONS Students need to be creative, industrious and imaginative in their work, to be 100% committed and focused and, very importantly, to adhere to deadlines. This is an action-packed course with lots to fit in the 3 -year programme, which will also involve students working in their own time. Students will be encouraged to regularly attend Art Club – this takes place during lunch times and after school. How will this course be useful? Creative industries are worth millions per hour to the UK economy. The ability to work creatively is an essential aspect of many careers. Specific Art related careers include: Games Designer Web Designer, Fashion Designer, Book Illustrator, Architect , Make-up Artist, Tattooist, Graphic Designer, Florist, Jeweller, Film Set Designer

DIGITAL INFORMATION TECHNOLOGY BTEC Technical Award Chosen by over a million students every year, BTEC Technicals are vocational qualifications designed to help our students succeed. Students develop knowledge and understanding through applying their learning to work-related contexts, and gain the skills they need for further study and employment. The course is made up of three components: two that are internally assessed and one that’s externally assessed. The three-block structure, explore, develop and apply, has been developed to allow students to build on and embed their knowledge. This allows you to grow in confidence and then put into practice what you have learned. The assessment structure is also designed so that students can build on what they learn, and develop their skills, as they move through the course. 3 main units are Topics covered: • Exploring User Interface Design principles and Project planning techniques. We will build a variety of user interfaces including multimedia audio video interactive projects, websites with audio/visual components and even interfaces with accessibility in mind i. e. developing an interface for visually impaired users. • Collecting, Presenting and Interpreting Data. The modern Digital world has data everywhere from on-line shopping, digital surveys and Big Data Analysis. We will design collection systems and analyse massive data sets. • Effective Digital Working practices. Living and working in a modern world requires detailed and extensive skills in using Computer Technology. From social media, web design and e. Commerce to digital photography, multimedia and reporting, digital technology is impossible to miss in every working field. STRUCTURE Digital design, data analysis and web based projects form the basis of the work. Basically, we build digital things, learning how to plan lengthy and detailed projects, how to work collaboratively using IT systems and present our finished products to a wide range of users. ASSESSMENT There is an end of course exam worth 40% and 2 separate internally moderated projects that cover the first 2 units worth 30% each. The internal assessments come in the form of extended projects and are very much practical and skill focussed and done inside school. . How will this course be useful? You will have a BTEC Technical vocational qualification which is a perfect stepping stone into work, college or eventually university. It will develop skills that can be applied other subjects and careers: who can survive the modern world without high levels of digital proficiency.

DESIGN & TECHNOLOGY AQA 8552 This GCSE course combines the key subjects within Design and Technology in a practical and exam-based program of study. Students will study a core curriculum of Resistant Materials, Graphics, Textiles and Electronics with a detailed specialism in Resistant Materials. The course is 50% coursework and 50% written exam. Who is GCSE Design and Technology for? This course is for students who wish to improve their practical skills in Design and Technology, evidenced through written and exam based tasks. Students will study materials and their working properties and learn about processes and manufacture. They will gain knowledge of the applications and characteristics of a wide range of wood, metal and polymers. They will have the opportunity to use traditional techniques and modern technologies to develop their skills and knowledge which will open doors into further study and a career in related industries. What will I study? This is a 3 year programme of study. Year 9 – Core skills projects. Students will learn a range of practical skills through a series of design and make projects. As well as learning the safe use of tools and equipment, they will also work on presentation skills and graphic design. Year 10 – Focused projects which use the iterative design process of modelling, testing and production. This is designed to prepare students for their final projects, with a specialism in Resistant Materials. Year 11 – Production of their final major project, where students are given a design brief with which to showcase their skills with a practical project and portfolio. This is worth 50% of the overall mark, both of these tasks are externally assessed. The final 50% comes from an externally set exam. How will this course be useful? You will get to use machines for modelling and designing on. You will be able to develop communication skills and work in teams. This subject allows you to show your creativity and use thinking skills. It could lead to careers such as architect, engineer, 3 D designer, interior designer or working in the construction industry.

DRAMA AQA 8261 AIMS Studying drama develops emotional maturity, and gives pupils a deep understanding of themselves because it involves using not only their voices and bodies, but also emotions and creativity. The skills that students learn by studying drama are invaluable in later life, whatever career path they choose, as it promotes communication skills, critical thinking, teamwork, dialogue and negotiation. During the duration of this course students will; • develop the skills of creativity, self-confidence and group awareness within a safe, fun and stimulating environment. • develop an increased self and group awareness and the ability to appreciate and evaluate the work of others. • understand how to create, interpret and communicate a role or character. • develop an understanding and response to a wide range of play texts. • Employ a range of stage and performance conventions. • Develop the ability to select, synthesise and use ideas and skills to create drama. • Work collaboratively and creatively to achieve shared dramatic intentions. Component 2 - Devising drama (40%) Practical work - 60% of marks. This is internally assessed and moderated by AQA. • Creating devised drama (the sources of inspiration for their devised piece may be a photograph, poem, painting, novel, song, theme or issue, myth or a current political, historical or cultural event). • Performance of the devised drama • Analysis and evaluation of own work Component 3 - Texts in practice (20%) • The study and performance of two key extracts from a scripted play which can be a monologue, duologue or group performance. Students can choose their own play. This is externally assessed by a visiting AQA examiner. All the practical tasks can be undertaken as a performer or a designer. Designer options include: lighting, sound, set, costume. ASSESSMENT The course is assessed practically and through a written examination. Component 1 – Understanding drama Written exam – 1 hour 45 minutes: 40% of marks • Section A – 4 multiple choice questions on drama terminology • Section B – 4 questions on a given extract from a set play • Section C – 1 question on a live theatre production. How will this course be useful? Encourages creative thinking, which is essential to many future courses and careers. Drama allows development of confidence and presentation. Career options - TV/Radio/Theatre production, Presenting, Acting , Drama/Arts therapy, Youth and community work, Journalism, Public speaking, Creative writing.

FOOD & NUTRITION EDUQUAS C 560 P 1 The Food Preparation and Nutrition course equips students with the knowledge, understanding and skills required to cook, apply the principles of food science, understand nutrition and healthy eating. It encourages students to cook, enables them to make informed decisions about food and nutrition and acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life. CONTENT 1. 2. 3. 4. 5. 6. Food commodities Food and nutrition Diet and good health Science of food Where food comes from Cooking and food preparation During the course we spend lots of time cooking, with the intention to cook most weeks. We work through the main food commodities, making dishes which will cover: pastry products (to include profiteroles), meat dishes which involve portioning whole chickens, fish vegetarian and egg dishes and much more. Student will also have an opportunity to work with professional chefs from Kendal College, decorating Christmas cakes and organising a function for family and friends at school. All these skills will be put into practice at school events such as the Christmas Market and our annual Senior Citizens Party, where students gain real life experience of working in a kitchen and food service operation. ASSESSMENTS Component 1: Principles of Food Preparation and Nutrition. Terminal exam. 50% of final grade. Component 2: Food Preparation and Nutrition in Action made up of two internally assessed pieces of work. 50% of final grade. This is carried out in the final year of the course. Assessment 1: The Food Investigation Assessment. This is a scientific food investigation which will assess the student’s knowledge, skills and understanding in relation to scientific principles underlying the preparation of cooking of food. Assessment 2: The Food Preparation Assessment. Prepare, cook and present a menu which assesses student’s knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food. How will this course be useful? It can lead to exciting and well paid career options. Consumers are becoming increasingly reliant on the food industry to develop solutions for their nutritional needs. This course could lead you into roles such as a Chef, Food Product Developer, Food Safety Inspectors, Nutritionists, Dieticians, Teacher, Food Engineer, Food Scientist, Food Photographer, Food Stylist, Home Economist, Hotel and Restaurant Manager, Microbiologist, working in food magazines, radio and television.

FRENCH AQA 8658 Learning a language provides a way of crossing cultural barriers, allowing students to view the world from a different viewpoint. It encourages them to question what they consider to be ‘normal’ and challenges them to embrace a world that is a rich and diverse place filled with different customs, perspectives, history, arts, literature and ways of communicating. It also gives students an appreciation of the structure of language and communication, how language in general is built up and how it can be influenced by culture. Students learn to build a firmer understanding of their own language through questioning how others do things and through celebrating diversity. Settlebeck School is keen that majority of students study a modern language to GCSE level. AIMS The three themes covered at GCSE are: • Identity and culture • Local, national and international and global interest • Current and future study and employment APPROACH The emphasis of the course is on developing the ability to communicate effectively in the foreign language; the skills of listening, reading, speaking and writing are equally important. The teaching approach includes class teaching, group, pair and individual work and students will be expected to speak French whenever they can in lessons. In addition to course books, we use CDs, video, authentic materials and the Internet. Regular homework plays a vital role and we expect our senior students to take increasing responsibility for their own learning. In Years 9 and 10 we cover 6 topics (3 per year) from: Personal Relationships, Holidays, Town and Life at Home, Free Time, Healthy Lifestyle, Education and Career. In Year 11 we look at technology and environmental issues. Grammar is taught throughout the course and is regularly revised and extended. ASSESSMENT GCSE French has a Foundation Tier (grades 1– 5) and a Higher Tier (grades 4 – 9). Students must take all four exam papers at the same tier. All question papers must be taken in the same series of exams in the summer term of Year 11. The four papers are speaking, listening, reading and writing. Each paper is worth 25% of the total GCSE. EXPECTATIONS During the course, much emphasis is placed on practical communication and on understanding authentic French materials. Students will also be expected to have a sound knowledge of grammatical structures and be able to converse adequately on a wide variety of topics. For this reason, confidence when speaking is an asset to any GCSE language course. Students are expected to show a good level of commitment, and regular learning of vocabulary and structures outside lessons is vital to success. How will this course be useful? Languages complement other subjects, increasing opportunities for travel and work within many sectors. These include: science, engineering, law, business, journalism, media, leisure, tourism and education. Language learning helps to enhance many useful transferable skills, including the ability to communicate clearly with a wide range of people and to speak confidently in public

GEOGRAPHY AQA 8035 Geography is an exciting and dynamic subject that studies a variety of topics and teaches students a wide range of skills. This is why, as a subject, it is highly sought after and respected in the workplace as well as in higher education. Geography builds skills essential for a variety of different working environments. Students develop their analytical and observational skills; geography will cultivate team work expertise through group work and fieldwork, as well as strengthen presentational skills needed in employment. Further, students who study geography will gain an understanding into the different environmental, political and social processes, perspectives and issues that impact on our planet and human society COURSE CONTENT Students study three different units and at the end sit three exams, one on each unit. As well as studying the class-based topics, students will undertake at least two fieldtrips as well as more regular local fieldwork activities. UNIT 1 - Living with the Physical Environment Natural Hazards: • Tectonic hazards • Weather hazards • Climate change The Living World: • Ecosystems • Tropical rainforests • Cold environments Processes and Landforms: • UK landscapes • Coastal landscapes • River landscapes UNIT 2 - Challenges in the Human Environment Urban issues and Challenges: • The urban world • Urban change in the UK • Urban sustainability The Challenging Economic World: • The development gap • Newly emerging economies • The UK’s changing economy The Challenge of Resource Management: • Resource management • Energy management UNIT 3 - Geographical Skills Issue Evaluation: In this unit students will have to understand help solve many current issues. • UK issues • International issues Fieldwork: • Two full day fieldwork trips • Routine fieldwork trips and investigations Geographical skills: • Map skills • Graph skills • Statistical skills How will this course be useful? It enables you to develop a vast amount of skills to make you successful not only at school but also in the future. You will improve your literacy through your report writing and written work and you will make real use of your numeracy skills when you interpret data and construct graphs.

HISTORY EDEXCEL 1 H 10 Why choose GCSE History? The world is an interesting and turbulent place. Everything happening in your lifetime is a consequence of what came before. All things have a history. Studying GCSE History can help you understand why the world is like it is today, and perhaps even help you predict what it might be like in the future. It will help you to ask and answer important questions like: Why do we have a welfare system? Why is the Middle East always in the news? How important is freedom and democracy? Why do people have such different political beliefs? Where do our laws come from? It might even help you find out about what you believe, and who you want to be. Paper Two Content – Exam: 1¾ hours, 40% of the final mark 1. British Depth Study - The reigns of King Richard I and King John, 1189 -1215 This focuses on a short time period and requires students to study the relationships between events and people at this time. It assesses knowledge and understanding, and includes topics on: Richard and the Crusades, the idea of Kingship, the Feudal System, King John and the Magna Carta, and John’s feud with the church. 2. Period Study - Conflict in the Middle East 1945 -95 This concentrates on a time period of 50 years, and requires students to understand the unfolding narrative [causes and consequences] of events in the Middle East. Topics include: the Palestinian question, the creation of the state of Israel, the Six Day War, the road map to peace, and the relationship between Israel and Egypt. CONTENT AND ASSESSMENT Paper One Content – Exam: 1¼ hours, 30% of the final mark 1. Thematic Study – Medicine in Britain, c 1250 - present. This concentrates on understanding of the process of change over time and on the changing attitudes to the causes and treatment of illness and disease. Topics include: The Black Death, developments in surgery and public health, the Germ Theory, vaccination, smallpox, and the creation of the NHS. 2. The British sector of the Western Front, 1914 -18: injuries, treatment and the trenches This is linked to thematic study, and concentrates on one period of history. It tests the student’s ability to use different sources of information in their historical context. Topics include: trench warfare, the nature of wounds and illness in WWI, and the development of x-rays, blood transfusions and aseptic surgery. Paper Three Content – Exam: 1 hr 20 mins, 30% of the final mark 1. The Modern Depth study – Weimar & Nazi Germany Like the British depth study, this exam requires students to study and understand the complexity of the historical situation at this time, and use contemporary sources and later interpretations in their historical context. Topics include: the aftermath and impact of WWI on Germany, the Weimar Republic, the rise of the Nazis, Hitler as Dictator of Germany, Nazi methods of control, and the treatment of the young, women & minorities under Nazi rule.

Final Thought: This GCSE is challenging, as all worthwhile things are. Yet, this option is also interesting, thought provoking and sometimes gruesome. A student wanting to study and succeed in history at this level, must engage with the content, be interested in why and how things happen, meet deadlines, expect to improve their work and be ready to act on advice. How will this course be useful? A qualification in history can help prepare you for careers in journalism, law, business, politics, marketing, and teaching. You’ll also learn valuable skills that will help you when you are older. These include: • excellent communication and writing skills • how to construct an argument and understand different points of view • how to research a question and select relevant information to support your ideas • how to analyse different media for hidden meaning and purpose

MEDIA STUDIES WJEC C 680 QS The media plays a central role in contemporary society and culture. It shapes our perceptions of the world through the representations, viewpoints and messages it offers. Media has real relevance and importance in our lives today, providing us with ways to communicate, with forms of cultural expression and the ability to participate in key aspects of society. The economic importance of the media is also unquestionable. Media industries employ large numbers of people worldwide and operate as commercial industries on a global scale. The global nature of the contemporary media, coupled with on-going technological developments and more opportunities to interact with media, suggests that its importance in contemporary life can only increase. AIMS • Demonstrate skills of enquiry, critical thinking, decision-making and analysis • Acquire knowledge and understanding of a range of important media issues • Develop appreciation and critical understanding of the media and its role both historically and currently in society, culture and politics • Understand apply specialist subject-specific terminology to analyse and compare media products and the contexts in which they are produced and consumed in order to make informed arguments, reach substantiated judgements and draw conclusions about media issues • Appreciate how theoretical understanding supports practice and practice supports theoretical understanding • Develop practical skills by providing opportunities for creative media production. CONTENT Year 1 Component 1 Section A: Students will explore and analyse a number of set products such as ‘James Bond - Spectre’ in relation to media language, representation and context. Component 1 Section B: Students will begin to understand who funds and makes products such as ‘Pokémon Go’ as well as who the target audiences are for such products. Year 2 Component 2 Section A: Students will explore and analyse TV programmes ‘Luther’ and ‘The Sweeney’ in relation to media language, representation, industry and audience. Component 2 Section B: Students will explore and analyse music videos ‘Katie Perry – Roar’, ‘Bruno Mars – Uptown Funk’ and ‘Duran – Rio’ in relation to media language, representation, industry and audience. Students will also analyse marketing methods utilised by these artists’ websites. Year 3 Component 3: Students will research both GQ and Glamour magazines before producing a front cover and double page spread for a lifestyle magazine of their own. Students will learn how to use programmes such Photoshop, Publisher and Pixlr to ensure they produce a professional finish on their own magazines.

ASSESSMENT Section B: Music (music videos and online media) Component 1: Exploring the Media written examination 1 hour 30 minutes - 40% of qualification Section A: Exploring Media Language and Representation This section assesses media language and representation in relation to two of the following print media forms: magazines, marketing (film posters), newspapers or print advertisements. There are two questions in this section: • One question assessing media language in relation to one set product (reference to relevant contexts may be required) • One two-part question assessing representation in relation to one set product and one unseen resource in the same media form. Part (a) is based on media contexts. Part (b) requires comparison through an extended response. • One question on either media language or representation (reference to relevant contexts may be required) • One question on media industries, audiences or media contexts Component 3: Creating Media Products non-exam assessment 30% of qualification An individual media production of a magazine for an intended audience in response to a brief set by the exam board, applying knowledge and understanding of media language and representation. Section B: Exploring Media Industries and Audiences This section assesses two of the following media forms: film, newspapers, radio and video games. It includes: • One-stepped question on media industries • One-stepped question on audiences Component 2: Understanding Media Forms and Products written examination 1 hour 30 minutes - 30% of qualification This component assesses all areas of theoretical framework and contexts of the media in relation to television and music. Section A: Television • One question on either media language or representation, which will be based on an extract from one of the set television programme episodes to be viewed in the examination (reference to relevant contexts may be required) • One question on either media industries, audiences or media contexts Component 2: Understanding Media Forms and Products written examination How will this course be useful? This course compliments some of our other subjects on offer; Computer Science, Design & Technology, Music and Art. The skills learnt in this subject are transferable to other subjects and help develop the skills you already have ready for your future career. It has a clear progression route to other courses at college.

MUSIC PRACTITIONERS RSL - Level 2 certificate in performance for music practitioners 603/3303/0 ASSESSMENT Students have to complete three units: two compulsory and one optional. One compulsory unit, Live Music Performance, is externally assessed with a brief set by the Rock School Exam Board. The remaining units are teacher assessed and moderated by the exam board. Studying Music enables students to develop highly desirable skills in areas such as self-management, creativity, data analysis, performance, teamwork, problemsolving, and communication, all of which are essential skills for potential employers. Unit 1: Music Knowledge (20% of the final mark) Students explore different styles of pop, rock and jazz music through listening, performing and composing. Towards the end of the unit, they will focus on two contrasting styles and music associated with them. They will produce a submission which can be written, video or audio recording, or a mixture of these. AIMS This course builds on the musical knowledge and skills students have acquired in lessons and through their involvement in music outside the classroom. Working with different styles of pop and rock music, students will develop technical skills and creativity in performance and composition, as well as their knowledge and understanding of what makes the music distinctive. APPROACH The course is entirely based on coursework and there is a high degree of flexibility, allowing students to use their strengths and follow their particular musical interests. The focus of the course is on active involvement in music, so most of our time will be spent on activities based round performing, composing and listening to music, both recorded and live. Unit 2: Live Music Performance (40% of the final mark) The students have to plan, rehearse and present a live performance following a brief set by the exam board. They will have 10 hours of preparation time followed by 20 hours supervised time in school to prepare the performance. The work can be done individually or in groups. Students need to produce written, audio and/or video evidence of their work throughout this assignment which will be externally marked. Optional Unit 3: Instrumental Study (40% of the final mark) Students will develop their performance skills on their chosen instrument (including voice). In this unit, they need to show their understanding of how to care for the instrument and instrumentalist, their ability to develop their playing technique, and their ability to review their progress and plan for further development. Optional Unit 4: Composing Music (40% of the final mark) Students will already have explored a number of contemporary styles in Unit 1. In this unit, they will select one style of music and compose a piece in this style. They will evaluate the success of the piece, highlighting its strengths and suggesting areas for development. Unit 1: Music Knowledge (20% of the final mark) Students explore different styles of pop, rock and jazz music through listening,

Optional unit 5: Using a DAW (Digital Audio Workstation) Building on their knowledge of DAW programs like Band. Lab used at KS 3, students in KS 4 will further develop their knowledge of Bandlab, Garage. Band Cubase DAW's. They will learn how to use keyboards and sequencing skills to create musical compositions in genres like pop and rock and evaluate their work. COURSE STRUCTURE During Year 9, we will focus on Unit 1 as students develop their familiarity with different styles of music. Considerable time will be spent listening to music as well as performing and composing in the style we are studying. During Year 10, as well as continuing our exploration of musical styles, we will focus on the optional units. Students will also continue to develop their instrumental skills during years 9 and 10. They will be encouraged to take part in live performances in preparation for the Live Music Performance unit assessment. In Year 11, the main focus will be on live performance, with the Live Music Performance taking place in the Spring Term. EXPECTATIONS This course is based on active involvement in music so it is expected that students will be spending their own time developing their musical skills, particularly in performance, and also in composition. As well as completing written work and research on musical styles in their own time, students should spend time listening to music, both recorded and live. Lessons with a specialist instrumental teacher will be a huge benefit to students taking this course and school will arrange these where needed. How will this course be useful? Music is a good way to explore different styles of music for your own interest. It naturally leads to more vocational music courses as well as performing Arts courses. Having a rounded, varied education in the Arts is thought highly of at university level if that is route you want to go down. RSL Level 2 is recognised by colleges and universities as an equivalent to GCSE music.

SPORTS STUDIES OCR - Cambridge National J 812 LEVEL 1 & 2 The Cambridge Nationals in Sport Science offer students the opportunity to study key areas of sport science including anatomy and physiology linked to fitness, health, injury and performance; the science of training and application of training principles, and psychology in sport and sports performance. There will be four units studied in the two year course. Unit RO 41: Reducing the risk of sports injuries Taking part in sport and physical activity puts the body under stress. Knowing how to reduce the risk of injury and how to respond to injuries and medical conditions in a sport setting are vital skills in many roles within the sport and leisure industry, whether you are a lifeguard, a steward at a sports stadium or a personal fitness instructor. In this unit, students learn how to prepare participants to take part in physical activity in a way which minimises the risk of injuries occurring, how to react to common injuries and to recognise the symptoms of some common medical conditions, providing a good foundation to undertake formal first aid training and qualifications. This unit is assessed in the form of an external exam. Unit RO 42: Applying the principles of training In team and individual sport, it is vital that coaches keep their performers in peak condition. They do this by regularly monitoring them through fitness tests and by designing bespoke training programmes to suit the type of sport, performance schedule and the individual themselves. In this unit, students will develop knowledge and understanding of the principles and methods of training and the application of these in the design of training programmes along with practical skills in fitness testing. This unit is assessed in the form of written coursework. Unit R 045: Sports nutrition In all walks of life, appropriate nutrition and diet are vital to our health and wellbeing. In the world of sport the right nutrition is as important as the right equipment and the right training methods. In this unit, students will consider the composition of a healthy, balanced diet. They will also consider the necessity of certain nutrients in particular quantities and the effects of a poor diet. They will reflect upon the role that diet plays in different sports and activities, and use the knowledge gained to produce an appropriate, effective diet plan for a performer. This unit is assessed in the form of written coursework. Unit R 044: Sport psychology In elite sports performance, people often talk about the small details which can make the difference between success and failure. In this unit, students will look at some of the key elements of sport psychology and use some of the strategies and techniques utilised in pursuit of excellence in sports performance. This unit is assessed in the form of written coursework. This course also involves completing a unit qualification on Outdoor Education. How will this course be useful? The course is ideal preparation for a Level 3 Sport Science as well as A-Levels. It develops key transferable skills such as team work, communication, independence, leadership as well as literacy and numeracy. This course can lead to these career opportunities; Sports coaching, Sports science, teaching, Sports physiotherapy, PT instructor.

OUTDOOR EDUCATION (as part of Sport Studies) The course is ideally suited to those who wish to pursue a career in the outdoors, wish to stretch themselves in a new discipline or simply those who enjoy spending time in the mountains. Students will gain competence in several different outdoor sports; possibly including hill-walking, mountain biking, rock climbing and kayaking. They will also learn skills in first aid, group management and navigation. They will be periodically required to complete written assignments related to these sports. Naturally, the course is physically demanding and requires a high degree of resilience. Students should expect to spend long days outdoors throughout the year, with significant fitness demands. All technical equipment can be borrowed from school stores; however, some students prefer to bring their own (for instance, climbing harness/shoes or mountain bike). For general weekly sessions, students will require a pair of walking boots or fell shoes, a small rucksack, full waterproofs, a warm layer and a packed lunch. Some of these items can be provided from school stores, but it is recommended that students get used to their own equipment. THIS COURSE CANNOT BE TAKEN ON ITS OWN IT IS PART OF THE SPORTS STUDIES CLASS.

CERTIFICATE OF PERSONAL EFFECTIVENESS ASDAN – Level 1 & 2 What is it? The Certificate of Personal Effectiveness is a nationally recognised qualification outcome of the ASDAN programmes. The qualifications offer imaginative ways of accrediting young people's activities. They promote and allow centres to record a wide range of personal qualities, abilities and achievements of young people, as well as introducing them to new activities and challenges. Structure The Co. PE curriculum is found in the student book, which comprises 13 modules. The modules are divided into three sections; section A, B and C. Each section should take at least 10 hours to complete – 10 hours is worth one credit. Students will need 12 credits to gain the Certificate of Personal Effectiveness. The module titles are: • Communication • Citizenship and Community • Sport and Leisure • Independent Living • The Environment • Vocational Preparation • Health and Fitness • Work-related Learning and Enterprise • Science and Technology • International Links • Expressive Arts • Beliefs and Values • Combined Studies (this module allows you to mix and match a combination of challenges from other modules). Students will produce a portfolio of evidence to demonstrate their achievements. Students must also demonstrate competence at Level 1 or 2 in the six Co. PE skills 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 • Planning and Giving an Oral Presentation Activities that may form part of the course include: • Cake sale/coffee morning • Young Firefighters course • Group enterprise projects • Practical application of taught skills It is important to remember that ASDAN does not currently qualify towards a Progress 8 measure. How will this course be useful? The Co. PE award gives confidence and raises self-esteem to prepare for any later employment opportunities. This can lead to Bronze which is Co. PE level 1/2. Level 1 is equivalent to a GCSE Grade 2. Level 2 is equivalent to a GCSE Grade 4. .

EXTENDED CERTIFICATE IN SKILLS FOR FURTHER LEARNING AND EMPLOYMENT (RQF) OPEN AWARDS – Entry level 3 and Level 1 The primary purpose of this qualification is to prepare students for further learning or training. This qualification offers you a good starting point for your vocational education and training. It offers a mix of personal development and employability skills alongside an introduction to a range of vocational skills. To achieve the extended certificate, you are required to complete 24 credits. This will involve completing the mandatory unit ‘Developing Own Interpersonal Skills’. This will support you to recognise your interpersonal skills and areas for development and to put these into a clear action plan for development. Work is collated into a portfolio of evidence and candidates must provide sufficient evidence that they have the required knowledge, skills and understanding of the assessment criteria. Types of evidence could include: • Videos/photographs • Observation of performance/skill • Questioning (written or oral) • Practical activities • Personal statements • Project work • Worksheets • Witness testimonies • Group discussion You will then be required to complete units from Generic Optional Group B, which covers Employability; Personal Learning; Health and Wellbeing; and Numeracy and Literacy. You will also be required to complete units from Sector Pathway Groups, such as: • Creative Industries • Sport, Fitness and Leisure • Catering and Hospitality • Digital Skills How will this course be useful? This course will help support you in gaining skills you need for help in interviews and gaining employment. Communication skills as well as working as part of a team are important in life as well as most jobs and this gives you lots of opportunity to develop those skills.

Presentation End Any issues please contact evanss@settlebeck. org